Purpose: This study explored how mobile phone dependency affects the study habits of undergraduate students at Garissa University in Kenya. It aimed to assess the extent of mobile phone dependency, analyze its connection with study habits, evaluate its effect on concentration during study periods, and examine its relationship with students’ time management abilities. Methodology: A correlational design was used to explore the links between mobile phone dependency and study habits. The study focused on a population of 2,200 undergraduates, with a sample of 2,000 selected through simple random sampling. Data were gathered via a structured questionnaire featuring multiple-choice questions and five-point Likert-scale items measuring both dependency levels and study behaviors. Analysis involved descriptive statistics such as frequencies and percentages, while Pearson’s correlation coefficient assessed the strength and direction of relationships between variables at a significance level of 0.05. Findings: Results showed high levels of mobile phone dependency and a significant negative correlation between dependency and effective study habits (r = -0.62, p < 0.05). Students more dependent on their phones reported lower concentration, shorter study durations, inconsistent review routines, and poorer time management. The study concludes that excessive mobile phone use is linked to weaker study practices. Unique Contribution to Theory, Practice and Policy: These findings add to existing knowledge on digital device use in higher education and offer actionable insights for institutions, educators, counselors, and policymakers to encourage mindful phone usage, enhance students’ self-regulation and time management, and ultimately support better academic engagement and outcomes.
Purpose: This study examined the effect of Student Teams-Achievement Division (STAD) instructional strategy on learning outcomes in the accounting component of Business Studies and the extent to which motivation acts as a differential factor influencing performance among Form Three learners in Kajiado County. Methodology: A quasi-experimental research design based on Solomon’s four-group design was adopted, involving two instructional conditions: STAD strategy and conventional teaching methods. The study targeted 220 Form Three Business Studies learners from four mixed-gender secondary schools in Kajiado County, Kenya, as well as six teachers drawn from the same schools who taught the participating learners. A total of 211 learners participated, representing a response rate of 95.91%, while all six teachers partook, yielding a 100% response rate. The learners were randomly assigned to four groups, comprising two experimental groups (114 learners) taught using the STAD strategy and two control groups (97 learners) taught using conventional methods. Data were collected using Accounting Achievement Tests. Quantitative data were analysed using one-way analysis of variance (ANOVA), independent samples t-tests and two-way ANOVA, while qualitative data were analysed thematically. Findings: Learners taught using the STAD strategy attained higher accounting scores than those taught conventionally. Motivation was also found to influence achievement significantly, improving from a pre-test mean of 2.74/5 to 3.82/5 and explaining 8% of the variance, with highly motivated learners benefiting most from the STAD strategy. Unique contribution to theory, practice and policy: This study extends cooperative learning theory by establishing the effectiveness of the STAD strategy in enhancing learners’ achievement in accounting within secondary school contexts. It provides practical insights for teachers of Business Studies on integrating learner-centred, motivation-enhancing instructional approaches to improve academic performance. The study further informs education policy by supporting the adoption of cooperative learning strategies in Business Studies instruction and teacher education programmes.
Purpose: The objective of this study is to prove the effectiveness of teaching English through using Iconic Signs in Goma secondary schools. Methodology: In order to carry out the research, the study employed field work for data collection, using the triangulation method to ensure greater scientific rigor and obtain enriched data. Questionnaires were used to gather teachers’ perceptions regarding the use of iconic signs, while the interviews were conducted during both the pre-test and post-test phases. During the distribution of the questionnaires, the participants included six hundred and thirty-six learners and fifteen teachers. In the experimental phase, one hundred and fifteen participants took part from the beginning to the end of the experiment. Finally, the experimentation was carried out in the year 2025. Findings: The study found that icons were not consistently integrated into English language teaching. Their use was concentrated mainly in the presentation stage, accounting for 40% of vocabulary lessons and 53.33% in reading comprehension lessons, whereas the practice and production stages received limited attention. Icons were particularly underutilized in grammar, pronunciation, and composition writing lessons, where many teachers reported not using them at all. Although this integration was limited, the findings indicated that learners’ language abilities benefited from the use of icons. These results highlight the pedagogical value of icons and the need for their greater integration into classroom instruction, particularly beyond the presentation stage. Unique Contribution to Theory, Practice and Policy: This study, through experimentation, demonstrated the potential of icons in improving pupils’ speaking and writing skills. The study specifically sought to examine the extent to which nonverbal communication can support the verbal communication through various activities based on the use and exploitation of iconic signs.
