Exploring the Determinants of Entry Grades and Challenges Faced by Students Admitted to Public Universities in Uganda through Direct Entry Schemes?

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dc.contributor.authorAciro,Rosalba
dc.contributor.authorOriangi,George
dc.contributor.authorOpenjuru, George Ladaah
dc.contributor.authorOnen, David
dc.contributor.authorRasmussen,Palle
dc.contributor.authorEzati,Betty Akullu
dc.date.accessioned2026-11-05T12:10:26Z
dc.date.available2026-11-05T12:10:26Z
dc.date.issued2025
dc.description.abstractEntry into public universities in developing countries is highly competitive, presenting significant opportunities for aspiring students. While existing research primarily focuses on determinants of academic performance during university studies, there is limited exploration of factors influencing entry grades and challenges faced by students while at the university. Using the Input-Transformation-Output model, this research examines determinants of students’ entry grades and challenges encountered by students in Gulu University in Northern Uganda and Makerere University in Central Region. Data on determinants of students’ entry grades and insights into challenges faced by students while at the university were collected using key informant interviews and analysed using content analysis. Findings revealed that the programme of study, entry scheme, selection criteria, entry academic performance, and intake capacity determined students’ entry grades. Students face numerous challenges, including inadequate facilities for those with disabilities, difficulties balancing academics with co-curricular activities, lack of career guidance, financial constraints, insufficient learning materials, limited internet access, high student-teacher ratios, and social obstacles. The study highlights the complex determinants of entry grades and the diverse challenges faced by students in Ugandan public universities and proposes targeted interventions to address these issues, thereby fostering academic success and equitable opportunities for all students.
dc.description.sponsorshipThe authors are grateful to BSU (Building Stronger Universities) and Gulu University for co-funding this research and supporting the study
dc.identifier.citationAciro, R., Oriangi, G., Openjuru, G. L., Onen, D., Rasmussen, P., & Ezati, B. A. (2025). Exploring the Determinants of Entry Grades and Challenges Faced by Students Admitted to Public Universities in Uganda through Direct Entry Schemes?. African Higher Education, 156.
dc.identifier.issn10.1163/9789004731585_008
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1143
dc.language.isoen
dc.publisherAfrican Higher Education
dc.subjectpublic universities – entry grades – students – direct entry schemes – academic performance
dc.subjectentry grades
dc.subjectAdmission
dc.subjectChallennges
dc.titleExploring the Determinants of Entry Grades and Challenges Faced by Students Admitted to Public Universities in Uganda through Direct Entry Schemes?
dc.typeBook chapter

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