Institutions In Uganda Research Articles

Implementation of Total Quality Management (TQM) in Tertiary Institutions in Uganda: A Case Study of School of Hygiene-Mbale

Background: Total Quality Management (TQM) aims for continuous improvement in organizational processes, enhancing academic performance and administrative efficiency in educational institutions. This study examined TQM implementation at the School of Hygiene-Mbale, Uganda, focusing on its impact on student academic performance, satisfaction, and administrative efficiency, while identifying challenges and barriers. Objectives: The study aimed to evaluate the current TQM practices at the School of Hygiene-Mbale, their impact on student performance and satisfaction, administrative efficiency, and staff performance. It also sought to identify implementation challenges and propose recommendations. Methods: A mixed-methods design was used, integrating quantitative and qualitative approaches. A questionnaire was distributed to 157 respondents, including students, academic staff, administrative staff, and management personnel. Quantitative data were analyzed using descriptive statistics, while qualitative data from interviews provided deeper insights into TQM effectiveness and challenges. Results: TQM principles were effectively integrated into strategic planning and continuous improvement processes. Employee involvement in quality initiatives was encouraged, and leadership showed strong commitment to TQM. However, challenges included staff resistance, lack of leadership support, insufficient financial resources, and inadequate training. Conclusion: TQM practices positively impacted student performance, satisfaction, administrative efficiency, and staff performance. To enhance TQM implementation, it is recommended that leadership demonstrate stronger support for TQM, invest in staff training, foster employee involvement, allocate resources, and establish continuous improvement mechanisms.

The Impact of Financial Aid Programmes on Access to Higher Education in Ugandan Universities

In Uganda, limited financial resources often obstruct higher education opportunities, particularly for those with modest incomes. Various financial aid initiatives have been introduced in an attempt to rectify this issue for equitable access. This study aimed to investigate the impact of financial aid initiatives on higher education accessibility, guided by two main research questions: (1) To what extent do financial aid programmes bolster access to higher education? (2) What challenges do students face in accessing financial aid for higher education? Employing a mixed-methods approach, data on enrollment into higher education institutions in Uganda were extracted from a National Council for Higher Education (NCHE) 2020 report for an overview into impacts of financial aid on access to higher education. For contextual and in-depth insight into the impacts of financial aid programmes on access to higher education, secondary data on loan schemes in two public universities and the Kabaka Education Fund in a private university were obtained and analysed using descriptive statistics. To understand the experiences and perspectives of financial aid programme recipients, qualitative interviews were conducted with a sample of 138 beneficiaries, including 12 individual recipients and 13 focus group discussions (FGDs) that involved 126 progressing recipients with about 9–10 persons per group from the three selected universities, whose responses were analysed using thematic content analysis. The results revealed that much as financial aid programmes have improved access to higher education in Ugandan universities, most financial services remain accessible primarily to wealthier individuals owing to barriers including application procedures, expenditure, discriminatory practices, limited information, a negative attitude towards aid and demotivation. The study recommends prioritising strategies that address the needs of a diverse student population to ensure equitable access to higher education, thereby promoting human progress, economic development, and the achievement of sustainable development goals.

Information-seeking Strategies Used and Challenges Encountered by Art and Design Students in Uganda When Seeking Information

Access to relevant information is crucial for Art and Design students to meet their information needs and achieve their educational goals. This paper explores the information-seeking strategies used by Art and Design students in diplomaawarding institutions in Uganda, and the challenges they encounter when seeking information to meet their information needs. This is part of a doctoral study that investigated the information-seeking behaviour of Art and Design students in diploma-awarding institutions in Uganda. The study population comprised Art and Design students in the four Art and Design institutions, library heads in the same institutions, and directors at the National Council for Higher Education (NCHE). Data was collected using questionnaire, interview and observation methods. Data was collected from February to August 2022. The study revealed that Art and Design students use various information-seeking strategies to locate and access information. Browsing online images, photographing activities in the environment, recording videos of activities in the environment, and consulting Art and Design librarians were the most used. The least used strategies included browsing art and design collections on library shelves, using keywords, and using Boolean operators. The study found that Art and Design students encountered varied challenges when seeking information. The key challenges were lack of Internet at the institutions, inadequate and outdated information materials in the library, slow Internet, high cost of Internet data, and lack or inadequate knowledge to evaluate the quality of information on the Internet. The key recommendations included the need for Art and Design institutions to invest heavily in ICT infrastructure, including Internet connectivity, and also to develop information literacy courses for the students; the need for the NCHE prioritise monitoring of the study institutions to ensure compliance with library standards; and the need for the Government of Uganda zero-rate the Internet in the study institutions.

