The Iddi Basajjabalaba Memorial Library(IBML)

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    Distance learning library services in Ugandan universities
    (Routledge, Taylor & Francis Group, 2013) Kiwelu, Jackline Estomihi Mayende; Obura, Constant Okello
    The study carried out at Makerere University and Uganda Martyrs University in 2010 aimed at providing strategies for enhanced distance learning library services in terms of convenience and adequacy. The study adopted a cross sectional descriptive survey design. The study revealed services provided in branch libraries in Ugandan universities were inadequate compared to the main libraries in the main campuses. The library services were convenient to a few of distance learners. About 209 (61.8%) learners from the two universities studied could not easily access the library services provided in the universities and 18 (5.3%) did not access them at all.
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    Professional Tacit Knowledge Transfer among Librarians at Kampala International University (KIU) Uganda
    (Kampala International University.College Of Economics and Management, 2020) Kiwelu, Jackline E. Mayende; Tibenderana, Prisca; Ogbonna, Justina E.
    The way knowledge is transferred determined the rate in which an institution achieve its objectives. Few studies have been done on tacit knowledge transfer in higher institutions in Uganda. Scholars are concern that there is no clear knowledge transfer procedures in universities. It was in this context the researchers were interested to study Kampala International University library. The study aims at identifying professional tacit transfer practices at Kampala International University Library and their benefits to the library. The study employed an online self-administered questionnaire on 34 librarians and registered (25) 76% response. Content analysis and observation techniques were also used. The results are: mentorship, workshops, seminars, meetings, job rotation, consortia engagements are the professional tacit knowledge transfer practices exploited by librarians at KIU. Among the practices 76% of the respondents ranked workshops, seminars and meetings as the best professional tacit knowledge transfer practices. Meanwhile motivation was a very important aspect that influenced librarians to participate in professional tacit knowledge transfer practices. Majority of librarians (68%) said tacit knowledge transfer practices benefited the library by improving performance and maintaining the library competitiveness. Lack of adequate tacit knowledge transfer infrastructure was among the challenges mentioned. The paper provides a broad overview of professional tacit knowledge transfer in the university library especially Kampala International University (KIU). The study conclude that universities have clear knowledge transfer practices though not documented and widely studied. This study is a veritable resource to any university library that is still struggling with knowledge management and transfer.
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    Integrating Online Autodidacticism in Lifelong Learning for Adults in Sub-Saharan Africa
    (Kampala International University.College Of Economics and Management, 2020) Kiwelu, Jackline E Mayende; Ogbonna, Justina E.
    Education is a lifelong journey that should be continuous even in adulthood. Lifelong learning has the potential to spur innovation, creativity, and problem-solving in society for an improved life. To achieve this, there is a need to integrate the concept of self-directed learning into lifelong learning and adult education curriculum at all levels. Many researchers have proved the important place of autodidacticism in the realization of the objectives of adult education and lifelong learning. This concept has been variously spoken and practiced in most parts of the developed world, but unfortunately seldom talked about and applied in the adult education system of Sub-Saharan Africa. Adult education in this region is still heavily lean to conventional education and pedagogy systems. The main objective of this paper is to present a holistic view of autodidacticism and its relevance in lifelong learning and adult education in this global and knowledge economy. The exploratory study examined the influence of online autodidacticism on lifelong learning among adults in Sub-Saharan Africa. Interviews were conducted using WhatsApp to elicit answers from adult respondents. The paper provides insight into the possibility of applying online autodidacticism delivery for originating a new instructional paradigm that makes a shift possible from the traditional practice of teaching in adult education in Sub-Saharan Africa and success stories of interviewees who acquired new skills through autodidacticism.
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    Contribution of Constructivism Seminar Series to Postgraduate Students’ Academic life in Uganda: A Case Study of Kampala International University
    (Kampala International University. School of Mathematics and Computing, 2020) Kiwelu, Jackline E. Mayende; Tukundane, Benson
    The constructivism seminar mode of knowledge delivery is known to improve learners' attitudes and bring more interest to the learning process. Seminars are a means of sharing knowledge and skills beyond the university curriculum where students gain societal practices. This study aimed at evaluating the postgraduate seminar series that is carried out at Kampala International University to establish their constructivism and their benefits to the learners. A descriptive survey and qualitative methods were employed, and self-administered questionnaires were administered on 52 respondents, and a literature review was also carried out on similar studies to draw conclusions in this study. Findings revealed that students were using seminars for collective academic problem solving, putting into practice their experiences, innovation, and gaining new knowledge. This study’s findings revealed that 35% (R Square =.035) of the effective learning of postgraduate students was explained by seminar series that they had gone through. Based on this study's findings, it is recommended that universities and other higher intuitions of learning offering postgraduate programs, should adopt seminar series mode of learning for effective learning outcomes.