Purpose: This study examined the internal determinants influencing Artificial Intelligence (AI) readiness in Kenyan public universities. Specifically, it explored how organizational culture, technological infrastructure, funding mechanisms, and leadership support interact to shape the extent of AI adoption in teaching, research, and administration. Methodology: A systematic review of recent empirical studies and comparative analyses was conducted, focusing on higher education institutions in Kenya and related contexts across Africa and beyond. The review synthesized evidence from multiple sources to identify patterns, contradictions, and implications for AI readiness. Findings: The findings reveal that AI readiness is strongly influenced by the alignment of internal determinants. Universities with innovative cultures, strong leadership, adequate funding, and robust infrastructure are better positioned to integrate AI. Conversely, institutions with resistant cultures, weak leadership, insufficient budgets, and inadequate ICT systems face systemic barriers that slow adoption. The interplay between these factors demonstrates that readiness is not determined by a single variable but by their collective reinforcement. Unique Contribution to Theory, Practice, and Policy: The study contributes to theory by reinforcing institutional and resource‑based perspectives, showing that organizational norms and assets are critical enablers of technological adoption. For practice, it highlights the need for universities to cultivate AI‑friendly cultures, strengthen leadership commitment, invest in staff training, and modernize infrastructure. For policy, it underscores the importance of a national AI strategy that prioritizes funding, equitable access, and leadership development to accelerate readiness in public universities.
Purpose: This study examined the use of digital resources in the administration of rural secondary schools in Kenya. Guided by the Technology Acceptance Model, the research investigated the availability of digital tools, their utilization in school management, challenges affecting implementation, and their impact on administrative efficiency. Methodology: Using a descriptive survey design, data were collected from principals, deputy principals, and ICT teachers through questionnaires and interviews and analyzed using descriptive statistics and thematic analysis. Findings: The findings showed that digital resources are only partially available in most rural schools. Mobile phones were the most accessible tools, while computers, internet connectivity, and School Management Systems were less available. Digital technologies were mainly used for communication through SMS and WhatsApp, with limited application in record management, reporting, and decision-making. Key challenges included inadequate infrastructure, limited funding, insufficient technical skills, lack of technical support, and resistance to change. Despite these constraints, digital resources were found to enhance administrative efficiency by improving communication, data accuracy, accountability, transparency, and decision-making. Unique Contribution to Theory, Policy and Practice: The study concludes that digital technologies have significant potential to improve school administration, but their integration remains incomplete in rural secondary schools. It recommends increased investment in ICT infrastructure, staff training, internet connectivity, and technical support to promote effective digital integration in school management.
Purpose: This current study sought to investigate the perspectives of kindergarten teachers on the application of digital tools in early childhood education in the Asunafo North Municipality in Ghana. Methodology: Using the qualitative research methodology, this investigation employed the phenomenological design. It employed the purposive sampling technique to select eleven kindergarten teachers based on their teaching experience, accessibility, and active involvement in early childhood education. The data collection was conducted through in-depth semi-structured interviews, which allowed respondents to provide rich, detailed accounts of their experiences. The data was analyzed using thematic analysis, which involves coding and categorization of data to identify recurring patterns and themes in the data collected. Findings: The findings of this research revealed that teachers generally acknowledge the pedagogical value of digital technologies in promoting learner engagement, creativity, and basic digital literacy for young learners. However, this research identified a number of significant barriers to the integration of digital technologies in kindergarten classrooms. The barriers identified include a lack of functional digital devices, technological infrastructure, professional development, and electricity supply/internet connectivity. Consequently, while there was an indication of teachers’ awareness of the importance of digital tools, their ability to utilize technology-enhanced pedagogical practices remained significantly low. Unique Contribution to Theory, Policy and Practice: The study contributes to theory by expanding understanding of technology integration in early childhood education in resource-constrained contexts, especially in relation to the phenomenological approach to understanding teachers’ experiences. From a policy point of view, the study emphasizes the need to invest in technology infrastructure and design context-specific ICT policies, especially in early childhood education in Ghana. In practice, the study points to the need to support teachers in developing the necessary skills to integrate technology in teaching and learning.
