School of Education

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Boards of governors' contribution and academic performance of government aided secondary schools in iganga district, Uganda.
(Kyambogo University [unpublished work], 2015-08) Kayuza, Mukisa Moses
This study sought to establish Board of Governors contribution to academic performance in government aided secondary schools. The focus of the study was on Board of Governors financial control, discipline regulation, curriculum implementation supervision and challenges faced by board of governors in enhancing academic performance. The study carried out across-sectional survey design on a sample of 225 respondents. Data was collected by use of a questionnaire, an interview guide and a focus group discussion guide. The data were analyzed quantitatively and qualitatively. Quantitative data were analyzed using the Statistical Package for Social Scientists 17.0 (SPSS) program. At univariate level, data were analyzed basing on the mean, and frequencies. At bivariate level, the data were analyzed basing on the students't-test, ANOVA and correlation analysis. At multivariate level a regression analysis was carried out. The study established a significant positive relationship between Board of Governors financial control, discipline regulation and curriculum implementation supervision predicting academic performance, and BOGs faced a number of challenges in enhancing academic performance in the schools. It was thus concluded that there was a significant positive relationship between BOGs financial control, discipline regulation and curriculum implementation supervision; and BOGs faced a number of challenges in enhancing academic performance in schools. Therefore it was recommended that the government and in particular Ministry of Education, Science Technology and Sports should ensure that the Board of Governors' role of financial control is effectively implemented; head teachers should remind BOGs to be involved in discipline regulation; head teachers should effectively utilize BOGs curriculum implementation supervision; and the selection of BOGs should ensure strictly those who are concerned with school matters are appointed.
Compulsory science policy: enhancing gender equality in education? A case study of academic achievement in Uganda
(MIER Journal of Educational Studies Trends and Practices, 2013-11) Joyce, Ayikoru Asiimwe
This paper communicates the results of a diagnostic evaluation of the performance of boys and girls in physical sciences at Ordinary level in Uganda after the adoption of the compulsory science policy. The objectives of the study were twofold: to examine the academic performance of boys and girls in the Uganda National Examinations from 2007 to 2010, and to highlight key factors that continue to influence the achievement of students, especially girls in sciences. Data was obtained from five co-educational secondary schools using documentary reviews, in-depth interviews and focus group discussions. The results revealed that the performance of both boys and girls have further declined after the implementation of the compulsory science policy. However, in comparison to the boys, girls in co-educational schools were still more likely to be among the poorest performers in sciences. This was attributed to a number of factors, key among them being girls' self-concept in sciences, and teachers' perception of girls' abilities in sciences. These findings reiterate the need to mainstream gender into both policy design and implementation.
Fuancing of private secondary schools and its influence on academic performance in mukono municipality, Uganda
(Kyambogo University [unpublished work], 2015-12) Ddumba, Ponsiano
The purpose of the study was to examine the impact of school finances on students' academic performance in private secondary schools in Mukono Municipality. This was guided by the following objectives: to assess the consistency in the sources of school finances; to examine the utilisation of school finances, and to determine the relationship between school finances and students' academic performance in the same schools in the municipality. The related literature was reviewed under themes compatible with the research objectives above. The study adopted a cross sectional research design based on quantitative and qualitative research approaches. The target population from which the study sample was selected totalled to 1,782 people. These included: school administrators i.e. head teachers and Directors of Studies; Teachers, and Senior 4 Students from 10 of the 47 private secondary schools found in Mukono Municipality. These population categories were used as sampling frames from which a sample population of 346 respondents were selected using purposive and stratified random sampling strategies. The questionnaire survey and interview methods were used for collection of data, which was presented, analyzed and interpreted quantitatively using methods involving descriptive and inferential statistics, and qualitatively through the interpretive analysis. The main study findings include the following: only Yi of the private secondary in Mukono Municipality have consistent sources from which they raise school finances sufficient for student education needs. School finances are properly used to fund basic student education services such as; school infrastructure, learning aids and the teacher depending on individual schools. The finances are rightly used for infrastructural development and provision of learning aids in most (60%) of the schools compared to teacher facilitation which is only enough in 40% of the schools in the Municipality. The sufficiency of these resources depends on school financial discipline, whereby in schools where school finances are underutilised or misused, such learning resources are equally insufficient. School finances and student academic performance in private secondary schools in the Municipality are significantly related; students in schools that have enough and make the right use of the school financial resources comparably perform well in both arts and science subjects, and vice versa. It was concluded that the more the sources of school finance are consistent and the finances are appropriately utilised to develop the school infrastructure, provide enough learning aids and sufficiently facilitate the teacher, the more such learning resources enhance student performance in both arts and science subjects. The study therefore recommends that private secondary schools, besides their internal initiatives, should be assisted by government and other stakeholders to mobilise enough and make use of financial resources based on best practice in the interest of balanced and better student performance in arts and science subjects.