Employee Benefits and Job Satisfaction in Faith Based Institutions in Uganda

Purpose: The study was conducted on the influence of employee benefits on job satisfaction in Faith Based Institutions in Uganda, a case study of the Church of Uganda¸ Provincial Secretariat. The study was guided by specific objectives as; to establish the influence of health insurance, to examine the effect staff allowances, and to establish the relationship between retirement benefits and job satisfaction at Church of Uganda¸ Provincial Secretariat.
 Materials and Methods: The study used a blend of cross sectional¸ descriptive, and correlation research designs, with questionnaires and interviews as data collection methods. A sample size of 92 was attained from a study population of 130 employees.
 Findings: Findings revealed no relationship between health benefits and job satisfaction (r=-0.001 Sig = p = 0.990 ≥ 0.05); a weak positive relationship between staff allowances and job satisfaction (r = 0.253** Sig=0.015> 0.01) and adjusted R-Square value of 0.053; a weak positive relationship between staff allowances and job satisfaction (r = 0.260** Sig=0.012> 0.05) and adjusted R-Square value of 0.057; Basing on the findings there is no relationship between health benefits and job satisfaction while weak relationships exists between staff allowances¸ retirement benefits and job satisfaction.
 Implications to Theory, Practice and Policy: The COU Provincial Secretariat need to put into place health benefit system and improve both allowance and retirement benefits so that both may make bigger contribution to job satisfaction.

Effectiveness of an Online Pedagogy in Trainees’ Acquisition of Practical Skills: A Case of Selected TVET Institutions in Uganda

Globally, as emphasised by the Education 2030 Framework for Action, ICTs are being utilised to boost education systems so as to increase knowledge diffusion, broaden access to information, and enhance learning quality and effectiveness. Nationally, the government has committed, through Vision 2040, to mainstreaming ICTs in education so that it can benefit from ICT-enabled learning. The purpose of this study, therefore, was to compare the results of online and face-to-face pedagogies so as to determine the effectiveness of an online pedagogy in trainees’ acquisition of TVET practical skills. The study used a quasi-experimental design in which a comparison group (face-toface pedagogy) provided the baseline data that was compared with outcomes of the experimental group (online pedagogy). The population sample (N) consisted of trainees (n = 69). Observation checklists and questionnaires were the instruments used for data collection. Descriptive statistics were used to define and explain the characteristics of the data and then inferential statistics (independent-samples Mann-Whitney U test) was used to examine the significance of the identified difference(s). The findings of the study demonstrated that there was no statistically significant difference in the acquisition of practical skills between those trained in the skills face-to-face and those trained online. Based on the findings, the study concluded that the processes of delivering practical skills training online is as effective as delivery of the same face-to-face. The study then recommends the development of an online training framework and investment in online pedagogy enablers.

The Impact of Financial Aid Programmes on Access to Higher Education in Ugandan Universities

In Uganda, limited financial resources often obstruct higher education opportunities, particularly for those with modest incomes. Various financial aid initiatives have been introduced in an attempt to rectify this issue for equitable access. This study aimed to investigate the impact of financial aid initiatives on higher education accessibility, guided by two main research questions: (1) To what extent do financial aid programmes bolster access to higher education? (2) What challenges do students face in accessing financial aid for higher education? Employing a mixed-methods approach, data on enrolment into higher education institutions in Uganda were extracted from a National Council for Higher Education (NCHE) 2020 report for an overview into impacts of financial aid on access to higher education. For contextual and in-depth insight into the impacts of financial aid programmes on access to higher education, secondary data on loan schemes in two public universities and the Kabaka Education Fund in a private university were obtained and analysed using descriptive statistics. To understand the experiences and perspectives of financial aid programme recipients, qualitative interviews were conducted with a sample of 138 beneficiaries, including 12 individual recipients and 13 focus group discussions (FGDs) that involved 126 progressing recipients with about 9–10 persons per group from the three selected universities, whose responses were analysed using thematic content analysis. The results revealed that much as financial aid programmes have improved access to higher education in Ugandan universities, most financial services remain accessible primarily to wealthier individuals owing to barriers including application procedures, expenditure, discriminatory practices, limited information, a negative attitude towards aid and demotivation. The study recommends prioritising strategies that address the needs of a diverse student population to ensure equitable access to higher education, thereby promoting human progress, economic development, and the achievement of sustainable development goals.