Purpose: Competence-Based Medical Education (CBME) endeavors to develop healthcare professionals with knowledge, skills, and attitudes necessary to meet evolving healthcare demands by promoting critical thinking over memorization. This study aimed at evaluating the use of teaching practices by lecturers in the adoption of Competence-Based Medical Education (CBME) in Kenya Medical Training Colleges (KMTCs). Methodology: The research utilized a cross-sectional mixed-methods study that focused on the population of about 1,200 KMTC lecturers. Questionnaire respondents (n=205; response rate 91.5) were sampled using stratified and simple random sampling, Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs) using purposive sampling. STATA was used to analyze quantitative data; NVivo version 12 was used to analyze qualitative data using thematic analysis. Findings: Results showed that there was a high adoption of learner-centered practices such as small group’s discussion (92%), student participation (80%), integration of theory and practice (79%), simulation and case-based learning (76%), and problem learning (71%). The teaching index was 3.66 (SD=0.80). Teaching and assessment practices highly correlated with each other (r=0.792, p<0.001). Qualitative data substantiated learner-centered adoption, but demonstrated intrinsic exam-based teaching, inconsistent curriculum implementation, and insufficient CBME-specific faculty training. Unique Contribution to Theory, Practice and Policy: KMTC should invest in CBME-based faculty development, enhance ICT integration in pedagogy, promote community-based learning, and institutionalize key systematic feedback systems to completely overhaul content-based to competency-based instruction
Purpose: This study investigates the impact of teacher assessment practices in Tanzania, Kenya, and Uganda on the cultivation of “champion teachers” who can provide competency-based, inclusive, and gender-responsive education. Methodology: A mixed-methods approach was employed, integrating document analysis, interviews, and surveys with teacher educators and student teachers from the three countries. Findings: Even though policy changes have encouraged new ways of teaching, teacher education still mostly focuses on summative assessments and following the rules. This method makes it harder for teachers to become more reflective and adaptable, which slows progress toward better, more inclusive education. Unique Contribution to Theory, Policy, and Practice: The study enhances theory by illustrating how assessment culture influences teacher identity, informs policy through region-specific reform recommendations, and guides practice by identifying methods to make assessment more formative and inclusive in East African teacher education.
Purpose: The purpose of this study is to examine the challenges confronting the achievement of universal primary education in Mundemba subdivision of Cameroons South West region. Methodology: Four public school in Mundemba settlement and ten public schools in the hinterland were implicated in the study. Primary data for the study was obtained by use of questionnaire, observation and group discussion among actors and stakeholders in the primary education sector. Secondary data was obtained by desk review involving literature from textbooks, journals, publications and websites. Schools environment were observed while available infrastructure, and facilities for teaching and learning were also examined. Other findings were made on socioeconomic, cultural and environmental factors affecting teaching and learning in the Mundemba subdivision. Findings: Major findings of the study implicated gross underfunding of primary school education as main cause of neglected schools environment, infrastructure, and facilities for making universal primary education a reality in the subdivision. Other factors limiting access to universal free primary education were socioeconomic, cultural, and environmental in nature. These factors must be taken to consideration in government educational policies for UPE to be made a reality in the country’s rural sector. Unique Contribution to Theory, Policy and Practice: According to the findings, to put UPE in practice in Mundemba subdivision, government and its agencies must create an enabling environment backed by necessary infrastructure and facilities to support its policy of achieving universal primary education in the subdivision.
Purpose: This study evaluates the funding of secondary education and the infrastructural challenges facing public secondary schools in Nigeria, and how these factors influence teaching and learning outcomes. Methodology: A descriptive survey research design was adopted for the study. Two research questions and two hypotheses guided the investigation. The population comprised teachers from public secondary schools, from which a sample of 296 teachers was selected from five secondary schools using a stratified random sampling technique due to the homogeneous nature. Data were collected using a structured questionnaire developed by the researcher titled Secondary Education Funding, Infrastructure and their Impact on Teaching–Learning in Public Schools Questionnaire (SEFI-TLQ). Descriptive statistics, including mean and standard deviation, were used to answer the research questions, while the chi-square (χ²) statistical technique was employed to test the hypotheses. Findings: The findings revealed a significant relationship between government funding policies for secondary education and the state of school infrastructure. The study also established that both funding and infrastructural conditions are statistically significant determinants of teaching and learning performance in public secondary schools in Nigeria. The results indicate that effective implementation of policy measures, such as increased educational funding, reduction of corruption, improved teacher motivation, and strategic educational planning would significantly enhance the development and performance of the secondary education sector. Unique Contribution to Theory, Policy and Practice: The study contributes to educational management and public finance theory by providing empirical evidence on the interconnectedness of educational funding, infrastructural development, and teaching–learning outcomes in public secondary schools. From a policy perspective, the findings support the need for increased government investment in education and reinforce UNESCO’s recommendation that 26% of national budgets be allocated to the education sector. The study further highlights the importance of prompt payment of teachers’ salaries and allowances, regular infrastructural maintenance, and strategic resource allocation as critical measures for improving educational quality and student performance in Nigerian public secondary schools.
