Journal Articles

How Feedback Mechanisms within the Learning Management Systems Contribute to Curriculum Implementation

Mon, 01 Jun 2026 00:00:00 GMT

How Feedback Mechanisms within the Learning Management Systems Contribute to Curriculum Implementation Aruho, Felix; Kafu, Patrick; Emoit, Omuse Purpose: The purpose of this study was to analyse how feedback mechanisms within Learning Management Systems (LMSs) contribute to curriculum implementation in higher learning institutions, with specific reference to Kyambogo University. The study examined the extent to which LMS-enabled feedback mechanisms support interaction, learner engagement, collaboration, assessment, and effective curriculum delivery in digitally mediated learning environments. The study was grounded in Connectivism Theory and Transactional Distance Theory, which emphasize networked learning, dialogue, interaction, and the reduction of psychological distance between learners and instructors. Materials and Methods: The study adopted a parallel convergent mixed methods research design to generate both quantitative and qualitative data and to compare areas of convergence and divergence in the findings. A sample of 185 respondents comprising administrators, lecturers, and students was purposively selected from the Faculties of Engineering and Special Needs Education at Kyambogo University. Quantitative data were analysed using descriptive statistics, Pearson correlation, and regression analysis with the aid of SPSS, while qualitative data were analysed thematically to capture participants’ experiences and perceptions regarding LMS feedback mechanisms. Findings: The findings revealed that respondents strongly perceived LMS feedback mechanisms as effective in facilitating timely, accessible, reliable, and interactive communication, with all feedback- related items recording mean scores above 3.90. Correlation analysis established a statistically significant moderate positive relationship between feedback mechanisms and curriculum implementation (r = .346, p < .01). Regression analysis further showed that feedback mechanisms significantly predicted curriculum implementation (β = .383, p < .001), accounting for 14.6% of the variance (R2 = .146). Qualitative findings corroborated the quantitative results by demonstrating that automated, peer, and interactive feedback mechanisms enhanced learner motivation, self-assessment, collaboration, and academic discipline. However, infrastructural limitations, digital literacy gaps, and accessibility challenges constrained effective LMS utilization. Implications to Theory, Practice and Policy: The study contributes to Connectivism Theory and Transactional Distance Theory by demonstrating that LMS feedback mechanisms strengthen interaction, collaboration, and learner autonomy within digital learning spaces. Practically, the findings underscore the importance of investing in robust LMS infrastructure, continuous professional development, and inclusive digital learning strategies to enhance curriculum implementation. From a policy perspective, higher learning institutions and education policymakers should prioritize policies that support digital infrastructure development, accessibility, and sustained capacity building for lecturers and students to maximize the effectiveness of LMS-based feedback systems.

Rethinking Curriculum Implementation in the Digital Era: The Role of Personalized Learning through Learning Management Systems

Thu, 01 Jan 2026 00:00:00 GMT

Rethinking Curriculum Implementation in the Digital Era: The Role of Personalized Learning through Learning Management Systems Aruho, Aruho; Kafu, Patrick; Emoit, Omuse Abstract: The digital transformation of higher education requires a reconceptualization of curriculum implementation towards flexible, learner-centred, and adaptive approaches. Learning Management Systems provide opportunities for enhancing curriculum delivery through personalized learning, feedback, assessment, and learner engagement. However, universities continue to use LMS mainly for accessing learning materials rather than as tools for transforming curriculum implementation. This study examined the role of personalized learning through LMS in enhancing curriculum implementation at Kyambogo University. A convergent mixed methods research design was adopted, involving 185 administrators, lecturers, and students from selected faculties. Data were collected using questionnaires and interviews and analyzed through descriptive statistics, Pearson correlation, regression analysis, and thematic analysis. Findings revealed that LMS-supported personalized learning enhances flexibility, self-paced learning, access to diverse resources, individualized feedback, and learner autonomy. A significant positive relationship was found between personalized learning and curriculum implementation (r = .391, p < .001), while regression analysis confirmed personalized learning as a significant predictor of curriculum implementation. However, challenges including inadequate digital infrastructure, high internet costs, limited digital competencies, and accessibility barriers constrained effective LMS utilization. The study concludes that personalized learning through LMS provides curriculum implementation in higher education, but requires institutional policies, digital capacity development.

