Department of Education

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Domestic Violence and Academic Performance in Secondary Schools in Bukusu Sub-county, Manafwa District
(Uganda Christian University, 2024-08-28) Irene Katisi
The study set out to establish the effects of Domestic Violence on academic performance in secondary schools in Bukusu sub-county, Manafwa District. The study was guided by the following objectives; finding out the forms of domestic violence on academic performance in secondary schools in Bukusu Sub-county, establishing the effects of domestic violence on the academic performance in secondary schools and analyzing the ways of mitigating domestic violence as to improve on academic performance in Bukusu Sub-county. The study adopted a descriptive research design employing both qualitative and quantitative approaches that targeted; parents, head teachers, teachers, learners and community leaders who were expected to provide the required information. Questionnaires, interview guide and observation checklists were to collect data from various respondents. To get quality data, the researcher ensured that the instruments were valid by conducting a preliminary survey and SPSS to determine their reliability. The findings from the study indicated that domestic violence affecting academic performance in secondary schools in Bukusu sub-county is in different forms and greatly hinders the learners’ progress and success, much as several attempts have been made to mitigate it. The researcher therefore recommended; awareness campaigns for domestic violence, enforcement of the law and advocacy for human rights, the teaching of Christian religious education to be compulsory as a strategy for moral formation. The church should also intensify its mission out to the people as a way of correcting human error and restoring peace, love, care and harmony in society.
EFFECTS OF SCHOOL ENVIRONMENTAL FACTORS ON GIRL-CHILD STAY IN SCHOOL IN PRIMARY SCHOOLS IN BUSOBA SUB COUNTY, MBALE DISTRICT.
(2024-09-06) MUSAME ZACHARY
ABSTRACT The purpose of this study was to establish effects of school environmental factors on girl child stay in school in Busoba sub county, Mbale district. The study was guided by the following specific objectives; to establish how teacher-pupil relationship affects girl-child stay in primary schools in Busoba Sub County, Mbale district; to find out how sanitation facilities affect girl-child stay in primary schools in Busoba Sub County, Mbale district; and to investigate how school location affects girl-child stay in primary schools in Busoba Sub County, Mbale district. The study used a descriptive survey design. The design was chosen on the rationale that it could be carried out within a short period of time since it was cross sectional. The Target population was 283, which comprised 74 teachers and 209 pupils. The study used simple random sampling to select pupils from primary six from the target schools. Stratified sampling was used to cater for gender differences. The total sample was 191 respondents, comprising 132 pupils and 59 teachers. The researcher used questionnaires to collect data from 132 pupils. The researcher collected data from 59 teachers using interview guides. The quantitative data was analyzed and tabulated using descriptive statistics including frequency tables and percentages. The qualitative data was processed through thematic analysis. The findings show that teacher-pupil relationship and girl-child stay in primary schools are linked. A total of 67% of the respondents agreed that teachers can motivate girls to stay in school. This is possible when teachers encourage girls to stay in school, to form good peer groups and to keep consulting teachers for guidance. Girls are able to stay in school once there are sufficient toilet facilities. They feel comfortable if they are able to help themselves in privacy, without interference from the boys. During menstruation period, girls need safer and secure sanitation facilities. These enable girls to stay in school. The findings show that schools that are easily accessible increase girl-child stay in school. Girls tend to tire easily on their way to school. Schools which are located within the easy reach of the girl-child tend to favour them in terms of regular school attendance. Basing on the findings, this study concludes that there is a strong relationship between teacher-pupil relationship and girl-child stay in primary schools. This is possible when teachers encourage girls to stay in school, to form good peer groups and to keep consulting teachers for guidance. The study further concludes that girls are able to stay in school once there are sufficient toilet facilities. Basing on the findings, schools that are easily accessible increase girl-child stay in school. Once schools are near girls’ homes, there are chances that they can attend daily, have the midday meal at home and go back for the afternoon lessons. Teachers should promote a cordial relation with girls in primary schools. This can be through regular guidance and counselling programs, involvement of girls in activities and rewarding them where necessary. This will increase their stay in school. Primary schools should ensure that there are sufficient sanitation facilities for both girls. They need safer and secure sanitation facilities to enable them to stay in school. Parents should take their girls to study in schools that are easily accessible. This will reduce risks associated with moving long distances. Girls will be able to stay in school.
FACTORS AFFECTING THE PERFORMANCE OF LEARNERS IN ENGLISH LANGUAGE AT UCE IN GOVERNMENT AIDED SECONDARY SCHOOLS IN BUBIITA SUB-COUNTY, BUDUDA DISTRICT.
