Determinants of students’ perceptions of the quality of teaching in public universities in Uganda a case of Makerere University

Abstract

Quality teaching is a critical component of higher education, as it directly impacts student learning outcomes and overall satisfaction with their academic experience. Understanding the factors that shape students' perceptions of teaching quality is essential for universities to enhance their educational offerings and meet the evolving needs of the student population. This study examines the determinants of students' perceptions of teaching quality at Makerere University, the oldest public university in Uganda. A quantitative, cross-sectional survey design was employed to collect data from students across various degree programs and academic years. An online questionnaire was distributed through the Kobo Toolbox platform, gathering responses from 354 participants. The survey instrument included questions related to student demographics (age, sex, CGPA), university facilities, teaching methods, and students' perceptions of teaching quality. Multinomial logistic regression analysis was conducted to explore the relationships between these variables. The findings revealed that student satisfaction with teaching methods and the availability of learning resources were significant predictors of their perception of quality teaching. Students who reported higher satisfaction with teaching methods and greater access to learning resources were more likely to perceive the quality of teaching as high. Interestingly, no significant associations were found between student demographics (age, sex, CGPA) or the condition of university facilities and their perceptions of teaching quality. These results underscore the importance of student-centered teaching methods and readily available learning resources in fostering positive perceptions of teaching quality among students at Makerere University. The study highlights the need for universities to prioritize faculty development programs that promote interactive, engaging, and inclusive teaching practices. Additionally, universities should ensure that students have access to a wide range of learning resources, such as well-equipped libraries, computer labs, and study spaces, to support their academic success. The findings of this study contribute to the ongoing conversation about quality assurance in higher education by emphasizing the student perspective and identifying key factors that influence their learning experience. By addressing these factors, universities can enhance their teaching quality, improve student satisfaction, and ultimately produce graduates who are better prepared to meet the challenges of the 21st century workforce. Future research should explore the perspectives of faculty and administrators to gain a more comprehensive understanding of the factors that contribute to quality teaching in higher education institutions in Uganda and beyond.