Distance learning methods and academic achievements of students in selected private universties in Kampala capital city, Uganda.
DOI:
https://doi.org/10.51168/1yyz1528Keywords:
Academic Achievement, Kampala, Private Universities, Synchronous Learning, Technological BarriersAbstract
Background:
Synchronous learning, involving real-time online instruction, is promoted for fostering interaction and immediate feedback in distance education. However, its effectiveness in contexts like Kampala’s private universities, where technological and infrastructural challenges are prevalent, requires investigation to understand its impact on student academic achievement.
Methods:
A mixed-methods approach was employed, utilizing a descriptive correlational and cross-sectional survey design. Data were collected from 190 students and staff across five private universities in Kampala using questionnaires and interviews.
Results:
The study found a moderate positive and statistically significant relationship between synchronous learning and academic achievement (r = 0.536, p = 0.001). While beneficial for real-time engagement, its impact was constrained by significant challenges, including poor internet connectivity, inconvenient scheduling, low student participation, and insufficient real-time feedback from lecturers.
Conclusion:
Synchronous learning contributes meaningfully to academic success but is not a standalone solution. Its effectiveness is highly dependent on overcoming technological barriers and enhancing pedagogical delivery to meet the needs of the student population.
Recommendations:
Universities should partner with telecom providers for subsidized data, offer flexible session timings (evenings/weekends), and provide continuous professional development for lecturers on facilitating interactive online sessions. Implementing robust attendance and participation monitoring systems is also crucial.
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Copyright (c) 2025 Taddeo Ssekamanya, Dr. Muhammad Ssendagi (Author)
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