Browsing by Author "Joel Yawe Masagazi"

Now showing 1 - 3 of 3

Navigating Educational Disruptions: The Impact of COVID-19 on Daily Functioning of Private Secondary Schools
(International Journal of Research and Innovation in Social Science, 2024-03-24) Joel Yawe Masagazi; Harriet Nnabbanja
This cross-sectional study employed a mixed-methods approach to comprehensively investigate the impact of COVID-19 on private secondary schools. Qualitative and quantitative methodologies were integrated, enhancing the depth of understanding. The sample consisted of 92 participants, including school directors, head-teachers, deputy head teachers, and classroom teachers, were purposively and randomly selected. The study revealed shifts in enrollment patterns and attendance trends due to remote and hybrid learning models. Academic performance variations underscored the challenges of adapting to new teaching methodologies. Financial implications arising from altered revenue streams and increased operational costs, Teacher roles evolved, necessitating tailored support. Infrastructure limitations hindered remote learning effectiveness. Student well-being emerged as a poignant concern, and parental involvement dynamics shifted. Findings offer actionable insights for schools and policymakers, contributing to the discourse on educational resilience during global crises. The blended methodology provides a holistic understanding of COVID-19’s intricate influence on private secondary schools. By furnishing evidence-based strategies, this research aids decision-making to navigate unprecedented disruptions.
Pioneering Online Assessment Solutions: Empirical Experiences From Educational Practitioners
(International Journal on Integrating Technology in Education (IJITE), 2024-06-01) Joel Yawe Masagazi; Patrick Lugemwa; Eva Mirembe
The emergence of E-learning has shaped the university's new pedagogical, environment to guarantee business continuity in worse pandemics. Assessment is an end process of learning however, measuring it to globally accepted standards is still a nightmare in universities. It is not clear whether the assessment spells out the tasks posed to learners? illustrate an observable demonstration of the learners’ ability? or have a detailed scoring criterion? no wonder stake holders still doubt assessment online. The research examined qualitative literature regarding the innovative strategies for online educational assessment sustainable and scalable. To gather empirical qualitative data on this subject, a systematic review of literature was undertaken. The study responded to one major research question. “What are the experiences of educational practitioners reported in empirical qualitative research studies pertaining innovative strategies for online educational assessment?” We conducted a qualitative review of the scientific literature published between 2010 and 2022 using the PRISMA framework, thematic analysis was employed to generate themes and patterns. Education databases, like ERIC were used for the article search. Search phrases utilized for this systematic review included “Strategies for online assessment” and “Assessment of E-learning.” 16 articles were included in the analysis for this study. findings point to the Asynchronous Online Discussion, E-portfolios, Distance Project based assessment, Online proctored Exams, Online non-proctored exams as sustainable strategies. The study demonstrates a potential solution to online assessment in universities and restores confidence among educational partners and funders.
Strategies for Retaining Academic Staff in Faith-Based Higher Education Institutions
(East African Journal of Education Studies, 2025-06-23) Margaret Rose Nagita; Joel Yawe Masagazi; Wilson Eduan
This study explored academic staff retention strategies in Church-founded higher education institutions (CFHEIs) in Uganda, recognizing the importance of sustaining human capital for institutional performance. Employing a qualitative case study design, data were collected from 48 academic staff- professors, lecturers, and teaching assistants—through semi-structured interviews, focus group discussions, and document analysis. The findings revealed that CFHEIs utilize a multidimensional retention framework grounded in intrinsic and extrinsic motivators. Key strategies include clear career paths and transparent promotion criteria, which motivate staff by fostering merit-based advancement and recognition. Competitive salary structures and comprehensive benefits, such as housing allowances, pension schemes, and health insurance, were recognized as essential hygiene factors that prevent dissatisfaction and enhance institutional loyalty. Additionally, performance-based incentives, including bonuses for research output and grants, were highlighted as effective motivators reinforcing a culture of excellence and achievement. The study also identified the value of financial and institutional support for advanced studies, such as partial scholarships, sabbatical leave, and flexible work arrangements, in strengthening staff commitment. Furthermore, continuous learning and specialized training programs, particularly those tailored to departmental needs and delivered by external experts, were found to significantly enhance professional development and retention. Despite these positive practices, participants reported challenges of equity, transparency, and implementation consistency, especially in the distribution of scholarships, the responsiveness of salary adjustments to inflation, and the inclusiveness of incentive systems across disciplines. The study concludes that CFHEIs have developed a robust and context-sensitive approach to academic staff retention. However, to maximize impact, it is recommended that institutions improve equitable access to professional development and financial support, enhance transparency in promotion and recognition, and ensure the alignment of incentive structures with staff needs. Future research should examine leadership roles in policy execution and compare retention practices across institutional types.