IMPACT OF AUTOMATIC PROMOTION ON THE ACADEMIC PERFORMANCE OF LEARNERS IN SELECTED SECONDARY SCHOOL OF NORTHERN CITY DIVISION, MBALE CITY
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Date
2024-08-23
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Abstract
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.