Browsing by Author "Kimoga Joseph"

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    Enhancing critical thinking through academic collaborations
    (African Educational Research Journal, 2024-10) Lamaro Gloria; Kimoga Joseph; Nampijja Dianah; Reichert Frank
    This study investigated the role of academic collaborations in enhancing critical thinking skills among graduate students, drawing on Critical Theory. A qualitative research approach was utilized, incorporating an exploratory case study design to investigate the effects of collaborative academic practices on the development of critical thinking. Data collection methods included personal interviews, focus group interviews (FGIs), and document analysis, involving current graduate students, alumni from the 2015 cohort, and teaching staff. The findings revealed that academic collaborations significantly contribute to the development of critical thinking skills. Participants reported that interdisciplinary teamwork, resource sharing, and expertise exchanges enable students to approach problems from multiple perspectives, thereby, broadening their analytical capabilities. The study highlighted that collaborative efforts facilitate access to diverse methodologies and knowledge which enriches students’ educational experiences and enhances their problem-solving abilities. Moreso, the study found that collaborative projects and joint research initiatives provide practical opportunities for students to engage with real-world issues, promoting a deeper understanding and application of theoretical concepts. This process not only fosters intellectual growth but also prepares students to tackle complex challenges in their professional fields. The research aligns with established theories on collaborative learning and critical thinking, supporting the view that academic collaborations are vital for intellectual development. It underscores the importance of creating a supportive environment for interdisciplinary work and effective communication among collaborators. This study recommends prioritising interdisciplinary projects, offering faculty training for collaborative initiatives, and developing assessment frameworks to evaluate the impact of these collaborations on students' critical thinking skills. These insights highlight the benefits of academic collaborations in higher education and suggest practical steps to improve collaborative practices for better educational outcomes.
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    Using Case Scenarios to Foster Critical Thinking Skills among Graduate Students
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2024-11-11) Lamaro Gloria; Kimoga Joseph; Nampiija Dianah; Reichert Frank
    In a rapidly evolving professional landscape, critical thinking is paramount for success. This study investigated the transformative impact of case scenarios on enhancing critical thinking skills among graduate students at Gulu University. The purpose was to examine how these scenarios facilitated the practical application of theoretical concepts, fostering a deeper understanding of complex issues. Utilizing a qualitative research methodology, the researchers conducted interviews and focus group discussions with recent graduates, current graduate students, and lecturers, providing comprehensive insights into participants’ perceptions and experiences regarding case scenarios. Results indicated that participants viewed critical thinking as essential for both academic achievement and professional competence. Case scenarios emerged as instrumental in promoting analytical thinking, problem-solving abilities, and the synthesis of diverse perspectives. Graduates reported significant improvements in their capacity to deconstruct complex issues, critically evaluate evidence, and generate innovative solutions. The study also highlighted the importance of incorporating culturally diverse scenarios, which enriched students' understanding of various socio-economic contexts crucial for their professional development. However, it identified gaps in the systematic integration of case scenarios into the curriculum, suggesting a need for more consistent application and institutional support. In conclusion, the findings emphasized the critical role of case scenarios in cultivating the skills necessary to navigate the complexities of modern professional environments. By effectively bridging the gap between theoretical knowledge and practical application, these scenarios enhanced students’ analytical and creative capabilities, preparing them to tackle multifaceted problems. Educational stakeholders were urged to prioritize the integration of diverse, contemporary case scenarios into curricula, while future research should focus on longitudinal studies assessing the long-term impact of these scenarios on students' critical thinking skills.