Purpose: Moral and academic institutional support has been a critical factor in academic recovery after the first failure of examination. Supplementary examination candidates in Kenya Medical Training College (KMTC) face a decisive moment in terms of psychosocial pressure conditions in the absence of consistent instructional support. This research, performed under the guidance of the Theory of Student Retention by Tinto was aimed at identifying how institutional moral and academic support can affect the performance of final qualifying supplementary examinations of January/February 2026 candidates at KMTC. Methodology: Cross-sectional research design was applied and the target population included 12,000 undergraduate students that qualify to take the January/February 2026 supplementary exams, of which 197 study participants were selected purposely. Data collection was conducted in the form of a drop-and-pick structure questionnaire with 184 responses that became usable (response rate of 93.4). The quantitative data analysis was carried out by calculating descriptive statistics (means and standard deviations) and bivariate regression analysis with a critical value of 0.05. Findings: Findings indicated that the respondents mainly agreed that institutional support structures were significant, with a composite mean of 3.687 (SD = 0.843). Regression was used to establish that the institutional moral and academic support have a strong positive and significant impact on supplementary examination performance (R2 = 0.492, B = 0.673, p < 0.001). Contribution to Theory, Practice and Policy: The research highly recommends formalization of organized remedial programmes, institutionalization of personalized tuition, and incorporation of guidance and counselling service in the supplementary examination cycle
Purpose: The purpose of this study was to examine the influence of gender on the prediction of academic achievement from learned helplessness and academic disidentification among a sample of 421 form three students from 28 secondary schools in Kilifi County, Kenya. Methodology: An explanatory sequential mixed-methods design was employed. Findings: The results revealed a weak, negative, but significant correlations between learned helplessness (r (419) = -.30, p.01) and academic disidentification (r (419) = -.02, p.01) on academic accomplishment. There were no significant gender differences (t(419) = 0.56, p >.05) in learned helplessness and academic disidentification. The qualitative results confirmed the quantitative findings. Unique Contribution to Theory, Policy and Practice: The findings may contribute to theory by modelling a new motivational paradigm that addresses how gender-differentiated dynamics attenuate the combined influence of students' learned helplessness and academic disidentification in a diversity of educational contexts. Policymakers can use this data to develop counselling and guiding interventions to reduce test anxiety and increase academic identification, as well as policies that encourage optimism and confidence. The Ministry of Education, through Curriculum Development Institutes, may improve teacher training in student-centered approaches to safeguard students against psychological barriers and low self-worth.
Purpose: The purpose for conducting the current study was to identify the correlations of part-time faculty use by an institution and student success. Student success was measured, for the current study, as retention, cost, graduation rate, and post-college earnings. Methodology: The study examined the relationship between the use of part-time faculty and student success at 164 Research 1 and 2 universities drawn from the Association of Public Land Grant Universities (APLU) list. Using data from the Integrated Postsecondary Education Data System (IPEDS) and the U.S. Department of Education’s College Scorecard, four outcomes were analyzed: first-to-second year retention, six-year graduation rates, cost of attendance, and post-graduation earnings. Findings: Findings indicated that part-time faculty made up an average of 27% of the instructional workforce, with wide institutional variation. Correlations revealed slight negative relationships between higher part-time faculty use and retention, graduation, and earnings, with minimal impact on cost of attendance. Although the statistical effects were small, the data suggest that heavy reliance on adjunct faculty does not benefit students in measurable outcomes. Unique Contribution to Theory, Policy, and Practice: Findings confirm the complexity of fiscal realities for colleges and universities and best practices for teaching and learning. The study provides the important suggestion that institutional leaders become more purposeful in their use of adjuncts and work more intentionally in their institutional induction.