The Quality of Use of Learning Management Systems in Ugandan Public Universities: Do user-perceived performance and motivation to learn really matter?

The COVID-19 pandemic brought about profound global teaching and learning management shifts. Numerous higher education institutions in Uganda turned to Learning Management Systems (LMS) to adapt. Despite the contemporary digital age and the notable increase in Information and Communications Technology (ICT) investments in universities, LMS in Ugandan public universities have remained unpopular. Hence, an in-depth examination is needed, focusing on users’ perceived performance and its influence on the LMS quality of use. It also considered the mediating role of motivation to learn in this intricate relationship. The research methodology employed was quantitative, utilising a cross-sectional design. A total of 707 participants were selected through a multi-stage sampling process, yielding a response rate of 93%. The hypotheses formulated for this investigation were rigorously tested using Stata software, employing structural equation modelling estimation techniques. The findings revealed a significant influence of users’ perceived performance on the LMS quality of use. However, contrary to the initially hypothesised mediation effects, the indirect influence of perceived performance on the LMS quality of use, as mediated by motivation to learn, experienced a reduction from an initial 0.65 to .034. The study’s conclusions underscore the enduring importance of perceived performance as a pivotal factor in shaping the quality of LMS utilisation. Nevertheless, it is essential to acknowledge that the interplay between perceived performance and motivation to learn in mediating this relationship is more complex and multifaceted than originally anticipated. This nuanced understanding of the dynamics involved in resource-constrained environments offers fresh insights into educational technology adoption and adaptation.

Knowledge Creation and Business Process Re-Engineering Outcomes of Financial Services

Purpose - The researcher investigates the extent to which knowledge sharing moderates the relationship between knowledge creation and business process re-engineering (BPR) outcomes of financial services offered by financial institutions in Uganda. Design/Methodology - The study adopted cross-sectional survey design to collect data at one point in time using self-administered questionnaire to examine the relationship between knowledge creation and business processes. The study at first used statistical package for social scientists to establish clusters among the surveyed financial services and later a model was derived using R programming software to test for knowledge creation and business process re-engineering performance outcomes. Findings - The study found a significant conditional effect of knowledge sharing on knowledge creation and business process re-engineering outcomes. Implying that investment in knowledge sharing creates awareness about the financial services outcomes of financial institutions using business process re-engineering to provide financial services. Originality - This study contributes to business process re-engineering literature by advancing the idea that BPR is an important economic resource that enhanced through instituting knowledge creation and sharing practices in a complex environment. Ideally, creating and sharing knowledge is one of the drivers of customer value, efficiency, and effectiveness of financial services in financial institutions. Practical Implications - Managers of financial institutions need to pay keen interest in managing business processes using relevant knowledge and transforming in new products, new processes, and new markets to boost business process re-engineering outcomes by building a strong knowledge creation system through training and development programs for senior managers.

Qualitative Review of Monitoring and Evaluation Practices in Higher Institutions in Uganda

Purpose: The purpose of the study was to investigate how the practices employed in the Monitoring and Evaluation processes contribute to the overall goal of Higher Education Institutions in Uganda. It was carried out using a qualitative document review method. The study was guided by five objectives: to examine the legal framework of monitoring and evaluation in Uganda’s higher education institutions, to formulate monitoring and evaluation policy in higher education institutions, to assess the establishment of constituent colleges of Makerere university, to examine how monitoring and evaluation policy affects university teaching quality, and to assess how the M & E policies are performed at the university senates and council committees.
 Findings: The findings of the study show that the Uganda Ministry of Education and Sports (MoES) has prioritized the concept of quality assurance in the sector at all education levels. Each college at Makerere University is administered as a semi-autonomous entity within the larger university and the overall supervision of the college is the responsibility of the university council and it is the responsibility of College leadership to conduct regular M&E of services offered in their units to ensure that quality is not compromised. Student evaluation of teaching (SET) is used in Makerere university where questionnaires are given to students to evaluate the quality of instruction by their instructors at the end of every lecture, course or semester. There is also peer observation of teaching where colleagues from the same department, subject or discipline help in giving and receiving feedback from one another on the quality of teaching and effectiveness.
 Recommendations: However, the study recommends that monitoring and evaluation should be implemented even in the secondary and primary education, institutions should have both internal and external evaluations for consistency and transparency, more research should be done on the challenges facing the established policies in higher education institutions of learning in Uganda.