Head teacher's leadership behaviour and students' academic performance in secondary schools in iganga municipality
(Kyambogo University [unpublished work], 2017-11) Kabambwe, Benard
The study investigated whether Head Teacher's Leadership Behaviour affects Students' 0-level Academic Performance in Secondary Schools in lganga Municipality. It specifically aimed at determining whether structural initiative behaviour, consideration behaviour and empowering behaviour of the head teacher influences students' 0-level academic performance. A descriptive research design with qualitative and quantitative approaches was employed. Data was collected from 106 respondents who included teachers, head teachers and senior education officers and were selected using stratified random sampling and purposive sampling techniques from 4 secondary schools. Structured questionnaires and interview guides were used. The collected data was analysed using descriptive statistics and content analysis techniques. The study found that the Head Teacher's structural initiative behaviour in form of planning, clarifying goals and roles has a positive effect on students' academic performance. It was also established that Head Teacher's consideration behaviour of motivating teachers, providing materials, support supervision and encouraging teamwork influence students' academic performance. It was further discovered that Head Teacher's empowerment behaviour characterized mainly by delegating, providing administrative support, training, inducting and involving teachers in decision making also affect students' academic performance. It is recommended that head teachers should be given more funding and training in managerial skills in order to run their schools and achieve better academic performance.
The impact of UPE on the pupils' academic performance in Kumi District in Uganda: a case study of Kumi Town Council
(Kyambogo University [unpublished work], 2014-11) Onoria, Moses
The study sought to investigate about the Impact of UPE on the Academic Performance of Pupils in Kumi Town Council, Kumi District, Uganda. Objectives of the study included; finding out achievements of UPE in relation to academic performance of pupils, challenges faced while implementing the UPE policy, as well as providing strategies for improving on academic performance of UPE schools. This was carried out using both qualitative and quantitative research designs employing a cross sectional survey, simple and random sampling techniques to select a total sample population of 345 respondents. Data was analyzed and presented statistically using tables and charts which were accompanied by explanatory remarks to clearly bring out the meaning of the findings. The study revealed that UPE provided an opportunity for children to go to school within the area, though their performance was not the best as compared to that of private schools. The challenges faced included reluctance of parents to cater for their children's basic needs like meals, uniforms, books. Inspection of schools was poor and so could not yield best results expected of it, retaining good quality teachers was hard thereby leaving too much work to the remaining teachers hence affecting the quality of pupils' performance. The research recommended that pupils to be nurtured so as to remain in school until completion of at least the primary level, be taught practical co-curricular subjects beneficial even for their after school life. The headteachers should encourage their teachers to upgrade. Parents Teachers Association Committees be reinstated and authorized to coordinate parents and community with school administration in order to easily monitor school activities move as recommended. The government should emphasize performance appraisal be done upon teachers with evaluation of pupils' performance. The unsatisfactory nature of supervision of schools needed further study and there was need to ascertain how this impacts on the learners' performance.
