ANALYSING THE INFLUENCE OF LECTURERS’ PEDAGOGICAL PRACTICES ON STUDENTS’ ACADEMIC PERFORMANCE IN THE UNIVERSITIES OF UGANDA: EMPIRICAL EVIDENCE FROM NKUMBA AND KYAMBOGO UNIVERSITIES, UGANDA

Peter Lwanga Kayizzi, Simon Peter Ongodia

Abstract


The purpose of the study was to establish the influence of lecturers’ pedagogical practices on students’ academic performance in the universities of Uganda. The study delineated pedagogical practices in Kyambogo and Nkumba universities of central Uganda. The objective of the study was to analyse the influence of lecturers’ pedagogical practices on students’ academic performance in the selected universities of Uganda, using a sample of 334 randomly selected final-year students and purposively selected lecturers from the selected universities. The study utilised a convergent parallel mixed methods research design, an objective and subjective epistemological positioning and a dualism ontological stance. Findings from the correlation results revealed a significant positive, but moderately weak relationship between pedagogical practices and students’ academic performance in the selected universities of Uganda (r = 0.486, p = 0.000 < 0.05). Regression analysis results indicated that the pedagogical approaches, engagement/interaction and assessment practices, when combined as in the model, explained only 23.6% of the variation in students’ academic performance in the selected universities of Uganda (R2 = .236). The remaining (76.4%) may be explained by other factors which were not considered in the study. The study, therefore, recommended that Government of Uganda (GoU), through the National Council for Higher Education (NCHE) of Uganda, and other supervisory bodies of higher education ought to give ample sensitization and training to the university lecturers on better adoption and application of appropriate assessment practices to enhance students’ academic performance in the universities of Uganda.

 

Article visualizations:

Hit counter


Keywords


pedagogical practices, interaction, performance

Full Text:

PDF

References


Adediwura, A. A., & Tayo, T. (2007). Perceptions of teacher knowledge, attitudes and teaching skills as a predictor of academic performance in Nigeria secondary schools. Educational Research and Review 2(7) 165-171

Altinyelken, H., K. (2010). Pedagogical renewal in sub-Saharan Africa: The case of Uganda. Comparative Education. Vol. 46, No. 2 pp151-171 http://dx.doi.org/10.1080/03050061003775454.

Al Munnr, A., Yunusa, A., & Itse, J., B. (2017). Students’ engagement in relationship to academic performance. Journal of Education and Social Sciences. Vol. 8 Issue 1.

Al-Zu’be, M. F. (2013). The difference between the learner-centred approach and the teacher-centred approach in teaching English as a foreign language. Education Research International, Vol. 2, No. 2.

Blazer, D. (2016). Teacher and teaching effects on students’ academic performance, attitudes, and behaviours. Harvard University.

Costa, C., Cardoso, A. P., Lima, M., Ferreira, M., & Abrantes, L. (2015). Pedagogical interaction and learning performance as determinants of academic achievement. Procedia-Social and Behavioral Sciences, Vol, 171 pp874-881

Creswell, J., W. (2014). Research design. Qualitative, quantitative and mixed methods approaches. 4th Edition, SAGE publications.

Dahie, M., & Muhamud, A., A. (2018). Factors affecting students’ academic performance: Case study from university of Somalia in Mogadishu- Somalia. IOSR Journal of Humanities and Social Sciences. Vol. 23 Issue 3, Version 9 pp73-80 DOI:10.9790/0837-2303097380

Ezati, B., Opolot-Okurut, C., & Namubiru, P. (2014). Addressing pedagogical training needs of teaching staff: Lessons from Makerere university short professional development programs 2006-2010. American Journal of Educational Research. Vol, 2, No.2. 1190-1198 doi:10.12691/education-2-12-9.

Ezati, A., Onen, D., & Ezati, B. (2016). The influence of planning on the quality of teaching in public universities. International Journal of Education and Research. Vol. 4 No.2

Fischer, E., & Hänze, M. (2019). Back from “guide on the side” to “sage on the stage”? Effects of teacher-guided and student-activating learning methods in student learning in higher education. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2019.03.001

Ganyaupfu, M, E. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention. Vol. 2 Issue 9

Hussain, S., Ahmad, N., & Khan, N., F. (2017). The effects of authentic pedagogical practices on students’ educational performances and retention power.

Ismail, A. B. T., Sawang, S., & Zolin, R. (2018). Entrepreneurship education pedagogy: teacher-student-centred paradox. Education + Training. Vol, 60, No. 2 pp168-184

Kabanga, M., Mugimu C. B., & Oonyu, J. (2018). Exploring the pedagogical practices used in competence-based education training of nurses and midwives in Uganda. International Journal of Learning, Teaching and Educational Research. Volume, 17, No. 1 pp 133-154.

Kasule, G., W., Wesselink, R., & Mulder, M. (2016). Professional development status of teaching staff in a Ugandan public university. Journal of Higher Education Policy and Management. Vol. 38 No. 4 https://doi.org/10.1080/1360080X.2016.1181883

Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st century teaching skills. The key to effective 21st century learners. Research in Comparative & International Education Vol. 14, No.1 pp 99-117 DOI: 10.1177/1745499919829214

Kintu, D., & Wanami, S. (2019). Students’ perception about a distance learning program: A case of the open, distance and e-learning programme at Kyambogo university, Uganda. International Journal of Advanced Research, ideas and innovations in Technology. Vol. 5, Issue 1

Kisalama, R., Ahumuza, A. E., & Okurut, D. S. (2018). Strengthening the adoption of learner-centred pedagogy in teacher education in Uganda through video-based self-reflection and college-based mentorship system. Baraton Inter-disciplinary Research Journal. Vol. 8 pp 1-8

Kyahurwa, P. B. (2009). Vocational training and the labour market needs: A case of clothing and textile training in Kyambogo university. Published Master’s Thesis. Kyambogo University.