Qualitative Review of Monitoring and Evaluation Practices in Higher Institutions in Uganda

Purpose: The purpose of the study was to investigate how the practices employed in the Monitoring and Evaluation processes contribute to the overall goal of Higher Education Institutions in Uganda. It was carried out using a qualitative document review method. The study was guided by five objectives: to examine the legal framework of monitoring and evaluation in Uganda’s higher education institutions, to formulate monitoring and evaluation policy in higher education institutions, to assess the establishment of constituent colleges of Makerere university, to examine how monitoring and evaluation policy affects university teaching quality, and to assess how the M & E policies are performed at the university senates and council committees.
 Findings: The findings of the study show that the Uganda Ministry of Education and Sports (MoES) has prioritized the concept of quality assurance in the sector at all education levels. Each college at Makerere University is administered as a semi-autonomous entity within the larger university and the overall supervision of the college is the responsibility of the university council and it is the responsibility of College leadership to conduct regular M&E of services offered in their units to ensure that quality is not compromised. Student evaluation of teaching (SET) is used in Makerere university where questionnaires are given to students to evaluate the quality of instruction by their instructors at the end of every lecture, course or semester. There is also peer observation of teaching where colleagues from the same department, subject or discipline help in giving and receiving feedback from one another on the quality of teaching and effectiveness.
 Recommendations: However, the study recommends that monitoring and evaluation should be implemented even in the secondary and primary education, institutions should have both internal and external evaluations for consistency and transparency, more research should be done on the challenges facing the established policies in higher education institutions of learning in Uganda.

Digital Technologies and Personalised Learning in Higher Education Institutions, a Case of Uganda Institute of Information and Communications Technology (UICT)

The main hurdle in personal learning system deployment and success, which most of the institutions face is the challenge of outdated and lack of access to technology infrastructure. As a result, teachers, and more importantly learner’s experience via personal learning is impacted. This study sought to examine the relationship between Digital technologies and personalised learning at UICT in Uganda. The target population was 210 from where a sample of 136 including 91 and 45 for students and lecturers respectively was determined using the Krejcie and Morgan table and the study employed stratified random sampling to select students and lecturers as the unit of inquiry with the use of semi-structured questionnaires. Analysis was done using Statistical Package for Social Scientists (SPSS) computer programme version 25. Descriptive statistics of mean and standard deviation was used to present data and correlation coefficient used to establish the relationship between the variables. Results revealed a statistically significant positive relationship between digital technologies and Personalised learning in HIEs in Uganda. Findings indicated that digital technologies had a significant influence on differentiated instruction at UICT (r =0.954, p=0.000) and Adjusted R2 of 87.88%. Also digital technologies contribute significantly to individualized instruction at UICT (r =0.9605, p=0.000) and Adjusted R2 of 89.53%. Results further indicated that digital technologies had a significant relationship on knowledge construction at UICT (r =0.956, p=0.000) and Adjusted R2 of 88.40%. These findings are evident that digital technologies have an impact on the personalised learning at higher education institutions in Uganda. In order to improve personalised learning, digital technologies should be enhanced. These study results are useful in decision making and improving current teaching practices to realise personalised learning in HEIs in Uganda.

Reward Management and Employee Commitment in Financial Institutions in Uganda: A Case of Postbank Uganda Limited, Loan Department in Northern Uganda

Reward Management and Employee Commitment in Financial Institutions in Uganda: A Case of Postbank Uganda Limited, Loan Department in Northern Uganda

The Design of an ICT Enabled Active Teaching and Learning Model for Use in Teacher Training Institutions in Uganda

In this paper, the author describes the theories behind the model that was designed in a study that was conducted in Eastern Region, Uganda. The paper provides examples of the teaching model based upon the model and illustrates the support systems required to facilitate the implementation of the model. The e-Model for Active Teaching and Learning to enhance the teaching and learning process utilizing technologies as a result of the growing use of technology over the past 10 years has been designed. The e-Model targets the teachers in a bid to improve the learning outcomes. The study design was a mixed method which employed qualitative and quantitative approaches and was conducted in the Eastern Uganda with a total population of 313 participants from the 6 participating teacher training colleges. The findings demonstrated a substantial link between teaching methodologies, ICT tools, and tools for active learning. Using the data collected on the relationship between aspects an e-Model for Active Teaching and Learning (e-MATL), to support teacher educators in effective use of technology to enhance active learning strategies.

