Directorate of Graduate Studies, Research and Innovations (DGSRI)
https://ir.bsu.ac.ug//handle/20.500.12284/163
Coordinating graduate studies, research, and innovations across the University2024-03-29T01:46:51ZTEACHERS’ ATTITUDE TOWARDS THE INCLUSION OF CHILDREN IN STREET SITUATIONS IN MAINSTREAM EDUCATION IN KAMPALA DISTRICT, CENTRAL UGANDA
https://ir.bsu.ac.ug//handle/20.500.12284/613
TEACHERS’ ATTITUDE TOWARDS THE INCLUSION OF CHILDREN IN STREET SITUATIONS IN MAINSTREAM EDUCATION IN KAMPALA DISTRICT, CENTRAL UGANDA
Atuhaire, Annah; Nyaga Kindiki, Jonah; Mugun Boit, John; Chumba, Sammy
The United Nations Sustainable Development Goal number four target five seeks to eliminate
all forms of discrimination in education for marginalized groups including children in
vulnerable situations like those in street situations. Inclusion of vulnerable children into
mainstream education has not been sufficiently studied. This study assessed teachers’ attitudes
towards the inclusion of children in street situations in mainstream education. Adopting
convergent-parallel mixed method research design. A total of 264 teachers were randomly
selected from 40 public primary schools in Kampala district. Additionally, a purposive sampling
method was used to select nine children in street situations who had dropped out of school, and
five representatives from governmental and non-governmental organizations. The purpose of
these selections was to gather insights into teachers' attitudes towards the inclusion of children
in street situations into mainstream education. Qualitative data was generated using semi structured interviews and analyzed thematically. Quantitative data was generated using
questionnaires and analyzed using descriptive and inferential statistics. This research observed
ethical principles and trustworthiness. Quantitative findings revealed that teachers’ attitude (F
(3, 259) = 0.807, P > 0.05) was insignificant hence was not a strong predictor for educational
inclusion of children in street situations. Qualitative findings revealed that teachers’ attitudes do
not anticipate educational access to children in street situations. Also, there were mixed
reactions regarding teachers’ attitude as either negative or positive towards engaging learners
from the street in the mainstream classroom. The study concluded that teachers’ attitude poorly
predicted inclusion of children in street situations in mainstream education and a total of 99.1%
of the variation in inclusive education can be explained by other variables or factors other than
teachers’ attitude. The study recommended that the Government could provide education
accessible to children in streets situations. Additionally, there is need for doing further research
to assess the significance of teachers’ attitudes towards the engagement of learners from the
streets in schools and classrooms after they have been initiated into inclusive education. The
findings are significant to the Government and teachers in planning and policy formulation for
inclusivity of children in street situations in accessing equitable quality education for all
provided in the mainstream education.
2023-01-01T00:00:00ZPROGRAM PROGRESSION AND COMPLETION AMONG POSTGRADUATE STUDENTS AT BISHOP STUART UNIVERSITY
https://ir.bsu.ac.ug//handle/20.500.12284/600
PROGRAM PROGRESSION AND COMPLETION AMONG POSTGRADUATE STUDENTS AT BISHOP STUART UNIVERSITY
Twebaze, Richard
This paper was generated from findings of a survey that was done
involving postgraduate students and lecturers of Bishop Stuart
University to find out the status of course progression and
completion among Masters and PhD students. The study sought to
establish the factors impacting program progression and
completion among postgraduate students at Bishop Stuart
University. The data for the study was collected through online
questionnaires and interviews with Masters and PhD postgraduate
students that were registered between the years 2015 and 2018. The
findings indicated that the majority of students spend more than
twice the amount of the minimum time allowed for the programs
registered for. It was established that after the completion of the
first academic year of class work, there is little follow up on the
students. As a result, most students graduate well behind schedule
while others drop out. Financial constraints were mentioned by
students as the main challenge causing delay in program
progression and completion. Other key challenges mentioned were
the Covid-19 induced lockdown, disagreement between
supervisors, personal health challenges and inaccessible or
unresponsive supervisors that take a very long time to provide
feedback when they are given work for review. Some students also mentioned that they were unable to access most online journals that
required a subscription
2023-06-01T00:00:00ZASSURING QUALITY IN UGANDAN UNIVERSITIES DURING COVID-19
https://ir.bsu.ac.ug//handle/20.500.12284/585
ASSURING QUALITY IN UGANDAN UNIVERSITIES DURING COVID-19
Kabeba Muriisa, Roberts; Bariyo, Rogers; Mlahagwa, Wendo
The Corona Virus Pandemic sparked a crisis across many sectors
of the economy. The virus led to the closure of many sectors
including education. In Uganda, the education sector was closed for
22 months leaving many children and schools stranded on how to learn and deliver education services. The higher education sector
reacted by introducing online learning. Since to many online
learning was a crisis response, the transition was abrupt, thus
calling for an investigation into the quality of education offered by
universities during COVID-19. We interrogate the learners’
experience with online learning with a view to understanding the
extent to which quality standards were maintained. Understanding
how the learning experience can lead to improved design of future
online programs and avoid the crisis in the education program
delivery system. We collected both qualitative and quantitative data
using questionnaires sent to students online. A sample was
conveniently drawn from students who studied online during
COVID-19. The sample consisted of both students undertaking
undergraduate and post-graduate training at various levels. Our
findings indicated that the majority of students were not well
trained to undertake the online program, institutional support was
also limited during online training and students indicated that
online training can be better delivered if universities provide
adequate training to students and invest in infrastructure
development
ASSURING QUALITY IN UGANDAN
UNIVERSITIES DURING COVID-19
An Assessment of Students’ Experience with e-Learning
A Case of Mbarara University of Science and Technology
(MUST) and Bishop Stuart University (BSU)
2023-01-01T00:00:00ZBISHOP STUART UNIVERSITY JOURNAL of DEVELOPMENT, EDUCATION & TECHNOLOGY
https://ir.bsu.ac.ug//handle/20.500.12284/563
BISHOP STUART UNIVERSITY JOURNAL of DEVELOPMENT, EDUCATION & TECHNOLOGY
2023-01-01T00:00:00Z