Higher education instructional policy reform and learning in public universities in central Uganda:The role of assessment policy reform.

Abstract

This study examines the relationship between Higher Education Instructional Policy Reform and Learning in Public Universities in Central Uganda. The moderating role of Assessment Policy Reform. The study aims at (i) examining the relationship between lecture-based instruction, student centered teaching, technology based instruction and learning in Public Universities in Central Uganda. (ii) assessing the extent to which alternative assessment moderates the association between HEIPR and learning in public universities. (iii) assessing the extent to which effective assessment policy implementation moderates the association between HEIPR and learning in public universities in Central Uganda. An explanatory sequential mixed methods design was employed. Quantitative data were gathered through structured questionnaires administered to 382 students from Makerere and Kyambogo Universities, selected using proportionate random sampling. Qualitative data were collected from 56 university staff and NCHE officials through interviews, using purposive sampling. The study establishes a positive and statistically significant correlation between lecture based instruction and learning (r = 0.628, p < 0.05). It also reveals a positive and statistically significant correlation between student centered teaching and learning(r = 0.566, p < 0.05). The study establishes a positive and statistically significant correlation between technology based instruction and learning.(r = 0.776 p < 0.05). Assessment Policy reform significantly moderates the relationship between Higher Education Instructional policy reform and learning in public universities. When APR is high, HEIPR is stronger. Good assessment policies make teaching much more effective. The interaction term (HEPR × API) is positive and highly significant. The effect of HEPR on Learning depends on how well assessment policies.The regression model reveals that lecture-based instruction and technology based instruction practices significantly predicts learning outcomes (B = .279, β = .341, p < .00, B = .497, β = .755, p < .001), while student-centered learning practices itself is not significant (B = .078, p = .237), suggesting that without adequate structure or support, student-centered methods may not independently enhance learning. In Uganda’s transition to the Competence-Based Curriculum, these findings emphasize that while traditional lectures still matter, real learning gains depend on effectively integrating technology into classroom practice. Therefore, for Uganda to realize the goals of the CBC, critical thinking, creativity, and practical skills policy and practice must focus on blending traditional, student-centered, and technology-driven instruction in a coherent, well-supported framework.