Show simple item record

dc.contributor.authorBagoole, Enoch Paul
dc.date.accessioned2022-05-19T07:11:10Z
dc.date.available2022-05-19T07:11:10Z
dc.date.issued2022-04
dc.identifier.citationBagoole, E. P. (2022). Perceptions of students on staggered learning: a case study of Makerere University Students. Unpublished undergraduate dissertation. Makerere University, Kampala, Ugandaen_US
dc.identifier.urihttp://hdl.handle.net/20.500.12281/12748
dc.descriptionA dissertation submitted to the College of Business and Management Sciences in partial fulfillment of the requirements for the award of the degree of Bachelor of Science in Business Statistics of Makerere Universityen_US
dc.description.abstractThis study examined how student perceptions staggered learning are related to student achievement in a general education course. Most higher education classrooms today use traditional passive style lecture that does not encourage engagement in the lesson (Roehl et al., 2013). Passive lecture hinders deeper understanding of concepts; thus, emerging research conflicts with this method and instead supports the use of active learning techniques (Aburahma, 2015). Unlike passive learning, active learning increases retention of material and improves student success while focusing on meeting the needs of the learner (Freeman et al., 2015). While there is an increasing amount of evidence to support the study objective, it is still a relatively new method of teaching and more empirical research needs to be done to better understand if this method works in a variety of classrooms (Beatty & Albert, 2016). Student perception is important because students who have a positive perception of a course tend to perform better and have a continued interest in the topic (Ball, 2013), important in general education courses since they tend to have lower success rates because students are not as invested as they are with courses within their major (Strayer, 2012). The problem in higher education today is the lack of research on the impact of passive learning strategies, such as lecture, on the level of student engagement in the post-secondary classroom, though studies have shown passive learning has a negative effect on student learning and student achievement (Roehl et al., 2013). There is lack of sufficient research in the case of MUK as to perceptions of students on staggered learning. The researcher would therefore like to establish the perceptions of students on staggered learning of undergraduate students of Makerere Universityen_US
dc.language.isoenen_US
dc.publisherMakerere Universityen_US
dc.subjectMakerere Universityen_US
dc.subjectStaggered learningen_US
dc.subjectUniversity studentsen_US
dc.subjectBlended learningen_US
dc.subjectUndergraduate studentsen_US
dc.titlePerceptions of students on staggered learning: a case study of Makerere University Studentsen_US
dc.typeThesisen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record