Comparison of skills acquired during professional development trainings and training needs of TVET Trainers in Uganda

Thu, 01 Jan 2026 00:00:00 GMT

Comparison of skills acquired during professional development trainings and training needs of TVET Trainers in Uganda Kemigisha, Innocent; Wanami, Simon Technical and Vocational Education and Training (TVET) systems depend fundamentally on the competence and adaptability of trainers. In Uganda, Continuous Professional Development (CPD) initiatives have been implemented through government and development partner interventions, yet questions remain regarding their alignment with trainers’ professional development needs. Guided by Experiential Learning Theory, this study examined the skills acquired through CPD and the professional development skills and competencies still needed by TVET trainers. The study adopted a pragmatic research paradigm and a mixed-methods explanatory sequential research design. Quantitative data were collected from 204 TVET trainers from 24 TVET institutions in Uganda’s Central Regionusing structured questionnaires, while qualitative data were obtained from 10 purposively selected key informantsfrom the Ministry of Education and Sports TVET Department and Education Development Partners. Quantitative data were analysed using descriptive statistics, including frequencies, percentages, means and standard deviations, and regression analysis, while qualitative data were analysed thematically. The findings revealed a high level of reported skills acquisitionalongside substantial continuing professional development needs. The strongest acquired skills included modern hands-on skills, communication, ICT competence and modern pedagogical skills, while major continuing needs included ICT integration, additional technical skills, assessment and evaluation, pedagogy, curriculum development and classroom management. The study concludes that CPD is contributing to substantial skills acquisition but does not fully address trainers’ evolving professional development needs. It recommends a competency-based, practice-oriented CPD frameworkthat prioritises ICT integration, technical updating, assessment, pedagogy, curriculum development and classroom management while maintaining existing strengths in communication, innovation and entrepreneursh

Evaluation of techniquesused in the delivery of CPD programmes for TVET trainersin Uganda

Thu, 01 Jan 2026 00:00:00 GMT

Evaluation of techniquesused in the delivery of CPD programmes for TVET trainersin Uganda Kemigisha, Innocent; Wanam, Simon; Mutai, Wesley The TVET sub-sector in Uganda recognizes CPD as vital for sustaining trainer competencies. This study used a pragmatist stance.This study evaluated techniques used in the delivery of Continuous Professional Development (CPD) programmes for Technical and Vocational Education and Training (TVET) trainers in Uganda. The study was guided by Adult Learning Theoryand the Kirkpatrick Evaluation Modeland adopted a concurrent mixed-methods research design. The target population comprised TVET trainers and administrators in institutions implementing CPD programmes, together with key stakeholders involved in CPD planning and implementation. The study involved 204 TVET staffand 10 key informantsfrom the Ministry of Education and Sports and Education Development Partners. Quantitative data were collected using a structured questionnaire and analysed using descriptive statistics and multiple regression, while qualitative data were analysed thematically. Findings showed high agreement that CPD programmes employed learner-centred and practical techniques, particularly Information and Communication Technology (ICT) engagement, practice platforms, training others, mentorship and baseline skills assessment. Regression analysis showed that the delivery techniques explained 6.0% of the variancein the selected CPD outcome (R² = 0.060; adjusted R² = 0.018); however, the overall model was not statistically significant, F(9, 194) = 1.42, p = .182. The study concludes that CPD programmes employ several appropriate learner-centred techniques, but their combinedcontribution to the selected outcome is limited. It recommends strengthening CPD needs assessment, learner-centred and practical delivery, institutional support, feedback and systematic post-training follow-up to enhance the application of acquired competencies

Impact of continuous professional development programmes on TVET trainers in Uganda

Thu, 01 Jan 2026 00:00:00 GMT

Impact of continuous professional development programmes on TVET trainers in Uganda Kemigisha, Innocent; Wanami, Simon; Mutai, Wesley Continuous Professional Development (CPD) is important for maintaining the technical and pedagogical competence of Technical and Vocational Education and Training (TVET) trainers. However, concerns remain about the extent to which CPD programmes improve trainer competence and which programme characteristics determine their effectiveness in Uganda. This study examined the impact of CPD programmes on the technical and pedagogical competence of TVET trainers and the influence of CPD programme characteristics on CPD effectiveness. The study was guided by Experiential Learning Theory. An explanatory sequential mixed-methods design was adopted. The target population comprised TVET trainers in Uganda who had participated in CPD programmes. A sample of 204 trainerswas selected using stratified random sampling, with key informants purposively selected. Data were collected using both structured questionnaires and key-informant interview guides and the data analysed using descriptive statistics and a multiple regression analysis for the quantitative data, while a theme analysis for the qualitative data was undertaken. The results indicate that CPD was instrumental in enhancing trainers’ overall (both technical and pedagogical) competence, especially in terms of acquiredskills, knowledge and professional behaviours and self-confidence while, to a lesser extent, on teaching techniques. The regression model was significant, F(4,199) = 33.13, p < 0.001 and accounted for 40.0% of the variance in the effectiveness of CPD (R =0.400) . The programmatically relevant content (β= 0.42, p < 0.01) emerged as the most significant predictor, followed by the incorporation of activity learning techniques in to the programmes (β= 0.35, p < 0.01), programme duration (β= 0.28, p < 0.05) while support provided by an institution was not statistically significant (β= 0.15, p = 0.11). The study thus concludes that while CPD does strengthen trainer’s competencies, its impact is significantly determined by certain program characteristics and the impact of CPD is currently less integrated with institutional development and training advancement. The study recommends a competency-based national CPD framework, needs-based content, practical and active learning approaches, sustained CPD opportunities, and stronger integration of CPD into institutional performance and career progression systems.

