Method of Assessment
Assignments, written and practical tests, projects and final examination. Their relative
contributions to the final grade are: course work (assignments, tests, projects) 40%, final
examination 60%, total 100%.
Reference List
1. Avgerou, C. Discourses (2010). ICT and Development. Information Technologies and
International Development,
2. Charles J. (2005). A+ Training Guidebook Fifth Edition
3. Mapping to the CompTIA A+ Objectives
4. Cheltenham’s International Computer Driving License
5. Jordan C. (2020) ECDL-ICDL Advanced Excel. A Step-by-Step Guide
Course Name: Basic Statistics
Course Code: GIT1111
Year of Study: 1
Semester: 1
Contact Hours: 60
Credit Units: 4
Course Description
The course equips students with knowledge and skills in analysis of qualitative and
quantitative data. It covers: definition of basic statistical concepts; descriptive statistics; data
coding, summarizing and presentation techniques; analysing, and drawing conclusions from
data using both qualitative and quantitative research methods. Reporting research results to
various audiences (academic, policy, management/practitioners, communities etc…);
integrating qualitative and quantitative data. Students will be introduced to the use of
computer and statistical software packages to analyse data sets.
Course Objectives
i) Provide students with general knowledge about the basic theories and concepts of
qualitative and quantitative data analysis procedures;
ii) Introduce students to the various types of statistical procedures (qualitative and
quantitative), their appropriateness and applicability in real life situations;
iii) Equip student’s computer data analysis and interpretation skills to competitively write
research reports and publication for both donor communities and academic purposes; and
iv) Enable students to apply and integrate various qualitative and quantitative data analysis
procedures in real life situations.
Course Learning Outcome
By the end of the course students should;
i) Basic theories and concepts of qualitative and quantitative data analysis procedures;
ii) Explain various types of statistical procedures (qualitative and quantitative), their
appropriateness and applicability in real life situations;
Page | 23
iii) Have data analysis and interpretation skills to competitively write research reports and
publication for both donor communities and academic purposes; and
iv) Enable students to apply and integrate various qualitative and quantitative data
analysis procedures in real life situations.
Indicative Content
NO Content Contact
Hours
1. Introduction to Statistics 4 Hours
Discussion of class overview, Definition of statistics, Types of statistics,
Major differences between descriptive and inferential statistics, Basic
Terminology in Statistics
2. Classification of research variables 4 Hours
Major classification of research variables, Quantitative and Qualitative
variables, Continuous and Discrete variables, Independent and Dependent
variables, other classification of research variables (Extraneous research
variables, Active research variables, Attribute research variables,
Manipulated research variables)
3. Scales of measurement of research variables 3 Hours
Nominal Scale of measurement, Ordinal Scale of measurement, Interval
Scale of measurement, Ratio Scale of measurement
4. Introduction to the Statistical Package for Social Scientists (SPSS) 4 Hours
Historical overview of SPSS, Entering Data into SPSS, Variable properties
and description, Using the output viewer, Importing data sets from external
files, Variable manipulation and transformation
5. Measures of Central Tendencies as Data Analysis Tools 4 Hours
Measures of central tendencies as Data Analysis Tools, Measures of central
tendencies defined, Types of measures of central tendencies (mean, mode,
median)
6. Interpretation of Data using measures of central tendencies 4 Hours
Major Differences between the different measures of tendencies, Using the
different measures of central tendency to interpret data, how to choose an
appropriate measure of central tendency, Pros and cons of the different
measures of central tendency
7. Data Analysis Tools 7 Hours
Measures of Central Tendency and Population Distribution Patterns, Types
of Distributions (Normal Distributions, Skewed Distributions, Bimodal
Distributions, Unimodal Distributions)
8. Measures of Variability as Data Analysis Tools 4 Hours
Measures of variability as data analysis tools, Measures of variability
defined, Types of measures of variability (Variance, Standard deviation,
Page | 24
The range, The interquartile range)
9. Interpretation of Data using measures of dispersion 4 Hours
Major Differences between the different measures of variability, Using the
different measures of variability to interpret data, how to choose an
appropriate measure of variability, Pros and cons of the different measures
of variability
10. Data Management in Statistical Analyses 4 Hours
Introduction to Data management practices, Rationale for Data management
in research studies, Spreadsheet data entry and organization, Limitation of
using data spreadsheet, Screening and cleaning data
11. Processing of Data for Analysis 4 Hours
Introduction to SPSS, Data validation and checking techniques, Data
manipulation techniques, Role of the research in process data
12. Using tables to Organize and summarize quantitative Data 4 Hours
Introduction to Data coding, screening and cleaning, Categories of Tables,
Characteristics of good tables, Types of statistical tables (Frequency tables,
Relative frequency tables, Cumulative frequency tables), Interpretation of
data using the various table formats.
13. Using graphs to Organize and summarize quantitative Data 4 Hours
Rationale for using graphs to present quantitative data, General
characteristics of good graphs, Types of graphs (Histograms, Bar graphs,
Line graphs, Pie charts), Interpretation of data using the various graph
formats
14. Analysis of Qualitative Data 4 Hours
What is Qualitative Data? Approaches to Analysing Qualitative Data,
Framework for Qualitative Data Analysis
15. Integrating Qualitative and Quantitative Data 4 Hours
Qualitative and Quantitative Data Analysis: Pros and Cons, the need to
Integrate Qualitative and Quantitative Data Analysis Approaches
TOTAL 60 HOURS
Study Material
White board, LCD projector and fast Internet, SPSS software
Method of Deliver
The course will be taught by using lectures, hands-on demonstration, laboratory works,
project works and assessments.
Method of Assessment
Assignments, tests, projects and final examination.
Their relative contributions to the final grade are: course work (assignments, tests, projects)
40% final examination 60% total 100%.
Page | 25
Reference List
1. Amin, M.E. (2004). Foundations of Statistical Inference for Social Science
[Link]. MakerereUniversity Printery. (Available in the School of
Education)
2. Coffey, A., Holbrook, B. & Atkinson, P (1996). Qualitative Data Analysis: Technologies
and Representations. Sage Publications, Thousand OaksCalifornia. Available at,
[Link]
3. Erickson, B.H. & Nosanchuk, T.A. 1992. Understanding Data. Second Edition. Toronto:
University of Toronto Press.
4. Hopkins, K.D., Hopkins, B.R., & Glass, G.V. (1996). Basic Statistics for the Behavioral
Sciences. Allyn & Bacon, A Simon & Schuster Company, Needham Heights, MA02194
(Available in the Departmental Library, Department of Agricultural Extension
Education).
5. Impact Aósessment Centre (n.d). Qualitative Methods/Quantitative Statistical Methods.
Available at, [Link]
6. International Statistical Institute (n.d.). Free Statistical Tools on the Web. Available at,
[Link]
Course Name: Fundamentals of Programming
Course Code: GCS1113
Year of Study: 1
Semester: 1
Contact Hours: 60
Credit Units: 4
Description
The course introduces the fundamental concepts of procedural programming, including data
types, control structures, functions, arrays, files, and the mechanics of running, testing, and
debugging. The course also offers an introduction to the historical and social context of
computing and an overview of computer science as a discipline.
Students should have sufficient foundation of high-school mathematics to solve simple linear
equations and to appreciate the use of mathematical notation and formalism.
Course objectives
This course provides students with
i) Skills to produce algorithms for solving simple problems and trace the execution of
computer programs.
ii) Constructing object-oriented, structured, and functional programming methodologies.
iii) Designing the language translation phases of compiling, interpreting, linking and
executing, and differentiate the error conditions associated with each phase.
Page | 26