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Assessing University-Society Engagements: Towards a Methodological Framework
(nnovative Higher Education, 2023-10-17) Bekele,Teklu Abate; Ofoyuru,Denis Thaddeus; Woldegiorgis,Emnet Tadesse
Abstract
Higher education institutions pursue three distinct yet interrelated missions of
education, knowledge production, and community engagement. Until the last dec
ades of the twentieth century, the third mission, also known as community engage
ment, has received little attention. Although the third mission generally aims to
contribute to the socio-cultural and economic transformations of society, its dis
tinct characteristics are still under-theorized. None of the existing methodological
and conceptual frameworks provides a holistic analysis of significant engagement
indicators that transcend specific application contexts. Collecting data on university
engagement with society and making meaningful interpretations is thus a challenge
to researchers and practitioners. To contribute to filling this gap, this modified Del
phi study proposes a comprehensive methodological framework of university-soci
ety engagements in Africa. The core thesis is that engagement is ubiquitous- univer
sity missions and support systems embody it. The framework thus constitutes eight
engagement domains aligned with university core functions (teaching, knowledge
production, and societal service) and support systems (governance, digitalization,
internationalization, partnerships, and sustainability), with 52 items, rating scales,
and descriptors. The framework contributes to conceptual and methodological clar
ity, informs data collection, and interpretations of the different modalities of univer
sity engagements. The alignment of engagement domains to university activities and
the simplified articulations of the indicators ensure straightforward interpretations
and applications of the framework by practitioners and researchers. It is also signifi
cant as it comes at a time when universities are expected to contribute more directly
and significantly to the realizations of the UN 2030 SDGs and the African Union
2063 centennial development ambitions
Learning Environment and Inclusion of learners in Secondary Education in Uganda
(East African Journal of Education Studies, 2023-10-15) Opio,George; Ofoyuru,Denis Thaddeus; Prof. Hoppers,Catherine A. Odora
The inclusion of learners in secondary education has been fundamentally
associated with the learning environment. However, little is known about the
relationships between types of learning environments and inclusion when
moderated by self-efficacy and mediated by disability status. This study
measured whether different types of learning environments were associated with
inclusion differently and if self-efficacy and disability status mediated the
relationships between learning environment and inclusion. In a cross-sectional
study, 309 learners with and without disabilities were assessed for inclusion in
secondary education, Self-efficacy, Disability status and Learning environment.
Regression Analyses were used to measure the association between different
types of Learning environment and inclusion and the moderating role of
learner’s self-efficacy and disability status in the relationship between learning
environment and inclusion in secondary education. The findings yielded that
physical and social learning environments are the types of learning environments
that significantly and independently predicted inclusion in secondary education.
The physical learning environment was significantly correlated with social
efficacy (B=. 18, P<. 001) and all four facets of inclusion: access (B=. 19, P<.
001), Presence (B=. 12, P<. 001), Participation (B=. 14, P<. 001) and
Achievement (B=. 10, P<. 001). While Social environment also had appositive
and stronger effect on social efficacy (B=. 27, P = .001) and facets of inclusion;
access (B=. 33, P<. 001), presence (B=. 22, P<. 001), Participation (B=. 26, P<.
001), and achievement (B=. 20, P<. 001). Disability status was found not to relate
significantly to self-efficacy and inclusion, but self-efficacy was positively
associated with inclusion. The direct relation between learning environment and
inclusion remained significant (B=. 33, P<. 001). However, self-efficacy and
disability status did not mediate the relationship between learning environment
and inclusion. Types of learning environments should be considered when
implementing inclusion in secondary education. Psycho-educational
intervention should consider the development of social efficacy as a key
determinant of the inclusion of all learners in secondary education.
