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| Students' inductive reasoning and perception on course completion in universities in Uganda
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Asingwire Richard, Muhammad Omolaja, Joseph Bin Kuyong . William Anthony Rutkin, Kamanzi Anthony, Anumaka Blessing Ijeoma, Tweheyo James
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Abstract:
This is an exploration into the intricate workings of inductive reasoning and perception among students, particularly in the context of course completion. The study comes into the students' reasoning and perception on course completion in universities in Uganda, seeking to reveal the factors that influence students' ability to pass through the academic landscape and successfully complete their courses. Throughout this study, the aim is to shed light on the cognitive processes that underpin students' inductive 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 there is a positive correlation between students' inductive reasoning abilities and their likelihood of completing courses successfully. Students who can apply inductive reasoning skills to course materials are better equipped to navigate academic challenges and persist in their studies. It was recommended to integrate inductive reasoning skills into curriculum design and to support effective teaching practices which encourage student support services to enhance critical thinking and problem-solving abilities.
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