(2024-08-27) NEBOKHE VIOLET MAYANZA
ABSTRACT This study will examine the Factors affecting the performance of learners in English language at UCE in Government Aided Secondary Schools in Bubiita Sub-county, Bududa District. The purpose of the study is to examine the factors affecting the performance of learners in English language at UCE in Government Aided Secondary Schools in Bubiita Sub-county, Bududa District This study will be based on three objectives including: to analyze the teachers’ proficiency in English teaching; to examine the methods used by the teachers in the teaching of English language in the Bubiita Sub-county and to establish the instructional materials used by teachers to teach English language in Bubiita Sub-county. The study will adopt a descriptive research design. The study population will comprise 150 and data will be collected from 108 respondents using self-administered questionnaires with both quantitative and qualitative methods, interviews and observation checklists.
IMPACT OF AUTOMATIC PROMOTION ON THE ACADEMIC PERFORMANCE OF LEARNERS IN SELECTED PRIMARY SCHOOLS OF BUBIITA SUBCOUNTY, BUDUDA DISTRICT.
(2024-08-27) WAMBELE KARIM
ABSTRACT The study was about the “impact of automatic promotion on the academic performance of learners in selected primary schools in Bubiita sub-county Bududa District. The study was guided by the following objectives; to find out the extent to which automatic promotion policy is being implemented in Bubiita; to establish the effect of automatic promotion policy on academic performance in Bubiita sub-county; to establish the measures to improve performance. The study used a descriptive research design. Data was collected from 152 respondents using self-administered questionnaires with both quantitative and qualitative methods. Objective one found out that the extent to which automatic promotion policy was implemented in Uganda was great. Respondents confirmed that automatic promotion demotivates learners. This was leading by 60(39.5%) respondents, followed by the assertion that all learners are promoted to the next class by 40(26.4%), automatic promotion leads to poor grades 30(19.7%), automatic promotion leads to increased dropout which was proposed by 16(10.5%) and that automatic promotion leads to overcrowded classes which was proposed by 06(3.9%). Objective two of the study found out that automatic promotion negatively affects the learner’s future socially and academically which was leading by 58(38.2%), this was followed by the fact that automatic promotion reduces the power of teachers 44(28.9%), automatic promotion does not differentiate between the bright and the dull learners which was proposed by 30(19.7%), 17(11.2%) of the respondents said that automatic promotion lowers the quality of education with 03(02%) of the respondents affirming that automatic promotion policy is for the next class. Objective three of the study revealed that much as automatic promotion affects the academic performance of learners, involvement of both parents and teachers which was proposed by 52(34.2%) was the leading remedy which was followed by health status of the learners 38(25%), this was followed by promoting the children on merit 30(19.7%) , abolishing the automatic promotion policy by 22(14.5%) and creating awareness which was supported by10(6.6%). The study concluded that the extent to which automatic promotion is implemented teachers’ effects of automatic promotion and the measures to improve academic performance in the selected primary schools are serious variables that affect learners’ performance, teachers’ performance and need to be addressed. The study recommended that school administrators sensitize parents on the dangers of automatic promotion in order for them to take right decisions.
IMPACT OF AUTOMATIC PROMOTION ON THE ACADEMIC PERFORMANCE OF LEARNERS IN SELECTED SECONDARY SCHOOL OF NORTHERN CITY DIVISION, MBALE CITY
(2024-08-23) KIMULI FLORENCE WOBUDEYA
ABSTRACT The study is about the “impact of automatic promotion on the academic performance of learners in selected secondary schools in Northern City Division Mbale City. The study was guided by the following objectives; to examine the problems associated with automatic promotion policy; to analyse the teachers’ response on automatic promotion policy; to examine the appropriate measures to the right implementation of automatic promotion policy. The study used a descriptive research design. Data was collected from 152 respondents using self-administered questionnaires and interviews with both quantitative and qualitative methods. Objective one found out that a very high mean and small standard deviation of (μ = 3.55; SD = 0.48) according to the scale used in the study. The high mean implies that pupils recognize the fact that automatic is evident in Northern City Division and the small standard deviation shows that most of the respondents agreed to the item questions in the questionnaire. Objective two of the study found out that a very high mean and small standard deviation of (μ = 3.56; SD = 0.50) according to the scale used in the study. The high mean implies that respondents stated that they do undergo hard times under unrealistic policies such as automatic promotion which minimize their active participation in the teaching and the small standard deviation shows that most of the respondents agreed to the item questions in the questionnaire. Objective three of the study revealed a very high mean and small standard deviation of (μ = 3.56; SD = 0.47) according to the scale used in the study. The high mean implies that respondents agreed to the fact that automatic promotion could be abolished while the small standard deviation depicts that most of the respondents agreed to the item questions in the questionnaire. The study concluded that the problems of automatic promotion, teachers’ response to the policy and the suggestions for mitigation of the policy in the selected secondary schools are serious variables that affect learners’ performance and need to be addressed.
