Title: Bridging the Chasm: An Evaluation of the Transition from Secondary Education to Higher Learning in Uganda: A Case Study of Avance International University and Mbarara University of Science and Technology
Authors: Dr. Arinaitwe Julius, Musiimenta Nancy
Volume: 9
Issue: 10
Pages: 163-172
Publication Date: 2025/10/28
Abstract:
Background: The transition from secondary to tertiary education in Uganda is characterized by significant gaps in academic preparedness, with students entering university lacking critical competencies in research, analytical thinking, independent learning, and academic writing that are essential for higher education success. Objective: To evaluate the nature and extent of the transition gap between secondary education and higher learning in Uganda, using Avance International University and Mbarara University of Science and Technology as case studies, and to recommend strategies for bridging this chasm. Methods: A convergent parallel mixed-methods design was employed with 556 first-year students (278 per institution) selected through stratified random sampling. Quantitative data were collected using a validated questionnaire measuring four preparedness domains (critical thinking, research competency, independent learning, and academic writing) on 5-point Likert scales Key Results: Hierarchical regression analysis revealed that preparedness domains explained 17.9% of additional variance in first-year GPA beyond demographic factors, with academic writing proficiency (?=.218, p<.001) and research competency (?=.165, p<.01) emerging as the strongest predictors of academic success. Conclusion: A substantial transition chasm exists between secondary and higher education in Uganda, driven primarily by systemic inequities in secondary school quality rather than deficiencies in university support alone. The preparedness gap is most pronounced in research and writing competencies, which are critical determinants of first-year academic success. Recommendations: Universities should implement mandatory academic skills development programs targeting research and writing competencies; the Ministry of Education should facilitate secondary-tertiary curriculum alignment emphasizing higher-order thinking skills