Mr Backster MAKUNGWA
About Mr Backster MAKUNGWA
An experienced educator, researcher, and social development practitioner with over ten years of progressive experience in teaching, academic administration, and education program management. My academic training and professional background are grounded in a strong interest in education foundations, curriculum studies, and contemporary pedagogical approaches. I have taught at both secondary and university levels, and possess expertise in curriculum development, research supervision, monitoring and evaluation, stakeholder engagement, and institutional capacity building. My interdisciplinary experience also includes project coordination, budgeting, quality assurance, and policy implementation, making me well-suited to contribute to teaching, research, and outreach in higher education. I am passionate about advancing higher education through innovative teaching, impactful research, and meaningful community engagement.
Research Interest for: Mr Backster MAKUNGWA
Perceptions of University Selection Processes Among Applicants
University selection processes are central to determining access to higher education. While institutions adopt standardized criteria to promote fairness, meritocracy, and consistency, applicants may experience and interpret these processes differently. Perceptions of transparency, fairness, and accessibility can significantly impact applicants’ confidence in the system, and may influence both their decision to apply and their overall impression of the institution. Despite the importance of applicant perceptions, there is limited empirical evidence on how prospective students view university selection procedures. If selection processes are perceived as biased, opaque, or exclusionary particularly by marginalized groups this can erode institutional trust and deter qualified candidates from applying. Understanding the factors that shape these perceptions, and how they vary across demographic groups, is crucial in promoting inclusive and equitable admissions practices. This study aims to explore applicants’ views on the fairness, transparency, and accessibility of the selection process, identify influencing factors, and assess perception differences across demographic lines. A mixed-methods approach will be used, combining quantitative data from structured questionnaires and qualitative insights from interviews or focus groups. The findings will inform policy recommendations to enhance communication, fairness, and institutional trust, ensuring that selection processes are not only equitable in practice but also perceived as such by all applicants.
Impact of Exam Anxiety and Institutional Support Mechanisms
Examinations are a critical component of academic evaluation in higher education; however, they often induce significant anxiety among students. Exam anxiety can impair concentration, reduce academic performance, and negatively affect overall well-being. This psychological response is especially concerning in high-stakes assessment environments, where performance outcomes can influence progression, graduation, or future opportunities. While exam anxiety is a common phenomenon, the extent of its impact on students’ academic performance varies depending on individual coping mechanisms and the level of institutional support available. Universities play an essential role in mitigating this anxiety through structured support systems such as counseling services, exam preparation workshops, time management training, and clear communication about assessment expectations. Understanding the effectiveness of these interventions is necessary to ensure they address students’ needs adequately. This study seeks to examine the relationship between exam anxiety and academic performance, and to evaluate the effectiveness of institutional support mechanisms in alleviating this anxiety. A mixed-methods approach will be employed, combining surveys to measure students' anxiety levels and academic outcomes with qualitative interviews to explore their experiences with support services. The findings are expected to provide insights that can guide institutions in designing targeted, evidence-based strategies to promote student success and psychological resilience during assessments.