The influence of School Leadership on Students Academic Performance in Selected Secondary schools in Busia district, Uganda
(Kyambogo University [unpublished work], 2016-11) Geofrey, Barasa
This study is an assessment of the influence of school leadership and its quality students' performance in the schools. Specifically, the study investigated the relationship between school management and its influence on academic performance, explored the types of leadership skills in school and investigated how leadership skills motivate teachers and staff in a school. The study utilized a case study design on a sample of 365 respondents in Busia District. Data was collected mainly through focus group discussions and interview guides. Considering that the data collected was qualitative and quantitative it was organized in the emerging themes of the study, read and summarized according to the objectives of the study. The study established that; there is relationship between school leadership and academic performance of students. This was established as essential because of the fact that quality school leadership attracts and retains quality teachers and staff who are indispensable for academic success for a school. School leadership ensures necessary discipline among students and promotes standard ethical and professional behaviors of teachers and staff which in turn ensures trust from parents and guardians, and this was seen as a great ingredient for sustainability. This study reveals that there was no formal or organised structure of staff development or any attempt to train staff in school management skills. The study hence recommends that; the Ministry of Education and Sports should design a policy that will compel both government and private school leaders to organize formal trainings of their teachers and staff in school management courses. The researcher also recommends that the same Ministry streamlines Monitoring and Evaluation in the schools of Busia and Uganda in general. To ensure constant surveillance of school activities and also evaluate impact of practices, and document uptake of Ministries recommended guidelines.
Institutional culture and academic performance of government aided primary schools in Bbaale County, Kayunga district
(Kyambogo University [unpublished work], 2023-06) Mukoda, Edith
The study explored the influence of institutional culture on academic performance of the schools aided by the government in Bbaale County, Kayunga District. The study aimed at; assessing the influence of teacher professionalism on academic performance, exploring the influence of teacher collaboration on academic performance and investigating the impact of teacher involvement on academic performance of the government aided primary schools. A cross sectional survey research design was adopted on a sample of 74 head teachers, 10 directors of studies and 2 inspectors of schools. The data were collected using a self-administered questionnaire, an interview guide and documentary review guide. Data collected was then analyzed using quantitative and qualitative methods. Quantitative data collected using the self-administered questionnaire was then entered into Statistical Package for Social Scientists (SPSS 24.0) from where it was analyzed at univariate, bivariate and multivariate levels. Qualitative data was collected using a pretested interview guide and the data was later analyzed using content analysis. The study found out that the three institutional culture elements namely; teacher professionalism, teacher collaboration and teacher involvement had no influence on academic performance. This implied that these being standard professional components of teaching, they may be lacking other supporting factors in order to influence academic performance. It was therefore concluded that teacher professionalism and academic performance to a greater extent didn't impact on academic performance, teacher collaboration does not significantly support academic performance and teacher involvement is not a dominant factor for academic performance in the government aided primary schools. Therefore, the study recommends that teachers should integrate professionalism with academic performance of schools, collaboration should be practiced in a way that enhance teacher contribution to academic performance of schools and teacher involvement in managerial activities should focus more on the learning aspect in the schools which is the core function.