The Relationship Between Physical Learning Environment and Academic Achievement of Learners in Inclusion: Across-Sectional Survey with Secondary School Students in Uganda
(Advances in Social Sciences and Management, 2024-01) Opio,George; Ofoyuru,Denis Thaddeus; Prof.Hoppers,Catherine. A. Odora; Odama,Steven; Ogwang, Tom. Henry; Monk,Davide
This study examined the student’s perception of their school physical learning
environment (Specifically, how accessible, Appropriate and Suitable) and how it relates
to academic achievement of all learners in an inclusive secondary school setting. Data
was collected using self-administered questionnaires from 309 Participants including
learners, teachers and head-teachers. We examined the relationship between the
elements of physical learning environment (accessibility, suitability and
appropriateness) and academic achievement of learners with and without special
educational need. Data was analyzed using statistical package for social scientist (SPSS)
version 25.0. Results showed that there was a moderate positive statistically significant
relationship between physical learning environments and academic achievement of
learners in inclusive secondary schools in Uganda (r=, 452, p<0.01). Results also showed
that the elements of physical learning environment namely; Accessibility of physical
learning environment (r=. 431, p<0.01); Suitability of physical learning environment (r=.
410, p<0.01) and appropriateness (r=. 335.p<0.01) had a positive statistically significant
relationship with academic achievement of all learners including those with special
educational needs. Results from the multiple regression analysis showed that 27% of
academic achievement of learners was determined by the elements of physical learning
environment with accessibility and suitability of the physical learning environment
were the most significant predictors of academic achievement for all learners. We
concluded that physical learning environment is fundamental in determining academic
achievement of all learners in inclusive secondary schools in Uganda. Interventions
should therefore target accessibility and suitability of the physical learning
environment if academic achievement of learners in inclusive secondary schools is to
be enhanced.
Level of Students’ Achievements in Co-Curricular Activities in Schools
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025) Jussy Hakiigaba Okello; Gloria Lamaro; Jerry Bagaya
This research focused on examining students' achievement in co-curricular
activities (CCAs) in secondary schools in Gulu City. The objective of this study
was to establish the level of students’ achievements in co-curricular activities in
secondary schools in Gulu City. The number of medals won, number of trophies
won, number of excelling students representing the school, City, Country, number
of certificates obtained, number of scholarships awarded and number of records
set at competitions denoted the level of students’ achievements in co-curricular
activities. The study was conducted using a correlational design. Data was
collected using questionnaires featuring closed-ended questions categorised into
sections. Section A focused on background information, requiring respondents to
select the most relevant option. Section B addressed the level of students’
achievements in CCAs, with respondents indicating their agreement or
disagreement using a five-point Likert Scale, interviews; a structured guide was
employed, encompassing background information in part A and questions on
students' achievements in part B and observation surveys from 218 respondents.
Interview data was analysed using descriptive and inferential statistics, data from
observation was analysed narratively and descriptive statistics analysis was used
to determine the level of students’ achievements in secondary schools. Ordinal
regression was used to analyse the data. The findings were presented in the form
of tables and narratives from interviews. The results of the findings indicated that
the majority (55.6%) of respondents agreed that the level of students’
achievements in co-curricular activities was high. The status of excelling students
in CCAs in the city at all levels was high. The study recommended that the
government should prioritise funding for co-curricular activities from grassroots
to national levels, focusing on talent identification and development. City leaders
should lobby development partners and the central government for adequate
funding. School head teachers should strategise for promoting co-curricular
activities and talent development.
Management of Students’ Discipline and Academic Performance in Schools
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025) Okidi Jacqueline Aber; Gloria Lamaro; Nicholas Gregory Okello
This study examined the management of students’ discipline and its relationship
with academic performance in secondary schools in Gulu Municipality. The
objectives were to assess the level of discipline management, determine academic
performance levels, and explore the correlation between discipline management
and academic outcomes. A cross-sectional correlational survey design was
employed, utilising both quantitative and qualitative methods. A sample of 384
respondents (188 students and 186 teachers) was randomly selected from 10
secondary schools. Data collection tools included self-developed questionnaires,
document analysis, and interviews. Data analysis involved ANOVA, mean scores,
and Spearman’s rank-order correlation. Results revealed a high level of discipline
management but low academic performance. No significant relationship was
found between discipline management and academic performance. The low
academic achievement may be influenced by factors such as students’ and parents’
socio-economic and financial status. The study suggests that existing disciplinary
strategies effectively address indiscipline but recommends revisiting and
enhancing policies and interventions to improve academic outcomes across all
education levels in the municipality.