Impact of Domestic Violence on Girl-Child in Secondary Schools in Bukusu Sub-County Manafwa District
(Uganda Christian University, 2024-09-03) Lornah Kakayi
ABSRACT This study aimed at ascertaining the impact of domestic violence on girl-child in secondary schools in Bukusu sub-county, Manafwa District. The study was guided by the following specific objectives: to examine the forms of domestic violence on girl-child in secondary schools in Bukusu Sub-county Manafwa District, to analyse the causes of domestic violence on the academic performance in secondary schools in Bukusu Sub-county Manafwa District, to establish the effects of domestic violence on the girl-child in Bukusu Sub-county. The study adopted a descriptive research design employing both quantitative and qualitative approaches that targeted; parents, head teachers, teachers, learners and community leaders who were expected to provide the required information. Questionnaires, interview guide and observation checklists were to collect data from various respondents. To get quality data, the researcher ensured that the instruments were valid by conducting a preliminary survey and SPSS to determine their reliability. The findings from the study indicated that domestic violence affecting academic performance in secondary schools in Bukusu sub-county is in different forms and greatly hinders the learners‟ progress and progress as much as several attempts have been made to mitigate it. The researcher therefore recommended; awareness campaigns for domestic violence, enforcement of the law advocacy for human rights, the teaching of Christian religious education to be compulsory as a strategy for moral formation. The church should also intensify its mission to the people as a way of correcting human error and restoring peace, love, care and harmony in society.
Impact of Environmental Factors on the Academic Performance of Learners in Primary Schools of Nalwanza Sub-county, Bududa District
(Uganda Christian University, 2024-08-27) Stephen Nabalula
This study examined the impact of environmental factors on the academic performance of learners in primary schools in Nalwanza Sub-county, Bududa District. The study was guided by the objectives; i) to examine the physical factors affecting the teaching learning process, Bududa District, ii) to analyse the social environmental factors affecting academic performance of learners and iii) to suggest the solutions that can help to curb up examine the effect of the environmental factors that affect the academic performance. The study used a descriptive research design with mixed methods that are both qualitative and quantitative approaches in nature. The study sampled five (5) schools, both government and private out of the many in the Sub-county. The sample size of the study comprised 80 respondents and these were (36) teachers, (32) learners, (19) parents and (5) head teachers using Kjercie and Morgan’s population table in appendix V. The sampling techniques were used to select the respondents were purposive sampling, convenient and simple random sampling techniques. The sampling techniques that were used to select the respondents were purposive sampling, convenient and simple random sampling techniques. The results from the findings of objective one presented by the respondents showed that the leading physical school environmental factors are instructional materials and was reported by 20(25%). Objective two found out that social based factors which were represented by 16(20%) of the respondents showed it is triggered by teacher-pupil relationships. Majority of the respondents represented by 21(26.25%) indicated that environmental education be included in the curriculum. The study concluded that; school environmental factors greatly affect the academic performance of learners in all aspects. The researcher recommended that sensitisation of parents, teachers and learners should be carried out with regard to environmental protection and management in order to strengthen legal and policy for where our children learn.
IMPACT OF FEEDING PROGRAMME ON PUPIL’S PERFORMANCE IN MATHEMATICS IN GOVERNMENT AIDED PRIMARY SCHOOLS IN NYONDO SUB COUNTY MBALE DISTRICT
(2024-11-14) KWAPE MARTIN
ABSTRACT The study concentrated on the impact of feeding programmes on pupil‟s performance in mathematics in Government aided primary schools in Nyondo Sub County Mbale District: the study was carried out in line with the three specific objectives: To find out the influence of feeding programme on pupil‟s performance in Mathematics in government aided primary schools in Nyondo.sub county, Mbale district,To assess the challenges affecting implementation of feeding programmes in government aided primary schools in Nyondo sub county, Mbale district and lastly examine possible measures of improving feeding programmes and pupils performance in Mathematics in government aided primary schools in Nyondo sub county, Mbale district. The study used a mixed research approach which was descriptive in nature and it considered a sample size of 80 respondents. Study findings concluded that: providing breakfast to disadvantaged primary school students improved their performance in mathematics significantly, that feeding programmes face a challenge of insufficient funding, that low educational status of parents is a challenge of implementation of feeding programs, that Promotion of community participation is a measure to improve school feeding programmes, that improving target and coverage is another measure that can improve school feeding programme and lastly that the wide coverage of feeding programmes is a measure to improve their implementation. The study recommends that: There should be more investments by different Governments in a number of strategies so that feeding programmes are effective in schools and lastly that there is need to sensitize the community and parents about the importance of children having better feeding programmes.