Effect of attitudinal and professional transformation during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda

Thu, 01 Jan 2026 00:00:00 GMT

Effect of attitudinal and professional transformation during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda Kyagambiddwa, James; Okemwa, Peter; Nangendo, Isaac Attitudinal and professional transformation, including work ethic, professional identity, career goal clarity, self-confidence, responsibility, accountability, respect for authority, and employment transition readiness, represents a critical but under-researched outcome of industrial attachment in TVET. This study examined the effect of attitudinal and professional transformation during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda. A convergent parallel mixed-methods design was employed, collecting quantitative data from 375 graduates and qualitative data from 10 key informants. Thefindings revealed that industrial attachment significantly improved work ethic, professional identity, career goal clarity, self-confidence, responsibility, accountability, respect for authority, and employment transition readiness. Responsibility and accountability showed the highest consistency, while employment transition readiness showed the strongest agreement. Correlation analysis revealed a strong positive relationship between attitudinal transformation and holistic graduate outcomes (r=0.715, p<0.001), with regression analysis showing that attitudinal transformation explains 51.1% of the variance in holistic graduate outcomes (R²=0.511), the highest explanatory power among all predictors. Qualitative findings confirmed that work ethic improves through exposure to real workplace expectations, professional identity develops as trainees adopt professional titles, and employment transition readiness makes trainees eager to seek work immediately after attachment. The study concludes that industrial attachment is a powerful mechanism for attitudinal and professional transformation. It recommends establishing professional identity development programmes, implementing a national Career Pathway Framework, and developing individual accountability assessment standards.

Effect of employable skills acquisition during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda

Thu, 01 Jan 2026 00:00:00 GMT

Effect of employable skills acquisition during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda Kyagambiddwa, James; Okemwa, Peter; Nangendo, Isaac ndustrial attachment serves as a critical bridge between theoretical training and workplace readiness in Technical and Vocational Education and Training (TVET). Yet, in Uganda, the effectiveness of industrial attachment in producing employable graduates is undermined by poor coordination, weak supervision, and persistent misalignment with labour market demands. This study examined the effect of employable skills acquisition during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan. A convergent parallel mixed-methods design was employed, collecting quantitative data from 375 graduates using structured questionnaires and qualitative data from 10 key informants (principals and industrial partners) through interviews. The findings reveal that industrial attachment provides hands-on experience with industry-standard equipment, opportunities to practice technical skills, acquisition of new job-specific techniques not taught at institutions, practical knowledge of industry safety procedures, and strong job-seeking confidence, with industry supervisors entrusting trainees with increasingly complex tasks. Correlation analysis revealed a moderate positive relationship between employable skills acquisition and holistic graduate outcomes (r=0.606, p<0.001), with regression analysis showing that employable skills acquisition explains 36.7% of the variance in holistic graduate outcomes (R²=0.367). Qualitative findings confirmed that attachment provides access to equipment not available at institutions, enables skill reinforcement through repeated practice, teaches quality standards through exposure to models such as Japanese 5S, develops time management through profit-driven deadlines, and builds confidence with many trainees retained by host companies. The study concludes that industrial attachment is a powerful mechanism for developing technical competencies, but its effectiveness depends on attachment duration, supervision quality, and placement relevance. It recommends extending attachment duration beyond the current six weeks, establishing an employer recognition scheme for quality supervision, implementing a national safety certification scheme, and creating a new technique repository to inform curriculum updates

Alignment of institutional knowledge with industry requirements: Effects on holistic TVET certificate graduates in Kampala Metropolitan, Uganda

Thu, 01 Jan 2026 00:00:00 GMT

Alignment of institutional knowledge with industry requirements: Effects on holistic TVET certificate graduates in Kampala Metropolitan, Uganda Kyagambiddwa, James; Okemwa, Peter; Nangendo, Isaac The alignment between institutional training and industry requirements is fundamental to producing employable Technical and Vocational Education and Training (TVET) graduates in Uganda. This study examined the effect of this alignment on holistic TVET certificate graduates in Kampala Metropolitan. A convergent parallel mixed-methods design was employed, collecting quantitative data from 375 graduates using structured questionnaires and qualitative data from 10 key informants (principals and industrial partners) through interviews. The findings reveal that theoretical knowledge and trainer competence enable rapid workplace adaptation (Mean=4.35), with industry supervisors affirming training relevance (Mean=4.25). However, curriculum coverage of latest technologies showed substantial variability (Mean=3.98, SD=0.966). A significant positive relationship was found between institutional-industry knowledge alignment and holistic graduate outcomes (r=0.598, p<0.001), with regression analysis showing that alignment explains 35.8% of the variance in holistic outcomes (R²=0.358). Qualitative findings confirmed that curricula are often outdated (10+ years since last review) and institutions use manual equipment while industry uses automated systems. The study concludes that while theoretical knowledge and trainer competence effectively enable workplace adaptation, systemic gaps in curriculum currency and equipment alignment limit full graduate preparedness.It recommends mandatory three-year curriculum review cycles, a centralized equipment modernization fund, formal Industry Advisory Committees for each trade programme, and a national Dual Training Framework.