Graduation Pathways of Agricultural Students Who Completed in 2014 from Selected Higher Education Institutions in Uganda

Graduation Pathways of Agricultural Students Who Completed in 2014 from Selected Higher Education Institutions in Uganda

Sustainable energy orientation in higher educational institutions: the effect of institutional pressures and organizational resources in a developing country context

PurposeThis paper aims to examine the relationship between institutional pressures and sustainable energy orientation by incorporating organizational resources as a mediating factor.Design/methodology/approachThe study adopted cross-sectional and correlational research designs using a questionnaire survey of 64 higher educational institutions registered with the National Council for Higher Education of Uganda. The data obtained were analyzed using SPSS.FindingsThis meant that institutional pressures, particularly mimetic, predict the way organizations chose their energy orientation. Furthermore, partial mediation of organizational resources is evident in the relationship between institutional pressures and sustainable energy orientation. Moreover, resources are a strong factor in ensuring that institutions observe the need for sustainable energy consumption.Research limitations/implicationsA study where there is no local empirical support for operationalization, as well as coherent citations on the criterion, is bound by various weaknesses that impose on the findings of this study. The authors nonetheless contend that they have opened gates for further empirical tests of their model findings.Practical implicationsThe study findings will enable a catalyzed assessment of the energy needs and planning for them in higher institutions of learning in Uganda. It will trigger policy directions on energy needs and usage control.Social implicationsEnergy supply is important in any academic institution. The study has highlighted a simple model of predictors of energy orientation that will enable institutional planning to ensure social stability with internal stakeholders on energy usage. It will also awaken positive behaviors on energy management by individuals and work groups.Originality/valueThis study offers initial evidence on the relationship between institutional pressures and sustainable energy orientation using evidence from a developing context. It is based on original study of higher institutions in Uganda, and no such study has been done before with the same variables. It provides new directions for study in such nascent area of critical national dimension as energy and climate change issues are top global agenda.

Assessment of Safe Motherhood Health Service Coverage, Birth Defects Detection and Child Disability Prevention Using Lot Quality Assurance Sampling in Central Uganda.

It is crucial to have satisfactory coverage of safe motherhood services in order to prevent birth defects and child disabilities. Mildmay Uganda Institute of Health Sciences (MIHS) implemented a safe motherhood project aimed at preventing birth defects and child disabilities. Three years after the project's implementation, a rapid cross-sectional health facility survey was conducted in 4 districts of central Uganda to assess the coverage of key safe motherhood and early childhood services. The Lot Quality Assurance Sampling approach was used to assess coverage of 16 indicators in the areas of ANC, skilled birth attendance, early childhood care, postnatal care, and knowledge about child disability prevention. A Decision Rule was set at 80% upper threshold to classify the performance of health facilities at the district level. The survey found that there was variation in performance across indicators and districts. All districts achieved the 80% coverage target in ANC first visit, mothers who received at least two doses of Fansidar for intermittent preventive treatment of malaria in pregnancy, and mothers with knowledge of the action to take in case they suspect childhood disability. Folic acid supplementation during pregnancy and screening for birth defects using the Appearance, Pulse, Grimace, Activity, and Respiration (APGAR) score had overall coverage above the target, but one district each had coverage below target in each of these 2 indicators. The coverage target was not reached in the rest of the survey indicators in each of the districts. Well-performing districts, especially in indicators with inconsistent performance, offer valuable insights for learning and adapting interventions in districts that do not meet the desired coverage of those particular indicators. Considering the disparities in performance among different indicators and districts, project planners should adopt, modify and implement successful strategies in districts and indicators that perform well. By doing so, they can enhance the performance of under performing districts or indicators.

Algorithms for the Generation of an Electronic Customized Answer Booklet for Universities

Academic institutions in Uganda are accustomed to using pen-on-paper exams where students are given an answer booklet at the time of the exam. Universities frequently use customized answer booklets which help to lower the prevalence of exam fraud among students. Universities continue to encounter the challenge of examining summative questions like essays after the migration to electronic examinations brought about by the Covid-19 social distancing effects due to the lack of a customized electronic answer booklet. The primary goal of this research was to design algorithms for a customized electronic answer booklet. These algorithms went through six stages, starting with analyzing the problem and ending with developing the algorithms. The design, analysis, and coding of four algorithms i.e. cover page, single empty page, adding a page, and watermark addition algorithms was completed. The designed electronic personalized answer booklet is dynamic in nature and supports page addition, text crossing out or rubbing, and navigating through the electronic question paper. Any academic institution may utilize this electronic answer book.

Determinants of participation in agricultural group guarantee loans: A case of smallholder farmers in Eastern Uganda.

