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| Students' Deductive Reasoning And Perception On Course Completion In Universities In Uganda.
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Asingwire Richard, Muhammad Omolaja, Joseph Bin Kuyong. William Anthony Rutkin, Anumaka Blessing Ijeoma.
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Abstract:
This is an exploration into the intricate workings of deductive reasoning and perception among students, particularly in the context of course completion. The study delves into the students' reasoning and perception on course completion in universities in Uganda, seeking to unravel the factors that influence students' ability to navigate the academic landscape and successfully complete their courses. Throughout this investigation, the aim is to shed light on the cognitive processes that underpin students' deductive reasoning abilities and how these processes shape their perceptions of course completion. The study was guided by Positivism Philosophy supported by the Theory of reasoned action. 375 participants obtained for cross-sectional studies from each of the 3 selected universities. These will be: 360 students, 9 lecturers and 6 administrators. Questionnaire, Interview guide, and Observation sheet helped to gather data qualitatively. It was found out that students' deductive reasoning abilities are crucial for understanding course materials, solving complex problems, and making informed decisions throughout and students with strong deductive reasoning skills demonstrate higher academic performance. The study recommended that deductive reasoning skills should be integrated into curriculum design to provide faculty development initiatives and to support effective teaching practices and to establish student support services tailored to foster critical thinking and problem-solving abilities.
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