Instructional Resources Management and Academic Performance of Learners with Hearing Impairment in Government Aided Primary Schools in Masindi Municipality
(Kyambogo University [unpublished work], 2023-09) Asaba, Rosemary
The purpose of the study was to examine the relationship between Instructional Resources Management and the academic performance of hearing impaired learners in inclusive government aided primary schools in Masindi Municipality. The study was motivated by these learners’ academic underperformance and its adverse effect on their educational progress. The objectives of the study were to analyse the relationship between (a) planning, (b) provision and (c) utilisation of instructional resources for these learners and their academic performance. The study adopted a cross-sectional correlational research design that involved a largely quantitative approach supplemented by qualitative responses to open-ended questions that were included in the interview schedule administered to five head teachers and questionnaires administered to thirty five teachers and eighty pupils selected using purposive sampling. Quantitative data was analysed using descriptive, Pearson correlation as well as linear and multiple regression analysis. Data in form of open-ended responses was analysed using directed qualitative content analysis. The key findings from correlation and regression analysis were: instructional resource planning had a positive and significantly predictive relationship with these pupils’ academic performance (r = .375, F (1, 40) = 16.566, Sig. = .017 < .05) and so did instructional resource provision (r = .666, F (1, 120) = 108.71, Sig. = .000 < .01) and instructional resource utilisation (r = .741, F (1, 40) = 98.04, Sig. = .000 < .01). In general, the relationship between instructional resource management and these pupils’ academic performance was similarly positive and significantly predictive (r = .852, F (1, 120) = 89.977, Sig. = .000 < 0.01). While instructional resource planning was generally well conducted, the budgeted funds were under-mobilised. Most of the instructional resources, particularly professional teachers and audiovisual materials were insufficiently provided and teachers utilised those that were provided infrequently. From these findings, the study concludes by emphasising the need to improve mobilisation of funds budgeted for instructional resources for these pupils, and to ensure sufficient provision and regular and effective utilisation of these resources. Consequently, the study recommends to the government of Uganda to increasing budgetary funding for and provision of these resources and to head teachers and teachers to ensure that those made available are frequently and effectively utilised to teach these pupils. Further research was also recommended into other factors influencing the academic performance of pupils with hearing impairment.
Management styles and academic performance of secondary schools in katikamu south - luwero district
(Kyambogo University [unpublished work], 2013-10) Kamugisha, Okunde Gloria
The purpose of the study was to examine the effect of management styles on academic performance of secondary schools in Katikamu South - Luwero District. The study was guided by the following objectives: To establish the effect of supportive management style on academic performance of secondary schools in Katikamu South -- Luwero District; to examine the effect of participative management style of secondary schools in Katikamu South - Luwero District; and to analyze the extent to which instrumental management style on academic performance of secondary schools in Katikamu South - Luwero District. A cross-sectional case study design was used. Both quantitative and qualitative approaches were adopted in the study. The sample comprised of 158 teachers, 20 members of school management and 92 student managers responded to the study. Thus, the response rate was 94.3%. Stratified random sampling was used to select all categories informants. Quantitative data analysis mainly involved use of descriptive statistics (frequencies and percentages). Findings reveal a strong positive relationship between supportive management style and academic performance, a positive relationship between participative management style and academic performance and a negative relationship between instrumental management style and academic performance. The conclusion is that management styles significantly affect academic performance of secondary schools in Katikamu South - Luwero District. It is recommended that school managers should adopt democratic management styles such as participative or supportive. Management should focus on employees capabilities for appropriate support and dynamic assessment is also vital if schools are to improve academically.
Parents' contribution on pupils' academic performance in private primary schools in kyenjojo district: a case of katooke town council
(Kyambogo University [unpublished work], 2014-10) Ahmed, Katusiime Asmin
The purpose of this study was to assess parents' contribution on pupils' academic performance in Private Primary Schools in Kyenjojo District, Katooke Town council. The study was guided by the following objectives. To assess the influence of parents' financial contribution on pupils' academic performance in Private Primary Schools in Katooke Town Council; to examine the significance of parents' involvement in child learning activities at school; to assess the role of parents' disciplinary support on the pupils' academic performance in private primary schools. Participants were drawn from selected private primary schools and their surrounding communities, which included 7 Head Teachers, 7 Directors of Studies, Upper Primary Teachers 56, Pupils 70, and School Management Representatives 7. Data was collected using a combination of instruments, which included questionnaires, interview guide and observation. The cross -sectional design was used which included both qualitative and quantitative methods. The findings show that parents interact with teachers in the child school education than attending school meetings even when invited. The study found out that slightly more than a half of the parents are prompt in clearing their children's school dues and many others are less prompt in that respect. Majority of the parents in the schools where their children study do regularly provide proper counselling. The findings revealed that parents' child guidance on school learning was fifty-fifty. Majority of parents are exemplary to their children in terms of social behaviour. Major conclusion is that, government primary education subsidy should be extended to private primary schools. Private Primary Schools with support of Local Government Education Departments should orient or sensitise parents on child upbringing, counselling and guidance. Future research can be conducted on the determinants of financial sustainability of Private Primary Schools in Katooke Town Council or elsewhere in Kyenjojo District or in the rest of Uganda.