IMPACT OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF LEARNERS IN SELECTED PRIMARY SCHOOLS IN IKI-IKI SUB-COUNTY BUDAKA DISTRICT
(2024-10-07) KIWANUKA DAVID
ABSTRACT The study examined the influence of indiscipline on academic performance of learners in Iki-Iki Sub-county in Budaka District- Uganda. The study was guided by the following objectives; (i) to analyse the causes of indiscipline in Iki-Iki Sub-county in Budaka District; (ii) to examine the effects of indiscipline on the academic performance of learners in Iki-Iki Sub-county, Budaka District and (iii) to establish the ways in which school management authorities deal with indiscipline learners. The study adopted a descriptive research design with both qualitative and quantitative approaches. In order to get quality data, the study used both questionnaires and interview guides with the instrument validity of 0.8 whereas the instrument reliability was tested using SPSS. Findings of the study revealed that indiscipline greatly impacts on the academic performance of learners; objective one of the study revealed that indiscipline is caused by removal of corporal punishments which was a leading factor by 48(85.7%) of the respondents. The study also revealed that parental level of income affects the academic performance of learners and was revealed by 47(83.9%). The study concluded that indiscipline affects the academic performance of learners in all aspects. From the findings, it is evidenced that the causes and effects of indiscipline are predominant factors that influence children’s academic performance. However, these can be mitigated by school authorities through a number of ways as suggested in the study. The study recommended that there was need for sensitization of parents by the government on their role to ensure quality education through disciplining of children. Also, the government needed to create programmes that aim at training teachers on conflict resolution and management programmes. This would help teachers to administer rightful discipline to the learners.
IMPACT OF INSTRUCTIONAL MATERIALS ON THE ACADEMIC PERFORMANCE OF LEARNERS IN SCIENCE IN NAMISINDWA TOWN COUNCIL, NAMISINDWA DISTRICT
(2024-09-02) KHWAKA STELLA
ABSTRACT The study set out to examine the impact of instructional materials on the academic Performance of learners in science in Namisindwa town council, Namisindwa district . The study was guided by the following objectives; analyzing the availability of instructional materials in selected schools of study, examining the effects of instructional materials on the academic performance of learners in Science and examining the challenges teachers face in accessing instructional Materials. The study adopted a cross sectional research design employing both quantitative and qualitative approaches that targeted; head teachers, teachers and learners who were expected to provide the required information. Questionnaires and interview guide were used to collect data from various respondents. To get quality data, the researcher ensured that the instruments were valid by conducting a preliminary survey and SPSS to determine their reliability. The findings from the study indicated that; instructional materials play a very crucial role on the learners’ academic performance. They concluded that the presence of instructional materials facilitate learning in the primary schools in Namisindwa Town Council, Namisindwa District. It was recommended that there should be adequate supply and maintenance of instructional materials across the primary schools in the Town Council. Emphasis should be given on the use of instructional materials when teaching science and other related subjects.
