SERVICE INFRASTRUCTURE AND CURRICULUM IMPLEMENTATION IN PUBLIC UNIVERSITIES IN NORTHERN UGANDA

Emmanuel Acidri Bileti, Stephen Ndawula, Harriet Kebirungi, Joseph Rwothumio

Abstract


This study examined the influence of service infrastructure on curriculum implementation in public universities in Northern Uganda. Service infrastructure was studied in terms of electricity, water, toilets, and healthcare facilities, while curriculum implementation was considered in terms of preparation for teaching, content delivery, and assessment of learning. It was hypothesised that service infrastructure has no significant influence on curriculum implementation in public universities in Northern Uganda. The study embraced a convergent parallel mixed-methods research design. Quantitative data was obtained from 123 respondents through questionnaires. Qualitative data was collected from 26 participants through interviews, 61 participants through FGDs, and observations. The study revealed that generally, the level of curriculum implementation was low at a mean of 2.58 (51.6%), the level of services infrastructure was moderate at a mean of 3.43 (68.6%), and the coefficient of determination (R2) was at .214, implying that services infrastructure explained 21.4% of the variations in curriculum implementation in public universities in Northern Uganda. The null hypothesis that service infrastructure has no significant influence on curriculum implementation in public universities in Northern Uganda was rejected because the P-value of 0.000 was found to be less than the level of significance of 0.05. It was concluded that service infrastructure is a vital requirement for effective curriculum implementation in public universities in Northern Uganda. Therefore, it was recommended that the public universities further improve the state of their service infrastructure, like electricity, water, toilets, and health care facilities, to improve curriculum implementation, especially in areas of preparation for teaching, content delivery, and assessment of learning. Additional studies should be carried out on other factors contributing to 78.6% of the influence of curriculum implementation in public universities in Northern Uganda.

 

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service infrastructure; curriculum implementation; public universities; Northern Uganda

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DOI: http://dx.doi.org/10.46827/ejes.v11i6.5358

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