Lin, W., Yin, H., Han, J., & Han, J. (2020). Teacher-student interaction and Chinese students’ Mathematics learning outcomes: The mediation of Mathematics achievement emotions. International Journal of Environmental Research and Public Health. Vol, 17 https://doi.10.3390/ijerph 17134742

Ludigo, H., Mugimu, C. B., & Mugagga, A. M. (2019). Pedagogical strategies and academic achievement of students in public universities in Uganda. Journal of Education and Practice. DOI: 10.47941/jep.314

Matovu, M. (2020). Academic self-efficacy and academic performance among university undergraduate students: An antecedent to academic success. European Journal of Educational Studies. Vol, 7, Issue 3 doi:10.5281/zenodo.3756004

Mekonnen, S. (2014). Problems challenging the academic performance of Physics students in higher governmental institutions in the case of Arbaminch, Wolayita Sodo, Hawassa and Dilla universities. Natural Sciences. Vol. 6 pp 362-375 https://dx.doi.org/10.4236/ns.2014.65037

Merkine, B., Bisa, Y., & Ayele, A. (2019). The relationship between student-teachers’ interaction and academic achievement of trainee teachers in Dilla College of teacher education. Global Journal of Human Social Sciences: Arts and Humanities Psychology, Vol. 19, Issue 3.

Mugimu, B., & Mugisha, W. (2013). Educational practices, curriculum design and implementation at the MLT Diploma program in Uganda. Creative education, Volume 14, No.12B 105-115. http://dx.doi.org/10.4236/ce.2013.412A2016.

Mugoya, A. (2011). Analysis of the hospitality training curriculum at university level: A case study of Makerere University Business school and Nkumba University. Published Masters’ Thesis. Kyambogo university.

Munawaroh, (2017). The influence of teaching methods and learning environment to the students’ learning achievement of craft and Entrepreneurship subjects at vocational high school: International Journal of Environment and Science Education. Vol, 14, No.4 665-678

Mvula, K. A. (2020). Teaching methods and students’ academic performance in Kinematical motion. Graphical interpretation and conceptual understanding. American Journal of Social Sciences and Humanities. Vol. 5 No. 1

Muzenda, A. (2013). Lecturers’ competence and students’ academic performance. International Journal of Humanities and Social Science invention. Vol. 3, Issue 1 pp. 06-13

Niyonzima, E. (2017). Effects of teaching methods on students’ learning outcomes in higher learning institutions in Rwanda. Published Doctoral thesis.

Nyadanu, D., Garglo, M., Adampah, T., & Garglo, R. (2015). The impact of lecturer-student relationship on self-esteem and academic performance at higher education. Journal of Social Science Studies. Vol. 2 No. 1 http://dx.doi.org/10.5296/jsss.v2il.6772

Pallant, J., & Manual, S., S. (2010). A step-by-step guide to data analysis using SPSS. Berkshire UK: McGraw-Hill Education.

Pereira, R, D., & Flores, A, M. (2016). Conceptions and practices of assessment in higher education: A study of Portuguese university teachers. Revista Iberoamericana de Evaluacion Educativa. Vol 9 No. 1 pp 9-29. DOI: 10.15366/riee2016.9.1.001

Sarantakos, S. (2005). Social research (3rd ed) Melbourne, McMillan Education.

Sahibzada, J., & Himat, N. A. (2019). Impacts of formative assessment on EFL students’ academic performance at Kandahar university. American International Journal of Social Science Research. Vol. 4, No.2

Ssebuwufu, J. (2017). Managing and transforming an African university: Published by the council for the development of social science research in Africa, Dakar Senegal.

Shaista, S., Kumar, J. M., Hem, R., Christina, G., & Gurleen, K. (2018). Teaching and learning through large and small groups. Journal of Research in Medical Education and Ethics. Vol. 8 DOI: 10.5958/2231-6728.2018.00048.3

Sheeri, J. (2009). Research methods and statistics. A critical thinking approach. 3rd Edition. Jacksonville University.

Shyiramunda, T., Bavugirije, F., & Bizimana, B. (2020). The effect of unqualified teachers on students’ academic performance at Rusoro secondary school of Gakenke district, Rwanda. International Journal of All Research Writings. Vol. 2 Issue 2.

Sikhwari, T., D., Ravhuhali, F., Lavhelari, N., P., & Pataka, H. (2019). The students’ perceptions of some factors influencing academic achievement at a rural South African university. South African Journal of Higher Education. Vol. 33 No. 4 pp. 291-306 https://dx.doi.org/10.20853/33-4-2937

Uleanya, C. (2019). Exploring effects of lecturer-students’ relationship on students’ academic performance in selected rural universities. Interchange. Vol. 51 pp 345-360 https://doi.org/10.1007/s10780-019-09377-x




DOI: http://dx.doi.org/10.46827/ejes.v10i4.4764

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Peter Lwanga Kayizzi, Simon Peter Ongodia

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).