IMPACT OF INSTRUCTIONAL MATERIALS ON THE ACADEMIC PERFORMANCE OF LEARNERS IN SOCIAL STUDIES IN SOUTH DIVISION KUMI MUNICIPAL COUNCIL, KUMI DISTRICT
(2024-08-24) OGUTI AUGUSTINE
ABSTRACT The study examined “the impact of instructional materials on the academic performance of learners in Social Studies in South Division, Kumi Municipal Council, Kumi District.” The study was guided by the following objectives; to analyze the kinds of instructional materials on the academic performance of learners in Social Studies; to examine the effects of instructional materials on the academic performance of learners in Social Studies. The study used a descriptive research design. Data was collected from 80 respondents using self-administered questionnaires for both quantitative and qualitative methods and interview checklist. This chapter presents findings on the impact of instructional materials on learners’ academic performance of Social Studies in selected public primary schools in South Division, Kumi Municipal Council, Kumi district. The respondents were asked to state the kinds of instructional materials that affect learners’ performance in selected schools. In addition to the above, some respondents supported the issue that instructional materials aid learners to have practical experiences, in line with the findings from the research study, the research instruments used for data collection were relevant as they analyzed the data and ensured reliability and validity of the findings got from the study area, the study focused on the impact of instructional materials on learners’ academic performance of Social Studies in selected public primary schools in South Division, Kumi Municipal Council, Kumi district. From the fore going chapters, it can therefore be evident that instructional materials greatly impacts on the learners’ ability to progress as it acts as a stimulus to faster learning through guided and independent research. Absence of instructional materials leads to poor performance on the side of learners and strains the teachers on time of instruction. It was recommended that management, government and other stakeholders be involved in the monitoring of teachers’ performance in primary schools of South Division, Kumi Municipal Council, Kumi district; head teachers to carry out regular supervision to promote quality teaching and learning, promote control measures that motivate the teachers to improve on their performance; teachers to realize that the use of instructional materials during lessons simplifies content and brings distant events into classroom situations for easy understanding. There is need to intensify monitoring and inspection to encourage teachers to keep track of preparation tools such as lesson plans, schemes of work, lesson notes, and records of work covered, instructional materials to ensure effective delivery and quality education.
IMPACT OF LOCAL LANGUAGE ON LITERACY DEVELOPMENT AMONG LOWER PRIMARY IN GOVERNMENT AIDED SCHOOLS IN NOTHERN CITY DIVISION, MBALE CITY
(2024-09-02) NAMUWENGE HOPE
ABSTRACT The study examined the “Impact of local language on literacy development among lower primary in government aided schools in Northern City Division, Mbale City.” The purpose of the study ws to examine the impact of local language on literacy development among lower primary in government aided schools in Northern City Division, Mbale City. The study was guided by the following objectives; to examine the status of children‟s literacy development abilities among learners in lower primary in Northern City Division, Mbale City; to analyse the factors that affect literacy development among learners in lower primary in Northern City Division, Mbale City and to find out possible ways to improve literacy development skills among learners in lower primary in Northern City Division, Mbale City. Data was collected from 152 respondents using self-administered questionnaires and interview checklists. Objective one of the study found out that children from poor financial background can‟t read with 102(67.1%) of the respondents as the leading factor. Objective two of the study found out that phonemic awareness affects literacy development which was suggested by 104(68.4%) of the respondents as the leading factor and objective three of the study found out that training of teachers helps in the development of good literacy skills and was supported by 66+39 = 105(69.1%) of the respondents. The study concluded that status of reading abilities, phonemic awareness, alphabet and phonological awareness, oral language development and print awareness are serious factors that affect literacy development and have potential negative effects on learners‟ literacy development. The study recommended that there was need to strengthen reading practices among pupils in order to help them develop a reading culture at school and at home. Schools should set up reading activities that involve all pupils. This could be done through teachers organizing debates, reading competitions, quizzes, setting up readers and writers clubs, and sharing of pupils‟ stories through storytelling.
Impact of Local Language on Literacy Development Among Lower Primary Learners in Government Aided Schools in Bungokho South Sub – County, Mbale District
(Uganda Christian University, 2024-08-22) Richard Wanasolo
The study will examine the “Impact of local language on literacy development among lower primary in government aided schools in Bungokho South Sub-County, Mbale District.” The purpose of the study is to examine the impact of local language on literacy development among lower primary in government aided schools in Bungokho South Sub-County, Mbale District. The study was guided by the following objectives; to examine the status of children‟s literacy development abilities among learners in lower primary in Bungokho South, Mbale District; to analyse the factors that affect literacy development among learners in lower primary in Bungokho South, Mbale District and to find out possible ways to improve literacy development skills among learners in lower primary in Bungokho South, Mbale District. Data was collected from 152 respondents using self-administered questionnaires and interview checklists. Objective one of the study found out a very high mean and small standard deviation of (μ = 3.55; SD = 0.48) according to the scale used in the study. The high mean implies that respondents recognizes the fact that local language affects the status of reading abilities in the Sub-county and it hinders their academic progress on literacy development and the small standard deviation shows that most of the respondents agreed to the item questions in the questionnaire. Objective two of the study found out a very high mean and small standard deviation of (μ = 3.56; SD = 0.50) according to the scale used in the study. The high mean implies that respondents stated that there are so many factors that affect literacy development which minimizes their ability to read and actively participation in the literacy activities and the small standard deviation shows that most of the respondents agreed to the item questions in the questionnaire. Objective three of the study showed a very high mean and small standard deviation of (μ = 3.56; SD = 0.50) according to the scale used in the study. The high mean implies that respondents stated that there are so many factors that affect literacy development which minimizes their ability to read and actively participation in the literacy activities and the small standard deviation shows that most of the respondents agreed to the item questions in the questionnaire. The study concluded that status of reading abilities, phonemic awareness, alphabet and phonological awareness, oral language development and print awareness are serious factors that affect literacy development and have potential negative effects on learners‟ literacy development. Coupled with the challenges that both teachers and learners go through, for instance, financial family background, low pay among others, local language could have a serious bearing on their literacy development in general.
