Students’ Involvement, Feedback, and Engagement in Virtual Learning in Uganda: A Case of Private Universities in Kampala District
| dc.contributor.author | Bateeze Peter | |
| dc.date.accessioned | 2026-06-10T08:33:18Z | |
| dc.date.available | 2026-06-10T08:33:18Z | |
| dc.date.issued | 2025-11-12 | |
| dc.description | This is a master's thesis. | |
| dc.description.abstract | This research study examined the relationship between students’ involvement, feedback, and engagement in virtual learning in private universities in Kampala District. The research objectives were to examine the relationship between students’ involvement and engagement in virtual learning in private universities, to establish the relationship between students’ feedback and engagement in virtual learning in private universities, and to examine the combined effect of students’ involvement and students’ feedback on engagement in virtual learning in private universities. The study adopted a cross-sectional survey design using quantitative approaches. A study population of 8,100 students was used, and a sample size of 367 respondents was determined. Data was collected using a self-administered questionnaire delivered at different universities. Analysis was done using SPSS computer software version 25, in which correlation and regression analysis were conducted. Pearson’s correlation statistics indicated positive and significant relationships between students’ involvement and engagement in virtual learning and students’ feedback and engagement in virtual learning. The regression analysis revealed that students’ involvement and students’ feedback had a combined effect on engagement in virtual learning (Adjusted R Square = .235). Of the 2 variables, students’ involvement had a stronger effect on engagement in virtual learning (Beta= .345) compared to Beta=.288 for students’ feedback. The study recommended that private universities should focus on creating virtual courses that encourage active student participation. It was also suggested that university administrators should adopt policies that recognize and promote student involvement as a key indicator of successful virtual learning. | |
| dc.description.sponsorship | Dr. Moses Onyoin, PhD (Makerere University Business School) & Mr. Duncan Mugumya (Makerere University Business School | |
| dc.identifier.citation | Bateeze, P. (2025) Students’ Involvement, Feedback and Engagement in Virtual Learning in Uganda A Case of Private Universities in Kampala District. Makerere University Business School. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12282/5576 | |
| dc.language.iso | en | |
| dc.publisher | Makerere University Business School | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | |
| dc.title | Students’ Involvement, Feedback, and Engagement in Virtual Learning in Uganda: A Case of Private Universities in Kampala District | |
| dc.type | Thesis |