Purpose: This study examined the perspectives of Level 100 undergraduate students on cheating techniques employed during the West African Senior School Certificate Examination (WASSCE) and their perceptions of the prevalence of such practices among their peers throughout SHS. Methodology: Using a quantitative cross-sectional design, data were collected from a sample of 137 students, representing 66.3% of the total population of 208, through a structured questionnaire. The questionnaire was piloted and validated, with an acceptable Cronbach’s alpha coefficient of .869. The data analysis was conducted using descriptive statistics, frequencies, percentages, means, and standard deviations. Findings: The descriptive results revealed that 24.8% of respondents identified the use of mobile phones as their primary cheating method, while approximately 18.2% reported relying on peer communication during examinations. The mean score for awareness of cheating methods was 2.41, indicating a moderate level of recognition, whereas the mean score for perceptions of cheating among peers was 2.31. However, students did not consider examination malpractice to be fully normalized among their peers (mean = 1.94). Unique Contributions to Theory, Policy, and Practice: The findings underscore the need for educational reforms that promote academic integrity and discourage cheating behaviors. The findings contribute to policy by informing the development of examination integrity policies, and to practice by implementing strict examination protocols and integrity training initiatives to foster a culture of honesty, accountability, and critical thinking, ultimately enhancing the credibility of academic qualifications in Ghana.
Purpose: This study investigated the pedagogical practices, perceptions, and challenges of unskilled teachers involved in literacy and numeracy instruction in South Sudan. Methodology: Using a quantitative research design, the study collected data from 65 respondents across various secondary school types and locations. Questionnaires and formal interviews were administered to capture teachers’ perceptions of the newly introduced competence-based curriculum promoted by the government. The study aimed to identify ways of strengthening pedagogical knowledge and instructional skills through a contextualized training intervention. Findings: Key findings show that teachers consider qualifications, experience, training, monitoring and supervision, lesson planning, teaching aids, and appropriate teaching methods as essential factors for improving education quality. Unique Contribution to Theory, Policy and Practice: The uniqueness or important of the Gestalt or Whole Teacher Professional Development (WTPD) framework in this study lies in its holistic response to the complex realities faced by unskilled teachers in South Sudan. Unlike traditional Professional Development models that prioritize technical skills alone, WTPD integrates teachers’ attitudes, emotions, self-concept, and professional identity—critical factors in a post-conflict context marked by low qualifications, limited mentorship, and weak collegial support. By addressing the “whole teacher,” this approach nurtures reflective practice, confidence, and learner-centered mindsets; helping beginner teachers in literacy and numeracy develop not only instructional competence but also resilience and ethical commitment essential for effective teaching in fragile settings.
Purpose: This research assessed the occupational well-being indicators of burnout, work engagement (WE) and career commitment (CC) among nurses and Senior High School (SHS) teachers in the Tamale Metropolis in Ghana and the effect of socio-demographic factors such as occupational type, gender and religious orientation or identity (being Christian, Muslim or Others) on the occupational well-being indicators. Methodology: Three hundred and twenty-two (322) SHS teachers and nurses, selected through stratified random sampling, were administered questionnaires assessing burnout (exhaustion, cynicism and professional inefficacy), WE and CC. Findings: Senior high school teachers and nurses generally reported high levels of burnout component (Exhaustion and cynicism), WE and CC. Score on the professional in-efficacy component of burnout was low which is consistent with the high scores on work engagement and career commitment. There were significant differences in levels of burnout (Exhaustion, Cynicism, professional inefficacy) among SHS teachers and nurses with nurses reporting higher. There was no significant difference in WE and CC among nurses and teachers. Females reported higher cynicism and professional inefficacy than males. There was also no significant difference in the levels of WE, CC and burnout among nurses and teachers with regards to religion. Unique contribution to theory, practice and policy: The findings of the study brought to light the fact that burnout among nurses and SHS teachers in the Tamale metropolis is real and thus recommends that intervention efforts in terms of improving the working conditions of teachers and nurses aimed at reducing burnout and enhancing occupational well-being should be taken seriously by the Ministry of Health and the Ghana Education Service respectively with more focus on the nursing profession. The findings of the study also suggest that more intervention attention should be directed towards female teachers and nurses as they are more vulnerable.
