This study investigated research supervision as a key factor in the progression of graduate students in the public higher institutions of learning in Uganda. A cross-sectional survey design was used to conduct the study. A total of 312 graduate students on masters' degree programs were randomly selected from 4 public institutions of higher learning. The study also included 20 research supervisors who were conveniently selected and 4 purposively selected graduate school heads. A self-administered structured questionnaire was used to collect the data from the students. The supervisors and research school heads were interviewed. The ordered logistic regression and content analysis methods of data analysis were used to establish the contribution of research supervision to the graduate students’ progression. The findings revealed that the supervisor-supervisee relationship, supervisor guidance and feedback are significant antecedents of the graduate students’ progression. The study thus concluded that public institutions of higher learning institute mechanisms that address the supervisor-supervisee relationship, supervisor guidance and the promptness of any feedback in order to enhance the students’ progression. The study recommends that public institutions of higher learning institute i) annual training programs that focus on promoting a good relationship between supervisors and supervisees, ii) regular research seminars that bring together the supervisors and supervisees and iii) regular meetings between the administration, research supervisors and supervisees in order to review the students’ progress. The institutions should also emphasize adherence to the policy of giving feedback on the students’ research work within set time frames.
The study examines the influence of instructional resources on teacher effectiveness in government-aided secondary schools in Uganda and specifically the extent to which availability and utilization of instructional resources influence teacher effectiveness. A descriptive cross-sectional survey design was used in which 82 head teachers and 1024 teachers were selected using multistage sampling. Survey, interview, observation and document analysis methods were used to collect data. Quantitative data were analyzed using descriptive statistical analysis and ordered logistic regression, while content analysis was used to analyze qualitative data. The findings suggest that availability and utilization of instructional resources significantly contribute to teacher effectiveness although instructional resources are inadequate and not properly utilized. To enhance teacher effectiveness, the Ministry of Education and Sports (MoES) should continuously train teachers on use and improvising of instructional resources. Government should construct more libraries and science laboratories especially for Universal Secondary Education [USE] schools to promote easy accessibility of textbooks by learners and teachers and practical teaching of science subjects.
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