Impact of Parental Social Economic Status on Girl-Child Education in Government Aided Secondary Schools in Namisindwa District: A Case Study of Magale Town Council
(Uganda Christian University, 2024-08-26) Stephen Khaukha
This study examined the impact of parental social economic status on girl-child education in government aided secondary schools in Namisindwa District. A case study of Magale Town Council. This research was based on three objectives including: to examine the level of parents’ education on girl-child education in Namisindwa District; to establish level of parents’ income on girl-child education in secondary schools and to explore the effect of family background on girl-child education. The study adopted a descriptive research design. The study population comprised 100 and data was collected from 80 respondents using both self-administered questionnaires and interviews. Data was analysed using both qualitative and quantitative approaches and the reliability of the instruments was determined using the Statistical Packages of Social Scientists (SPSS). Objective one showed the respondents who reported that provision of psychological, emotional, economical and intellectual support was affected girl-child education and was reported by 28(33%). The second objective showed that parents level of education affects girl-child education and the leading factor was well-to-do parents pay their children’s fees in time and was the leading factor which was suggested by 33(41.25%). The third objective sought to analyse the effect of family background on the Girl-Child education and majority of the respondents proposed Parent’s family size influences Girl-Child education which was reported by 36(45%). The study concluded that it is evident that parental socio-economic status affects Girl-Child education in all aspects of life. From the findings, it was evidenced that level of parent’s education, level of income and family background are predominant factors that influence girl-child education. The study recommended that sensitisation of parents by the government on their role was inevitable to ensure quality education to the girl-child with regard to their roles and responsibility.
IMPACT OF PARENTAL SOCIO ECONOMIC STATUS ON ACADEMIC PERFORMANCE OF LEARNERS IN SELECTED SECONDARY SCHOOLS IN KADAMA TOWN COUNCIL, KIBUKU DISTRICT
(2024-08-29) NAMUSISI CHRISTINE
ABSTRACT The study examined the impact of parental socio economic status on academic performance of learners in selected secondary schools in Kadama Town Council, Kibuku District. The study was guided by the following objectives; (i) to examine the extent to which parental level of education affects learners’ academic performance in secondary schools, (ii) to determine the extent to which parental level of income affects learners’ academic performance in secondary schools and (iii) to determine the extent to which the family background affects learners’ academic performance in secondary schools. The study adopted a descriptive research design with both qualitative and quantitative approaches. The population of the study comprised 066 subjects with a sample of 056 respondents. The study employed both simple random and purposive sampling techniques to avoid biasness. Data collection instruments included questionnaires and interview checklists. Validity of the study was 084 with a reliability of 0.70 and data was analysed using the Statistical Packages of Social Scientists (SPSS). The study found out that parents’ level of education affects the academic performance of learners. The study findings from objective one show that 48(85.7%) which is educated parents predict their children’s education performance. Objective two indicated that well-to do parents pay their children’s fees in time. The study findings show that 47(83.9%) agree that well-to do parents pay their children’s fees in time. Objective three found out that 47(83.9%) agree that parents’ lower income influences the education level of learners. The study concluded that it is evident that parental socio-economic status affects the academic performance of learners in all aspects. From the findings, it is evidenced that level of parent’s education, level of income and family background are predominant factors that influence children’s academic performance. The study recommended that the government creates income generating projects that would boost the income of parents to ensure quality education for all learners.
