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How Work-Life Balance and Research Skills Proficiency Affect Research Engagement

How Work-Life Balance and Research Skills Proficiency Affect Research Engagement

Dennis Zami Atibuni, David Kani Olema, Grace Milly Kibanja, Joseph Ssenyonga
Copyright: © 2020 |Pages: 14
ISBN13: 9781799802648|ISBN10: 1799802647|ISBN13 Softcover: 9781799802655|EISBN13: 9781799802662
DOI: 10.4018/978-1-7998-0264-8.ch007
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MLA

Atibuni, Dennis Zami, et al. "How Work-Life Balance and Research Skills Proficiency Affect Research Engagement." Postgraduate Research Engagement in Low Resource Settings, edited by Dennis Zami Atibuni, IGI Global, 2020, pp. 115-128. https://doi.org/10.4018/978-1-7998-0264-8.ch007

APA

Atibuni, D. Z., Olema, D. K., Kibanja, G. M., & Ssenyonga, J. (2020). How Work-Life Balance and Research Skills Proficiency Affect Research Engagement. In D. Atibuni (Ed.), Postgraduate Research Engagement in Low Resource Settings (pp. 115-128). IGI Global. https://doi.org/10.4018/978-1-7998-0264-8.ch007

Chicago

Atibuni, Dennis Zami, et al. "How Work-Life Balance and Research Skills Proficiency Affect Research Engagement." In Postgraduate Research Engagement in Low Resource Settings, edited by Dennis Zami Atibuni, 115-128. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0264-8.ch007

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Abstract

This chapter presents how differences in levels of research engagement arise with respect to levels of work-life balance and research skills proficiency among Master of Education students in Uganda. A cross-sectional survey was conducted among two cohorts of the students (N = 102). The work-life balance of the students was generally low (M = 107.48, SD = 23.56). Though the majority of the students, 94 (92.2%), reported high levels of proficiency in research skills (M = 68.96, SD = 10.44), they indicated low levels of communication skills. Significant differences in research engagement existed among the students of different religious affiliations (χ2 = 0.823, p = .05), marital statuses (U = 370.00, p = .027), and levels of research skills proficiency (U = 88.00, p < .01). Implications for educational policy and practice include careful selection and training of adult learners at master's degree level, and staking the students in the research process through effectively imparting 21st century skills.

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