Department of Foundations of Education and Educational Psychology

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Browsing Department of Foundations of Education and Educational Psychology by Author "Kaahwa, Yuda Taddeo"

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    Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda
    (Interactive Learning Environments, 2024-07-21) Muweesi, Charles; Kintu, George; Mugenyi, Disan Kuteesa; Kaweesi, Muhamadi; Sserwadda, Lawrence; Nabateregga, Judith; Shizhou, Lou; Mugagga, Anthony Muwagga; Kaahwa, Yuda Taddeo
    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.
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    Role of higher education institutions' capacity building programs in promoting transnational education in Uganda : a case of Makerere University
    (Higher Education quaterly, 2026-01-26) Muweesi, Charles; Nabukalu, Aisha; Kaahwa, Yuda Taddeo; Sserwadda, Lawrence; Kaweesi, Muhamadi; Mugenyi, Disan Kuteesa; Mugagga, Anthony Muwagga
    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.