This paper establishes that agricultural group guarantee loans (AGGLs) are indeed an innovative tool used by Microfinance Institutions (MFIs) to extend credit to resource-disadvantaged smallholder farmers regarded as not credit-worthy by traditional lenders. It disproves popular literature that one requires assets to access formal credit and that extremely poor farmers are segregated from borrowing citing a lack of collateral to pledge to both group members and to the lender. This paper indicates that efforts to get smallholder farmers out of destitution should be redirected to addressing other group credit aspects other than increasing participation. Multi-stage sampling obtained 161 agricultural loan borrowers of Promotion of Rural Initiative Development Enterprises (PRIDE) microfinance, a formal Tier III credit institution in Uganda. Both borrowers of the group (AGGLs) and Individual (Individual Loan borrowers, IL) loans were selected for comparison purposes. Semi-structured interviews and in-depth discussions with farmer groups (focus group discussions, FGDs) collected both quantitative and qualitative data for the study. Descriptive statistics analysis presented the socioeconomic characteristics of the borrowers while the binary logistic regression model determined the factors that influence participation in AGGLs. The findings indicated that IL borrowers were better off in socioeconomic aspects such as income than AGGL borrowers. The study results revealed that the probability of participating in AGGLs decreases with an increase in the number of asset ownership and an increase in household expenses, particularly education. This implies that AGGLs are socially perceived to be a “facility for the poor”, supporting the motives of MFIs. Agricultural group guarantee loans are associated with smaller loan amounts due to fear of default. These smaller amounts limit investment and consequent income improvement. This is the first paper to study participation in AGGLs offered by a formal credit institution in Uganda. Other group loans offered in Uganda do not target agriculture, those that do, are offered by savings and credit cooperative organizations (SACCOs) informally started by farmers. Key words: Agricultural lending, Smallholder farmers, Collective action, Group participation, Uganda

The Internal Control System and the Performance of Financial Institutions in Uganda

Internal control systems and the performance of financial institutions have received much attention in recent times owing to the increased recognition accorded to internal control systems as a source of financial performance. Researchers and practitioners have been increasingly interested in striving to understand how these two notions can be harnessed in order to attain a firm’s success. The aim of the study was to assess the internal control system and the performance of financial institutions in Uganda. The study was guided by specific objectives, which include establishing the relationship between the internal control system and the performance of financial institutions and finding out the relationship between corporative governance and firm performance. A mixed research design was applied to achieve the set objectives utilising both quantitative and qualitative approaches. Using simple random and purposive sampling techniques, a total of 118 respondents were selected to participate in the study. There is a significant positive correlation between the internal control system and firm performance (r = .407; p< 0.01), meaning an increased internal control system in Uganda’s financial institutions is associated with positive firm performance. There is a significant positive correlation between corporate governance and financial performance (r = .649; p< 0.01). This implies that as the level of corporate governance improves, the financial performance of the company tends to improve as well. Thus, financial firms in Uganda should endeavour and put in place functional internal control systems if they are to realise better institutional performance

Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges

In the wake of COVID-19, higher education institutions worldwide were forced to continue teaching and learning through online means. However, it was only during the pandemic that institutions in Uganda, such as Kabale University, embraced online learning. Against this background, one could not predict how students drastically adapted to the new normal, especially in mathematics, which requires a lot of practice. Thus, this study sought to establish the relationship between behavioural intention to use technology and the adoption of online mathematics learning among pre-service teachers at Kabale University. We conceptualized behavioural intention to use technology according to the Unified Theory of Acceptance and Use of Technology (UTAUT) as comprising four factors: performance expectancy, effort expectancy, facilitating conditions, and social influence. This mixed methods study followed a cross-sectional correlational survey and hermeneutic phenomenological research designs. We collected data from 140 pre-service mathematics teachers, who were sampled using stratified and simple random sampling techniques, through a self-administered questionnaire. Also, we collected qualitative data through nine face-to-face interviews of pre-service mathematics teachers using criterion sampling, where the most prominent criterion was the participant's experience with the phenomenon under study. Using Pearson’s linear correlation, results showed that all UTAUT constructs were related to the adoption of online learning. Simple linear regression revealed that facilitating conditions were the strongest predictor. Furthermore, the narrative analysis indicated that, among others, a lack of technological knowledge hindered learners’ effective participation in online mathematics lectures. Therefore they barely benefited from online learning. Thus, we recommend government universities enhance teachers’ and learners’ technological knowledge, among other facilitating conditions such as establishing strong on-campus Wi-Fi connections as online learning continues.