Philosophical examination of pedagogical competencies and the Epistemic essence of lecture delivery by Kyambogo university teaching staff

Abstract

The research investigated the influence of Pedagogical Competencies (PC) on lecture delivery among the teaching staff at Kyambogo University and the constituency branches in Soroti and Bushenyi. Constructive theory served as the foundation for the development of three objectives: determining the relationship between pedagogical competencies and lecture preparation, lecture delivery, and students’ assessment and evaluation. The analysis of data was mostly done using a quantitative approach while a slight use of qualitative research design was also employed. Teaching staff, academic administrative staff, undergraduate students at Kyambogo University, as well as the constituent branches Soroti and Bushenyi, were the researchers' respondents. Using stratified random and purposive sampling, they were chosen for sampling. Checklists for observations, interview guides, and survey questionnaires were used to get data. Data were analyzed in frequencies, percentages, means, and standard deviations. The thematic analysis of the qualitative data was done in conjunction with the Pearson Correlation approach for the analysis of the research questions. Findings revealed that Pedagogical Competencies influence the quality of lecture preparation; lecture delivery; and learners’ assessment and evaluation. Based on this evidence, it was concluded that PC significantly influences lecture preparation; lecture delivery; and assessment and evaluation. It was recommended that the management of Kyambogo University should design and implement sustainable strategies to support and continue improving the pedagogical skills of the teaching staff.