Organisational Factors Affecting Students’ Research Outputat a selected Tertiary Institution in Kabale Municipality

Abstract

This study was about organisational factors affecting students’ research output at the selected tertiary institution in Kabale municipality. The objectives were to establish the effect of teaching on students’ research output; to find out the effect of supervision on students’ research output; and to investigate the effect of the quality control on students’ research projects at the selected tertiary institution in Kabale municipality. A cross-sectional design was used. Data was collected using questionnaires, interview-guides from a population sample of 72 respondents. Quantitative data was analyzed statistically using the Pierson Product Moment Correlation Coefficient formula and Spearman Rank Order Correlation Coefficient with the help of SPSS, while qualitative data was analysed using content analysis strategy. It was found out that each of the three variables had a positive moderate effect on students’ research output given by Spearman’s correlation coefficient, whereby teaching was 0.625; supervision was 0.496, and quality control mechanisms was 0.509. It was concluded that teaching significantly affects the students’ research performance at the institution; supervision significantly affects students’ research outputs at the institution; quality control mechanisms significantly affect students’ research outputs at the institution. Regarding the first objective, it was recommended that the college should integrate part-time teaching into the recommended rage of 20% - 50% by the NCHE; train lecturers in professional skills as instructors; shift from pure pedagogy which is teacher-centred to interactive andragogy which is learner-centred; encourage lecturers and students to apply the available ICT facilities while teaching research methods.For the second objective, it was also recommended that the institution should establish a more conducive academic culture through more effective leadership in which the principal serves as a change agent; train supervisors in various supervision styles; gradually shift from supervisor-centred to student-centred supervision styles; monitor regularly the way students are supervised in research. Finally for the third objective, it was recommended that the institution should establish a comprehensive quality assurance policy framework pointing out both internal and external quality control mechanisms for research as similar institutions in the country have done.