Instructional Material Management and Teaching Effectiveness at Higher Education Institutions in Uganda

This study investigates the influence of instructional material management on teaching effectiveness at the Islamic University in Uganda (IUIU), Kampala Campus. It is motivated by persistent challenges related to material adequacy, utilization, and quality in higher education institutions across Uganda. Drawing from Systems Theory and Cognitive Load Theory, the study adopts a mixed-methods approach to assess how the availability, accessibility, and quality of instructional materials affect student engagement, performance, and satisfaction. Quantitative data were gathered from lecturers and students using structured questionnaires, while qualitative insights were obtained through interviews with department heads and analysis of institutional documents. The findings aim to inform institutional policy and practice, promoting a strategic and efficient instructional resource system that enhances pedagogical delivery. Ultimately, the study contributes to improving teaching standards and student learning outcomes in resource-constrained higher education settings. The evolution of higher education in Uganda has been marked by expansion in access, infrastructure, and academic programs. Makerere University, established in 1922, was the foundation of higher learning in East Africa. As private universities like the Islamic University in Uganda (IUIU) emerged in the late 20th century, attention shifted from access to quality, particularly in instructional delivery. A significant element of effective instruction is the management of instructional materials ranging from textbooks and laboratory equipment to digital content and teaching aids (Komba Mwandanji, 2015).Instructional material management has increasingly become a pressing concern in many higher education institutions across Uganda, where budget constraints and poor planning limit material access. Historically, instructional materials were considered supplementary; however, in the current knowledge-based economy, they are central to pedagogy and learner engagement.