Browsing by Author "Nicholas, Nkamwesiga"

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    Analysis of E-Exams performance under COVID-19 Pandemic at Kabale University, Uganda
    (East African Journal Of Science ,Technology and Innovation, 2022) Phelix, Businge Mbabazi; Nicholas, Nkamwesiga; BC, Basheka
    There has been a shift in a mode of conducting exams from physical appearance of students to the electronic examinations due to covid-19 pandemic. This paper presents the experience in the management of e-exams as part of the summative evaluation of students. This was achieved by establishing the readiness strategies for managing e-exams, determining the performance of e-exams management and ascertaining the challenges faced during the management of e-exams.
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    Entrepreneurship skills application among ICT Graduates of Muni University, Uganda
    (Kabale University Interdisciplinary Research Journal (KURJ), 2022) Ritah, Nafuna; Nicholas, Nkamwesiga; Phelix, Businge Mbabazi
    The study aimed at investigating the acquisition and application levels of entrepreneurial skills acquired by ICT graduates from Muni University. This study specifically: identifies the entrepreneurial skills acquired by Muni University ICT Graduates; assess the entrepreneurial competency levels of Muni University ICT Graduates; examines the impact of the entrepreneurial skills acquired by Muni University ICT Graduates; evaluates the gaps in the entrepreneurial skills acquired among Muni University ICT Graduates. Questionnaires were administered to a population of 60 former students of Bachelor of Information Systems and Bachelor of Science in Information Technology who graduated from Muni University under the faculty of Technoscience. The graduates that formed the study population were selected, based on their online-availability, from two graduation cohorts of 2017 and 2018. Package for the Social Sciences (SPSS) (v.21) program was used to analyse the data. The research instrument was reliable at Chronbach’s alpha 0.960. The results of the study identified that the key entrepreneurship skills acquired by Muni University ICT graduates are: innovativeness; business and economic management; human relations and interpersonal skills; and communication skills. The study assessed the entrepreneurial competency levels of ICT graduates of Muni University rated against the industrial expectations. The results show that the graduates are competent in: computer literacy and information technology (ICT applications); creativity, innovation and opportunity identification; life skills (problem solving, time management, decision making, ability to learn and change management); literacy and numeracy among others. The study examined the impact of the entrepreneurial skills acquired by Muni University ICT Graduates and the results show that the graduates had: advanced in their career; acquired jobs; interest in setting their own business; the required knowledge to start businesses; demonstrated innovativeness and problemsolving ability. The study also evaluated the gaps in entrepreneurship skills acquired by ICT graduates of Muni University and the results indicate that the graduates had challenges in: getting finances or loans for starting a new business venture; communications like returning phone calls and emails; taking lead in a group and risk management. The ICT curriculum designers in Muni University should use the findings of this research to improve the curriculum in the courses that relate to entrepreneurship. There is need for the entrepreneurship learning facilitators to: train learners in numerical problem solving; equip learners with information and knowledge on business proposal writing and securing start-up finances; encourage learners to run and grow new business ventures. Acquisition of innovative skills such as creativity, critical thinking, analytical and problem-solving skills to ICT students for job creation should be upheld. In conclusion, ICT graduates of Muni University obtain the necessary entrepreneurial skills required by the ICT entrepreneurial industry. There is a need to continuously conduct more similar studies with other subsequent graduates in order to track the application of entrepreneurial skills by the ICT graduates of Muni University. The researchers also recommend an establishment of system to track Muni University alumni.
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    Exploring Undergraduate Research Projects Success Factors in Muni University, Uganda
    (Interdisciplinary Journal of Education Research, 2021) Nicholas, Nkamwesiga; Phelix, Businge Mbabazi; Ritah, Nafuna
    This paper presents the success factors for undergraduate research projects (URPs) at Muni University. The objectives of the study were to determine the relevant skills required for the success of URPs and investigate the roles of students, supervisors and faculty towards the success of URPs. The study used a crosssectional design to collect data from 70 third-year (final year) students who belonged to the two (2) faculties of science and technoscience. The participants were selected using the purposive sampling technique since they belonged to the section of the students’ population that had undergone the execution of the URPs. SPSS-v.21 program was used to determine the reliability of the research instrument and analyse the collected data using the frequencies, percentages and median of the parameters that formed the constructs of the study. The research instrument was reliable at Chronbach’s alpha 0.9038. Results showed that research environment, research management, personal effectiveness, communication, networking and teamwork skills are paramount to the success of URPs. The study also found out that the key stakeholders (students, supervisors and faculty) perform their roles throughout the project period. However, there is a need to have a mechanism for project tracking, filing complaints, and having URPs externally examined, among others.
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    Web 2.0 Students Adoption Model for Learning in Universities: A Case of Muni University, Uganda
    (International Journal for e-Learning Security (IJeLS), 2020) Phelix, Businge Mbabazi; Nicholas, Nkamwesiga; Ritah, Nafuna; Patricia, Kyomugisha
    The Web 2.0 is generally known as web technologies, tools, and software applications that support collaborative effort to create and share data [1]. Web 2.0 renders new teaching and learning technologies and can transform the way lecturers and students interact with each other and how students interact with others beyond four walls of the classroom. This study determined the students’ attitudes towards accepting the use of Web 2.0 Technologies for learning beyond the ordinary classroom. The Unified Theory of Acceptance and Use of Technology (UTAUT) model by Venkatesh et al. [2] was employed in this study to determine the strength of predictors for intention to accept and use Web 2.0 tools for teaching and learning. Questionnaires were administered to 100 students in the Faculty of Technoscience, Muni University. SPSS version 21 was used in data analysis. The results were presented in form of Tables, charts and means, percentages. P-values were used to predict the factors for the adoption of Web 2.0 in the process of teaching and learning in higher education. The results confirm several relationships in the UTAUT model as proposed by Venkatesh et al. [2] in predicting the behavioral Intention to use Web 2.0 for learning. The model shows that students’ behavioral intention to use Web 2.0 depends on performance expectancy, effort expectancy, social influence and facilitating conditions. The study also showed that students use YouTube, Facebook and Google Apps but not LinkedIn, Social Bookmarking, Moodle, Zoom, Edx, MIT Courseware, and Dropbox among others.