Browsing by Author "Mwesigwa Enoch Andrew"

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    Digital Transformation, Digital Infrastructure and Educational Transformation in Uganda: A Case of Secondary Schools in Kira Municipality, Wakiso District.
    (Makerere University Business School, 2025-09-02) Mwesigwa Enoch Andrew
    This study primarily focuses on the role of digital transformation and digital infrastructure in enhancing educational outcomes in Uganda, particularly within secondary schools in Wakiso District. The research aimed to examine the relationships between digital transformation, digital infrastructure, and their collective impact on educational transformation. The researchers employed a descriptive survey design with a cross-sectional approach. Data was collected through structured questionnaires distributed to 45 secondary schools. The study used correlation and regression analyses via SPSS to determine the strength and significance of relationships among the variables. Findings revealed a moderate positive relationship between digital transformation and educational transformation (r = 0.472**) and a stronger positive relationship with digital infrastructure (r = 0.627**). Regression analysis indicated that digital infrastructure has a more substantial impact (Beta = 0.498, p 0.05). The study concludes that robust digital infrastructure, such as networks, educational portals, and Learning Management Systems (LMS), is crucial for driving educational transformation. While digital transformation is important, their effectiveness depends heavily on foundational infrastructure. These findings provide valuable insights for policymakers and educators seeking to improve learning outcomes and equity in education through targeted investments in technology.
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    Digital Transformation, Digital Infrastructure and Educational Transformation in Uganda: A Case of Secondary Schools in Kira Municipality, Wakiso District.
    (Makerere University Business School, 2025-09-02) Mwesigwa Enoch Andrew
    This study primarily focuses on the role of digital transformation and digital infrastructure in enhancing educational outcomes in Uganda, particularly within secondary schools in Wakiso District. The research aimed to examine the relationships between digital transformation, digital infrastructure, and their collective impact on educational transformation. The researchers employed a descriptive survey design with a cross-sectional approach. Data was collected through structured questionnaires distributed to 45 secondary schools. The study used correlation and regression analyses via SPSS to determine the strength and significance of relationships among the variables. Findings revealed a moderate positive relationship between digital transformation and educational transformation (r = 0.472**) and a stronger positive relationship with digital infrastructure (r = 0.627**). Regression analysis indicated that digital infrastructure has a more substantial impact (Beta = 0.498, p 0.05). The study concludes that robust digital infrastructure, such as networks, educational portals, and Learning Management Systems (LMS), is crucial for driving educational transformation. While digital transformation is important, their effectiveness depends heavily on foundational infrastructure. These findings provide valuable insights for policymakers and educators seeking to improve learning outcomes and equity in education through targeted investments in technology.