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    Information Need, Health Literacy, and Preventive-Health Behaviour among Individuals in a Rural Community of Ikenne Local Government Area, Nigeria
    (Texila, 2020) Atulomah, Bola Christie
    Objective: This study sort to ascertain the levels of information need, health literacy, and preventive-health behaviour among individuals in a rural community of Ikenne Local Government area in Nigeria and determine most significantly predictor of preventive-health behaviour. Methodology: This was a cross-sectional study that utilized interviewer-administered validated 52-item questionnaire for data collection. Measures were information need on 51-point rating scale, health literacy on 27-point, and preventive-health behaviour on 48-point reference scales respectively. Study subjects were 268 consenting individuals selected by a multistage sampling technique in a rural community of Ikenne Local Government area, Nigeria. Data analysis was by computations of means and standard deviations and test of associations to determination predictor of the outcome variable. All statistical tests were at 5% level of significance. Results: Majority (67.2%) of participants were females with 63.8% reporting appreciable level of formal education. Mean age of respondents was 32.2±13.11 years. Level of acquired information was 25.7±5.65 with a prevalence of 50.4%, health literacy mean score was 14.97±4.23 with a prevalence of 55.4%, while mean score of preventive-health behaviour was 23.37±7.27 with a prevalence of 48.7%. All levels of variables measured were considered average scores. Regression analysis showed that preventive-health behaviour was significantly dependent on health literacy (β = 0.397; t=5.07; p<0.001), and level of acquired information (β= -0.211; t= -2.696; p<0.008). Conclusion: The study concludes that levels of acquired information, health literacy, and preventive-health behaviour observed are low. The observed high information-deficit would explain the observed inadequate preventive-health behaviour reported in the study. Keywords: H
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    Information-Adequacy, Motivation and Behavioral-Skills as Determinants of Substance-Use Prevention among Undergraduates in Babcock University, Ilishan – Remo, Nigeria
    (Texila, 2020) Atulomah, Bola Christie; Atulomah, Bola Christie
    Objective: This study investigated the dynamics of information-adequacy, motivation and behavioral skills towards substance-Use prevention among undergraduates in a selected tertiary educational institution in Ogun State, Nigeria. Methods: This was a theory-driven cross-sectional design which use a 45-item validated questionnaire to collect data from 604 consenting students by multistage sampling procedure. Variables of information-adequacy regarding substance-use consequences, motivation, Self-Efficacy Behavioral Skills (SEBS) and substance-use were measured. Data collected were analyzed using IBM SPSS version 24 to compute means and standard deviations and test associations between variables and determine path analysis of best predictors of substance-use prevention, at 5% level of significance. Results: Mean age of respondents was 19.92 ± 3.20 with 56% females and majority (31% ) of final year students participated. Levels of information-adequacy regarding substance-use consequences (6.41±2.51), motivation (23.26±5.76), SEBS (11.67±4.10) and Substance-Use (4.01±7.19) were generally good respectively. There was a significant relationship between information-adequacy and Motivation (r = 0.259; p<0.05), and with self-efficacy behavioral skills (r = 0.341; p <0.05). Information-adequacy (r = -0.10; p<0.05), and SEBS (r = -0.286; p <0.05) and motivation (r = -0.246; p<0.05) were significantly negatively correlated with substance-use. Stepwise Logistic regression analysis showed that SEBS (B= -0.119; OR =0.890; 95%CI: 0.803 – 0.982; p=0.021) was best predictor of substance-use prevention Conclusion: Self-efficacy behavioral skills of individuals was found to best predict substance-use prevention. Other variables contributed in strengthening behavioral skills and may be useful in designing substance-use prevention intervention as this would strengthen drug use reduction among students.