Purpose: This manuscript is an evaluation of the Ghanaian KG standard-based curriculum. It ascertains its ability to promote an integrated thematic approach to teaching and learning using Scriven’s Goal-free model of evaluation. Methodology: A rapid approach to systematic review was used to gather relevant information and critically appraise the programme. Out of a total 31, 15 manuscripts were selected for an in-depth analysis. Ninety-six (96) teachers’ lessons were observed. Findings: The evaluation reveals that thematic integrated curriculum is endorsed by many scholars as an efficient approach to teaching and learning in kindergarten education. The Ghanaian standard-based curriculum promotes intradisciplinary thematic integration demonstrated in Our-World-Our-People as a combination of multiple subject areas into one. Interdisciplinary thematic integration was not practiced by most teachers because the KG curriculum does not explicitly say how it is achieved in individual subjects. Unique Contribution to Theory, Practice and Policy: The study recommended that teachers should see the themes outlined under other subjects as subject-specific knowledge and skills that their lessons should s and develop sub-themes from the seven (7) broad themes for the other subjects.
Purpose: The purpose of this article was to analyze effect of teacher professional development on student academic performance in mathematics. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Research indicates that teacher professional development (TPD) positively impacts student performance in mathematics when the training is sustained and content-focused. Studies show that teachers who participate in ongoing, collaborative PD programs tend to improve their teaching practices, leading to higher student achievement in math. Effective TPD, particularly coaching and regular training, has been found to significantly enhance student math scores, especially in long‑term studies Unique Contribution to Theory, Practice and Policy: Social cognitive theory (SCT), constructivist learning theory & theory of planned behavior may be used to anchor future studies on the effect of teacher professional development on student academic performance in mathematics. In practice, it is critical that professional development (PD) programs for mathematics teachers emphasize sustained engagement rather than short-term workshops. From a policy perspective, it is important for education policymakers to ensure that teacher professional development is not only mandatory but also well-supported in terms of resources, funding, and infrastructure.
Purpose: The purpose of this article was to analyze role of parental involvement in enhancing early childhood education outcomes. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Research on the effect of teacher professional development (PD) on student academic performance in mathematics in the United States consistently shows moderate to positive improvements in student outcomes when teachers engage in well-structured and sustained PD programs. Studies indicate that PD programs designed to enhance teachers' instructional strategies and content knowledge, particularly in mathematics, are linked to measurable gains in student achievement, with moderate effect sizes found on test scores. Moreover, research suggests that ongoing, collaborative, and long-duration PD, such as coaching or embedded professional learning communities, tends to have a more significant impact on student learning than short-term workshops or one-off seminars. Unique Contribution to Theory, Practice and Policy: Ecological systems theory, social capital theory & family systems theory may be used to anchor future studies on the role of parental involvement in enhancing early childhood education outcomes. Practitioners should develop interactive, hands-on training for parents on how to engage in their child’s academic development at home, with a focus on improving literacy, numeracy, and social skills. At the policy level, education policymakers should prioritize the creation of national and local policies that support parental involvement as a core component of early childhood education.
Purpose: The study purposed to find out the views of the third and fourth-year Radiography students at Makerere University, College of health sciences on the implementation of internship after their four-year bachelors’ degree since they currently do not have internship as part of their programme, despite the fact that other medical courses such as Medicine and Surgery have an ongoing internship programme. Methodology: A descriptive quantitative cross-sectional study was carried out using a convenience sampling method to find out the views of Makerere University radiography students in third and fourth year on the implementation of internship after accomplishing their four-year bachelors’ degree. The data was collected from 27 respondents who were purposely selected by the researcher through a self-developed structured questionnaire and analyzed using Microsoft Excel programme. Findings: The study revealed that 100% of the students were aware of internship and 60% of the respondents believed that internship was important after completion of the undergraduate studies. Despite the fact that the majority (60%) of the respondents acknowledged that internship was important, a few (35%) wanted internship to be part of the undergraduate programme while the majority (65%) did not want it to be part. The research further showed that 35% of the students were undecided on the importance of internship after completion of the undergraduate studies in Radiography. A paltry 5% said it was not necessary because Radiography is a practical course therefore, there is no need for an internship and that it would promote laziness among the students. The study revealed mixed results including; awareness, knowledge level, and interest. Unique Contribution to Theory, Practice and Policy: This study highlighted the necessity of a structured, post-classroom active experimentation to bridge the gap between theoretical knowledge and professional practice as well as enhance the performance of the outgoing students. The study findings recommended Makerere University College of Health Sciences (MAKCHS), Ministry of Health and the board of Radiographers in Uganda to provide annual awareness sessions on internship, include post Radiography students in the government payroll and also carryout different consultations from the seniors in the profession on the need of internship for the Bachelor’s degree of radiography at Makerere University.
