Browsing by Author "Kaweesi, Muhamadi"

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    Contribution of infrastructural availability for school growth and sustainable improvement in academic performance in selected secondary schools in Tororo district
    (John Wiley & Sons Ltd., 2025) Muweesi, Charles; Athieno, Marcellina; Kaweesi, Muhamadi; Taddeo, Kaahwa Yuda; Mugagga, Anthony Muwagga
    The study sought to establish the contribution of infrastructural availability to school growth and sustainable improvement of academic performance in selected secondary schools in Tororo District. The study employed a qualitative approach, and data were collected from school administrators, the management team and teachers using open-ended questions based on interviews. Results were analysed thematically and presented verbatively. Findings showed that teaching aids, such as lesson plans, blackboard rulers, chalkboards, and textbooks are available and help improve academic performance, but overcrowded classrooms, poor ventilation and small space compared with the number of learners for a particular class are linked to lower levels of student engagement and learning. Noise levels have a significant impact on both teacher and student performance, and proper levels of natural illumination increase test results and teacher and student moods. Lack of commitment leads to skipping school and failing to complete assessment tasks. It was concluded that the Ugandan government supports the building of classrooms, libraries and laboratories in schools; teaching aids, such as textbooks lesson plans, blackboard rulers and chalkboards, raise teachers' morale to hold classes consistently, which helps schools expand and sustain improvements in academic performance. However, classrooms have poor ventilation and are overcrowded because of large enrolments. It is recommended that the government should improve the school infrastructure by renovating the classrooms, providing desks for children, making supplementary funding available to low-performing schools and providing teachers with accommodations at schools to check the late coming, early departure and regular absenteeism of teachers on duty.
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    Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda
    (Routledge, 2024) Muweesi, Charles; Kintu, George; Mugenyi, Disan Kuteesa; Kaweesi, Muhamadi; Sserwadda, Lawrence; Nabateregga, Judith; Shizhou, Lou; Mugagga, Anthony Muwagga; Taddeo, Kaahwa Yuda
    This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences. KEYWORDS: Experiential approach; inquiry-based approach; secondary school; learning; students
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    Role of Higher Education Institutions' Capacity Building Programs in Promoting Transnational Education in Uganda : A Case of Makerere University
    (John Wiley & Sons Ltd., 2026) Muweesi, Charles; Nabukalu, Aisha; Kaahwa, Taddeo Yuda; Sserwadda, Lawrence; Kaweesi, Muhamadi; Mugenyi, Kuteesa Disan; Mugagga, Muwagga Anthony
    The study on The Role of Higher Education Institutions' capacity-building programs in Promoting Transnational Education (TNE) in Uganda focuses on both host and home institutions. The research aimed to assess the impact of TNE, investigate challenges affecting its sustainability, and suggest strategies for improvement. A qualitative exploratory design was adopted, wherein data were collected from university administrators, lecturers, and student leaders at Makerere University. Their responses were coded, transcribed, and analysed thematically. Findings revealed that TNE plays a significant role in expanding access to higher education by offering students international learning opportunities, enhancing academic advancement, and providing global exposure, thereby improving education quality. However, challenges such as inadequate funding and regulatory inconsistencies hinder the long-term sustainability of TNE programs. The study concludes that Transnational Education is instrumental and fundamental in transforming the host university's infrastructure and technology, on top of promoting quality education. The study recommends increased government funding for local universities, through grants, subsidies, and policy incentives, to improve their competitiveness in the TNE space. Additionally, the National Council for Higher Education (NCHE) should establish clear regulatory frameworks to harmonise TNE policies, ensuring quality education and supporting the sustainability of both host and home institutions in Uganda. Keywords: host higher education institutions | long- term sustainability | transnational education