IMPACT OF POVERTY ON ACADEMIC PERFORMANCE OF LEARNERS IN SELECTED SECONDARY SCHOOLS IN BUNGOKHO SOUTH SUB-COUNTY, MBALE DISTRICT
(2024-09-20) NAMBUYA CAROLINE EDITH
ABSTRACT The study set out to establish the impact of poverty on academic performance of learners in selected secondary schools in Bungokho South Sub-county, Mbale District. The study was guided by the following objectives; examining the causes of poverty among parents in Bungokho South Sub-county, Mbale District, determining the effects of poverty on academic performance in secondary schools in Bungokho South Sub-county, Mbale District and establishing the ways through which poverty can be mitigated. The study adopted a descriptive research design employing both quantitative and qualitative approaches that targeted; parents, head teachers, teachers, learners and District Inspectors of Schools who were expected to provide the required information. Questionnaires and interview guide were used to collect data from various respondents. To get quality data, the researcher ensured that the instruments were valid by conducting a preliminary survey and SPSS to determine their reliability. The findings from the study indicated that poverty affecting academic performance in secondary schools in Bungokho South sub-county is in different forms and greatly hinders the learners’ progress and progress as much as several attempts have been made to mitigate it. The researcher therefore recommended that the government provides capital generating programmes and strengthen legal and policy framework that allows the constitution to provide healthcare to people in order to boost their immunity. Teachers and parents whose learners have been affected by poverty to try to initiate economic empowerment that helps to grow their finances to be able to pay their children’s fees.
IMPACT OF SCHOOL MANAGEMENT COMMITTEES ON THE ACADEMIC PERFORMANCE OF LEARNERS IN PRIMARY SCHOOLS IN NGORA TOWN COUNCIL, NGORA DISTRICT.
(2024-08-27) AGWANG STELLA
ABSTRACT The study examined the “Role of school management committees on the academic performance of learners in primary schools in Ngora Town Council, Ngora District.” The study was guided by the following specific objectives; i) to examine how motivation of teachers by School Management Committees influences pupils’ academic performance in UPE schools; ii) to analyse how monitoring of Schools by the School Management Committees influence pupils’ academic performance in UPE schools; iii) to examine how accountability by the School Management Committees impacts on the pupils’ academic performance in Ngora Town Council, Ngora District. The study used a cross sectional research design and data was collected from 080 respondents using self-administered questionnaires and interviews methods. The study used a cross sectional research design and data was collected from 152 respondents using self-administered questionnaires with both quantitative and qualitative methods. Objective one of the study found out that poor motivation of teachers by the school management committees has negative effect on learners’ academic performance, shown by a very high mean and small standard deviation of (µ = 3.55; SD = 0.48). The high mean implies that lack of motivation of teachers by the SMC influences the academic performance of learners and it hinders their commitment as teachers which affects the progress of learners and the small standard deviation shows that most of the respondents agreed to the item questions in the questionnaire. Objective two of the study found out that lack of effort to monitor the teachers by the SMC members influences the academic performance of learners. The results show a very high mean and small standard deviation of (µ = 3.56; SD = 0.50) which implies that respondents stated that minimal monitoring by the SMC is done in schools which minimizes the active participation and academic performance of learners while the small standard deviation shows that most of the respondents agreed to the item questions in the questionnaire. Objective three of the study found out that there exist poor accountability by the SMC. The results revealed a very high mean and small standard deviation of (µ = 3.56; SD = 0.47) which implies that respondents agreed to the fact that there is poor accountability by the school management committees which influences the academic performance of learners while the small standard deviation depicts that most of the respondents agreed to the item questions in the questionnaire. The study concluded that motivation; monitoring and accountability are serious roles that must be carried out by school management committees and have potential negative effects on the academic performance of learners.
