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dc.contributor.authorAngweri, Frederick
dc.date.accessioned2020-12-04T06:23:06Z
dc.date.available2020-12-04T06:23:06Z
dc.date.issued2019-02
dc.identifier.citationAngweri, Frederick(2019)Quality of Teaching and Visibility of Higher Education Institutions in Uganda: A case of Kyambogo Universityen_US
dc.identifier.urihttps://hdl.handle.net/20.500.12305/981
dc.description.abstractThe study investigated the extent to which quality of teaching influences the visibility of Higher Education Institutions (HEIs) in Uganda, using KYU and a case study. The study focused on the following objectives; to establish the degree in which course design influences the visibility of HEIs; to assess how the learning environment influences the visibility of Higher Education Institutions and to examine how assessment influences the visibility of Higher Education Institutions. The study used a cross-sectional design supplemented with qualitative and quantitative approaches. The study population was 353 and 163 students and KYU respondents made the sample. The questionnaire, interview guide, observation checklist and documentary review checklist were the tools used. A response rate of 74% (120/163 x100%) was obtained. Key findings revealed a positive relationship between course design and visibility revealed by 64% variance of HEIs at KYU while 36% was attributed to other factors not studied. The learning environment showed negative correlation (-.618**) i.e. latrines and toilets filthy, inadequate facilities affect visibility of Kyambogo. On the other hand, the relationship between assessment and visibility explained up to 35% variance however 65 was attributed to other factors. The study concluded that courses be appropriately designed to suit the needs of learners; emphasize classroom experiences to practical field experiences; conform to university/departmental timetables and start on time; embrace technological innovations to excel academically. Poor infrastructure for instance lecture theatres, offices, learning space among others would deter visibility of HEIs while having poor facilities and in bad state compromises quality of teaching. Restricted access to Internet and other e-resources stall learning as its good to prioritize evaluating lecturers at every end of course unit while conducting lessons based on lessons plans simplifies learning and use of the feedback improves release of course work assignments, examinations results, testimonials, transcripts and certificates among others. The study recommended for budgeting for the purchase and installation of teaching technologies; constantly engage alumni students; organize and conduct course development tailored made trainings; lobby for more foreign funding; outsource cleaning services; comply and use disciplinary action based on University rules and regulations.en_US
dc.language.isoenen_US
dc.publisherUganda Management Instituteen_US
dc.subjectQualityen_US
dc.subjectTeachingen_US
dc.subjectVisibilityen_US
dc.subjectHigher Education Institutionsen_US
dc.subjectUgandaen_US
dc.titleQuality of Teaching and Visibility of Higher Education Institutions in Uganda: A case of Kyambogo Universityen_US
dc.typeThesisen_US


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