Association Between the Structure of TVET Programs and the Likelihood of Employment Among TVET Graduates in Central Uganda

Sat, 01 Aug 2026 00:00:00 GMT

Association Between the Structure of TVET Programs and the Likelihood of Employment Among TVET Graduates in Central Uganda Kaddu, Samuel; Wanami, Simon; Muthoka, Kyalo Technical and vocational education and training (TVET) is promoted as a pathway into employment, yet the connection between programme structure and actual job outcomes remains uneven. This study examined the association between selected structural features of TVET programmes and the likelihood of employment among graduates in central Uganda. A cross-sectional survey of 365 graduates from Nakawa Vocational Technical College, Lugogo Vocational Technical Institute and Ntinda Vocational Technical Institute (2019–2024) was conducted using a structured questionnaire. The structure of TVET training was measured by whether field jobs matched the training graduates received, the adequacy of job tasks available, where and how the first jobs and activities were obtained, whether they attended industrial training, the primary source of funding, the mode of training, whether full or partial, qualifications obtained, and the field of study. On the other hand, employment likelihood was measured by whether or not a TVET graduate was engaged in an active role that generated some level of income. Data were analysed with chi-square tests of association. The sample was predominantly young (peak age around 22, with most participants aged 18–30), male (68 %), single (80 %), and O-level leavers (64 %). Public institutions dominated, with Nakawa contributing the largest share (34 %). Employment was significantly associated with field–job match (χ^2=125.30, p<.001), adequacy of job tasks (χ^2=92.74, p<.001), pathway into work (χ^2=262.69, p<.001), funding source (χ^2=20.66, p=.001), field of study (χ^2=26.03, p=.001) and institution attended (χ^2=45.86, p<.001). Graduates whose training matched job requirements, who entered work through industrial training or personal networks, who studied high-demand trades (electrical installation, plumbing, hairdressing), and who attended stronger-performing institutions recorded markedly higher employment rates. Mode of training and type of qualification showed no significant link with employment (0.56 (2), p-value = .755; 2.86 (4), p-value = .581). Wages also varied by employment type: those in formal wage employment earned the highest mean income (approximately UGX 800,000), followed by the self-employed (below UGX 600,000), while casual workers and the unemployed reported substantially lower earnings. These results confirm a clear association between the structure of TVET programmes and the likelihood of employment among graduates. Programmes that align training content closely with labour-market

Teacher Digital Skills and Teaching of Mathematics Subject in Lower Primary

Sun, 01 Feb 2026 00:00:00 GMT

Teacher Digital Skills and Teaching of Mathematics Subject in Lower Primary Karakacha, Lilian; Cheruiyot, Betty; Andiema, Nelly In the current digital age, teacher competency in the use of digital technology is essential. Therefore, this paper aimed to examine teachers’ digital skills and teaching and learning of mathematics activities in lower primary schools in Kanduyi Sub-County. The study adopted a mixed-methods approach, guided by a descriptive survey research design. The target population comprised 92 public primary school head teachers and 631 Grade 1–3 teachers. Using Yamane’s formula, a sample of 23 head teachers and 235 teachers was drawn through simple random sampling. Data collection tools included structured questionnaires and interviews. Qualitative data were analysed thematically in line with the study objectives and presented narratively, while quantitative data were processed using descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences (SPSS Version 24). Data were analysed using frequencies, percentages, means, standard deviations, and correlation analysis. The study found that the level of teacher digital literacy skills on the Teaching of Mathematics in lower primary was at an average level (mean=3.29). Most teachers had higher capabilities to share information on mathematics activities through various digital platforms. However, research findings showed that most teachers in Kanduyi Sub-County lower primary school classes had lower literacy skills in using spreadsheets (for example, Ms Excel). The result revealed that the capacity of teachers to conduct digital classes was at a moderate level in most schools. Correlation statistics showed the existence of an average degree of correlation between teachers' digital literacy skills and mathematics learning activities in lower primary school. The paper recommends that there is a need for school management to consider sponsoring teachers to undergo continuous professional development training on digital literacy skills to enable them to acquire the necessary skills on how to operate and use the devices in classroom learning.