IMPACT OF SOCIO-ECONOMIC FACTORS ON THE GIRL-CHILD DROPOUT RATE IN PRIMARY SCHOOLS IN BUSHIGAYI TOWN COUNCIL, BUDUDA DISTRICT
(2024-09-30) NAMBOZO BEATRICE
ABSTRACT The study on the impact of socioeconomic factors on girl child dropout rates in primary schools in Bushigayi Town Council aimed at finding out factors that make girls to drop out of school. For this study to be done peacefully, the researcher got an introductory letter from Uganda Christian University sending her to carry out the study. She also sought for permission from Bududa District Education Officer. Bushigayi Town Council Town Clerk, who provided the researcher with a map of Bushigayi Town Council, Bukigai Primary School Head teacher, Bumakuma Primary School Head teacher, and B and T Nursery and Primary School Head teachers In the proposal, the researcher proposed to use descriptive cross section research design which a mixed method is including qualitative and quantitative methods which were to take a long period of time. Therefore, due to time constraint, the researcher decided to use qualitative method to analyze data collected from the field. In addition, the researcher proposed to use purposive and random sampling techniques but purposive technique did not work in the field. Instead she used random sampling to get teachers and P.5—P7 female pupils, focus group sampling to get parents and snow ball sampling technique to get female dropouts as her respondents in the study. However, purposive sampling was used to select schools. because there are only 3 schools in Bushigayi Town Council which included Bukigai Primary School, Bumakuma Primary School, B and T Nursery and Primary School. In this course of study, the researcher employed the, interview schedule guide which were administered orally to parents and female dropouts. While structured questionnaires were administered to teachers and P.5-P.7 female pupils. The study revealed that girls dropout of school due to various factors namely; poverty, child labour, peer pressure, alcoholism, parental deaths, parental level of education, domestic responsibilities, lack of support, lack of counselling and guidance, sexual harassments, menstruation stigma , cultural beliefs, gender roles, gender disparities ,early marriages and early pregnancies among many others. However, literature review reveals that less educated parents don’t see the value of education, especially for girls [Esardo, 2005]. While death of parents affect the school attendance of children, especially girls [Bernnel et al, 2000]. xi The study came out with some recommendations, summary and suggestions, which could effectively help girls to remain at school until they achieve their educational dreams.
IMPACT OF SOCIO-ECONOMIC STATUS OF PARENTS ON ACADEMIC PERFORMANCE OF LEARNERS IN SECONDARY SCHOOLS IN NAKALOKE TOWN COUNCIL, MBALE CITY
(2024-09-20) ONYANGO PATRICIA
ABSRACT This study sought to ascertain the “Impact of parents’ socio-economic status and education levels on learners’ academic performance in secondary schools in Nakaloke Town Council, Mbale City”. The study was guided by the following specific objectives: i) to examine effect of parents’ level of education on the academic performance of learners in secondary schools in Nakaloke Town Council, Mbale City; ii) to analyze the effect of parental Financial Status on academic performance of learners in secondary schools in Nakaloke Town Council, Mbale City and iii) to examine the effects of parental involvement in fostering learners, academic performance in secondary schools in Nakaloke Town Council, Mbale City. The study adopted a cross sectional research design employing both quantitative and qualitative approaches that targeted; parents, teachers and learners who were expected to provide the required information. Questionnaires and interview guide were used to collect data from various respondents. To get quality data, the researcher ensured that the instruments were valid by conducting a preliminary survey and SPSS to determine their reliability. The results from the findings of objective one presented by the respondents showed that the leading factor on parents’ education level and how it influences the academic performance of learners wasand was reported by 31(38.75%). Objective two found out that parents’ level of income affects the academic performance of learners. It showed that well-to-do parents pay their children’s fees in time and was represented by 32(40%) of the respondents. Majority of the respondents represented by 27(33.75%) indicated that good parenting helps to boost learners’ academic performance. The study concluded that it is evident that parental socio-economic status affects the academic performance of learners in all aspects. From the findings, it is evidenced that level of parent’s education, level of income and family background are predominant factors that influence children’s academic performance. The study recommended that the government creates income generating projects that would boost the income of parents to ensure quality education for all.
IMPACT OF TEACHER ABSENTEEISM ON ACADEMIC PERFORMANCE OF LEARNERS IN SELECTED SECONDARY SCHOOLS OF SIBANGA SUB-COUNTY, MANAFWA DISTRICT
(2024-10-25) WALUKHULI LUKE WABULA
ABSTRACT This study examined the impact of teacher absenteeism on the academic performance of learners in selected secondary schools of Sibanga Sub-County, Manafwa District. The study was guided by the following objectives; i) to identify the causes of teacher absenteeism, ii) to examine the impact of teacher absenteeism on the academic performance of learners and iii) to establish the strategies on how absenteeism can be eliminated to improve on learners’ performance in Sibanga Sub-County, Manafwa District. The sample size of 361 respondents was drawn from sampled secondary schools of Sibanga Sub-county, Manafwa District in accordance with Krejcie and Morgan (1970). This involved 6 head teachers, 92 teachers, 165 learners, 98 parents. The study employed a descriptive design where both quantitative and qualitative approaches was used. The questionnaires was administered to teachers and head teachers, interviews guides was used to collect data from parents while focused group discussions was used on learners. The findings of the study were presented in tables and analysed descriptively. The study concluded teacher absenteeism greatly affects learners’ performance in all aspects. The study recommended that teachers needed to be rewarded to help in reinforcing their performance. The government should also strengthen the inspection teams of the central and local governments by employing more inspectors of schools and increasing the required resources needed for them to function effectively.