Teachers’ conceptions about sources of knowledge and pupils’ academic performance: a case of government aided primary schools in Kumi district
(Kyambogo University [unpublished work], 2023-10) Okwapi, Charles
The purpose of the study was to investigate the Teachers‘ Conceptions about Sources of Knowledge and Pupils‘ Academic Performance in Government aided primary schools: a case of Kumi District with a view of recommending on how to improve pupils‘ academic performance. The study was guided by three objectives; to establish teachers‘ conceptions about the sources of knowledge in government aided primary schools, to analyze how pupils are aided during the teaching-learning process in government aided primary schools and to determine whether there is a relationship between teachers‘ conceptions about sources of knowledge and the pupils‘ academic performance in government aided primary schools. The study was conducted because in the past five years (2015-2019), pupils‘ academic performance has been deteriorating. The study adopted a cross-sectional survey research design. Quantitative and qualitative (mixed) approaches of data collection were employed. A total of 454 respondents constituted the sample size of the study. These included 35 Head teachers, 35 Director of studies, 104 classroom teachers and 280 Primary Seven pupils; from the 35 Government aided primary schools. The researcher used three types of research instruments: Questionnaires, Interview guide and Classroom observation. The results revealed that there was a significant statistical relationship (r=1.00, p=0.000) between teachers‘ conceptions about the sources of knowledge and the pupils‘ academic performance. The study concludes that; Professional teachers appreciate the role played by each source of knowledge including Rationalism, Empiricism and Authoritarianism so as to enable them to make reliable and informed conclusions that have enabled them to boost pupils‘ academic performance. The researcher recommends that Primary Teachers‘ Colleges (PTCs) programme should incorporate and encourage learning of topics concerning conceptions about sources of knowledge and their role to enable pupils perform well academically.
Tutor competence and grade iii student teachers' academic performance in primary teachers' colleges in the southern region of Uganda
(Kyambogo University [unpublished work], 2016-11) Florence, Kyomuhendo
The purpose of the study was to establish whether there is a significant relationship between Tutor competence and Grade III student teachers' academic performance. The research was carried out in three Primary Teachers' Colleges in the southern region of Uganda. The study sample was selected through simple random and purposive sampling techniques. The sample size comprised of nine college administrators, twenty nine tutors and one hundred eighty nine students. Data was collected through questionnaires, interview and document analysis. The study used both quantitative and qualitative data analysis techniques. The research established that few tutors are Masters degree holders and some are still Diploma holders thus need to be assisted to upgrade to higher academic qualifications. The findings also revealed that there is a significant relationship between tutors' subject knowledge and promotional examination results at 0.05 level (2-tailed). The findings further revealed that upgrading improves on tutors' pedagogical competence. The findings indicated that the majority of the students passed with a credit. The study therefore recommended that tutors in primary teacher training colleges should be encouraged to upgrade to acquire higher qualifications, attend seminars, workshops to update their knowledge, pedagogy and mentoring competence for efficiency and effectiveness in their jobs. Furthermore, the Ministry of Education and Sports should have a standardized system of recruitment of tutors to avoid incompetent tutors being recruited in teacher training colleges and this can be done by considering those who have done Bachelors of Teacher Education or a Post Graduate Diploma in Teacher Education that enables them acquire pedagogical and mentoring competence.

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