Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of Information Systems and Informatics
Kayondo, Barbara Naluwadda
Unknown Affiliation
Computer Science & IT

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Requirements for a Technology-Supported Students’ Career Selection Model: Insights from Social Cognitive Career Theory Tuhame, Moses Kamondo; Kayondo, Barbara Naluwadda; Habinka Dorothy Basaza, Annabella; Maiga, Gilbert
Journal of Information System and Informatics Vol 6 No 4 (2024): December
Publisher : Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51519/journalisi.v6i4.873

Abstract

Inappropriate career choices at the secondary level contribute to challenges like high university dropout, delayed course completion, and frustration. While ICTs play a growing role in career guidance due to evolving technologies, many aspects of technology-supported systems remain under-researched. This study addresses the gap by investigating the requirements of a technology-supported career model for secondary school students basing on the Social Cognitive Career Theory. A mixed-methods approach was used, in line with the pragmatism paradigm. A survey was conducted on a random sample of 784 Ugandan students from 15 secondary schools and 1 university, while qualitative data was collected through interviews with 17 purposively selected key informants. SPSS and NVIVO softwares were used for data analysis. EFA and CFA confirmed the factor structure of instrument scores. Study results revealed that all the 7 variables under study were valid. Results indicate that career decisions are influenced by parental guidance, role models, financial constraints, media exposure, and self-efficacy, with students generally showing moderate confidence in their career choices but facing challenges related to external pressures and decision-making complexity. Therefore, requirements for the technology-supported model should include student personality assessment, digital internships, success stories, workshops, discussion forums and detailed information about career progression.
Career Preference-Personality Mismatch: Leveraging the RIASEC Model in IT-Driven Career Guidance Tuhame, Moses Kamondo; Kayondo, Barbara Naluwadda; Habinka, Annabella Dorothy Basaza; Maiga, Gilbert
Journal of Information System and Informatics Vol 7 No 2 (2025): June
Publisher : Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51519/journalisi.v7i2.1121

Abstract

Whereas choosing a career is a critical life decision, career decision-making process among secondary school students involves misalignment between students’ aspirations and their aptitudes. This study examines the mismatch between career preferences and personality profiles of 717 Ugandan Advanced level and university students from 15 secondary schools and 1 university in Central and Western Uganda. Holland's RIASEC model was used to determine career preferences and determined personality through a 42-item inventory. Statistical analysis in SPSS indicated a substantial misalignment: while nearly 50% of students preferred Investigative or Realistic careers such as engineering and medicine, only 28% demonstrated personality congruence with their preferences. Conversely, students with Social-dominant personalities, rarely selected careers matching this orientation. The overall findings demonstrate a weak positive relationship (Kendall's τ = 0.394) between students’ career preferences and personalities. These results challenge conventional personality-driven career guidance systems, demonstrating their limited applicability in Uganda. Our key contribution lies in transforming mismatches into actionable insights, proposing a hybrid framework that dynamically weights RIASEC profiles against local opportunity data and student aspirations, offering a scalable solution for low-resource educational contexts.
Co-Authors Habinka Dorothy Basaza, Annabella Habinka, Annabella Dorothy Basaza Maiga, Gilbert Tuhame, Moses Kamondo