Browsing by Author "Lamaro Gloria"

Now showing 1 - 6 of 6
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    Enhancing critical thinking through academic collaborations
    (African Educational Research Journal, 2024-10) Lamaro Gloria; Kimoga Joseph; Nampijja Dianah; Reichert Frank
    This study investigated the role of academic collaborations in enhancing critical thinking skills among graduate students, drawing on Critical Theory. A qualitative research approach was utilized, incorporating an exploratory case study design to investigate the effects of collaborative academic practices on the development of critical thinking. Data collection methods included personal interviews, focus group interviews (FGIs), and document analysis, involving current graduate students, alumni from the 2015 cohort, and teaching staff. The findings revealed that academic collaborations significantly contribute to the development of critical thinking skills. Participants reported that interdisciplinary teamwork, resource sharing, and expertise exchanges enable students to approach problems from multiple perspectives, thereby, broadening their analytical capabilities. The study highlighted that collaborative efforts facilitate access to diverse methodologies and knowledge which enriches students’ educational experiences and enhances their problem-solving abilities. Moreso, the study found that collaborative projects and joint research initiatives provide practical opportunities for students to engage with real-world issues, promoting a deeper understanding and application of theoretical concepts. This process not only fosters intellectual growth but also prepares students to tackle complex challenges in their professional fields. The research aligns with established theories on collaborative learning and critical thinking, supporting the view that academic collaborations are vital for intellectual development. It underscores the importance of creating a supportive environment for interdisciplinary work and effective communication among collaborators. This study recommends prioritising interdisciplinary projects, offering faculty training for collaborative initiatives, and developing assessment frameworks to evaluate the impact of these collaborations on students' critical thinking skills. These insights highlight the benefits of academic collaborations in higher education and suggest practical steps to improve collaborative practices for better educational outcomes.
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    Examining the Role of Stakeholders’ Engagement on Students’ Enrolment in Technical and Vocational Education and Training Institutions
    (East African Journal of Education, 2026) Gaudence Ongom Latim Alice; Lamaro Gloria
    This study examined the relationship between stakeholder participation and student enrolment in Technical, Vocational Education and Training (TVET) institutions in Gulu City, Uganda. Using a cross-sectional design, data were collected through questionnaires and interviews to assess stakeholder involvement, enrolment rates, and the influence of participation on institutional outcomes. Findings revealed that stakeholder engagement in monitoring, evaluation, and coordination significantly enhances enrolment, program relevance, and institutional performance, though planning was the weakest area, characterised by limited strategic alignment and inadequate data use. While government policies, economic factors, and community involvement influenced enrolment, infrastructure, gender policies, costs, and stigma were less decisive. Management practices, including Management by Objectives (MBO) and Result-Oriented Management (ROM), showed mixed effectiveness, with gaps in funding, staff capacity, and governance limiting their impact. Statistical analysis demonstrated a strong positive relationship between stakeholder participation and enrolment (r = 0.624, p < 0.01), highlighting the importance of meaningful engagement in enhancing institutional attractiveness and responsiveness to labour market needs. The study concludes that structured stakeholder participation is a critical driver of program quality, relevance, and enrolment, and recommends strengthening participatory frameworks, institutionalising data-driven decision-making, increasing industry representation, and building managerial capacity to improve TVET performance and enrolment outcomes.
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    Funding and Support Supervision under Universal Primary Education
    (Journal of Education and Practice, 2021-09-30) Okello Nicholas Gregory; Onekalit Phonic Kidega; Lamaro Gloria
    Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study, and simple random sampling was used to select the teachers, while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, and the level of support supervision is also low. However, funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools are attributed to the low status of funding under UPE schools in Nwoya district. Uganda.
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    Influence of Teacher Competence on Pupils’ Academic Achievement in Primary Schools
    (East African Journal of Education, 2026) Lamunu Obote Alice; Lamaro Gloria
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    School Management Committee’s Participation and Effectiveness of School Management in Primary Schools
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2024-04) Lamaro Gloria; Lukwiya Jimmy
    This study investigates the relationship between School Management Committee (SMC) participation and the effectiveness of school management in primary schools within Gulu District, Uganda. The challenge of improving parental involvement at the basic educational level is pivotal for enhancing educational outcomes. The objective was to establish the correlation between SMC participation and school management effectiveness. Employing both qualitative and quantitative methods, including in-depth interviews, focus group discussions, direct observation, and documentary analysis, the study sampled 352 participants. Data analysis, using the Pearson Correlation Coefficient, reveals a significant positive correlation between SMC participation and school management effectiveness. Recommendations include developing enhanced management strategies and exploring additional variables like gender, political situation, and religion.
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    Using Case Scenarios to Foster Critical Thinking Skills among Graduate Students
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2024-11-11) Lamaro Gloria; Kimoga Joseph; Nampiija Dianah; Reichert Frank
    In a rapidly evolving professional landscape, critical thinking is paramount for success. This study investigated the transformative impact of case scenarios on enhancing critical thinking skills among graduate students at Gulu University. The purpose was to examine how these scenarios facilitated the practical application of theoretical concepts, fostering a deeper understanding of complex issues. Utilizing a qualitative research methodology, the researchers conducted interviews and focus group discussions with recent graduates, current graduate students, and lecturers, providing comprehensive insights into participants’ perceptions and experiences regarding case scenarios. Results indicated that participants viewed critical thinking as essential for both academic achievement and professional competence. Case scenarios emerged as instrumental in promoting analytical thinking, problem-solving abilities, and the synthesis of diverse perspectives. Graduates reported significant improvements in their capacity to deconstruct complex issues, critically evaluate evidence, and generate innovative solutions. The study also highlighted the importance of incorporating culturally diverse scenarios, which enriched students' understanding of various socio-economic contexts crucial for their professional development. However, it identified gaps in the systematic integration of case scenarios into the curriculum, suggesting a need for more consistent application and institutional support. In conclusion, the findings emphasized the critical role of case scenarios in cultivating the skills necessary to navigate the complexities of modern professional environments. By effectively bridging the gap between theoretical knowledge and practical application, these scenarios enhanced students’ analytical and creative capabilities, preparing them to tackle multifaceted problems. Educational stakeholders were urged to prioritize the integration of diverse, contemporary case scenarios into curricula, while future research should focus on longitudinal studies assessing the long-term impact of these scenarios on students' critical thinking skills.