School of Education

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Browsing School of Education by Subject "Academic performance"

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    Learners' perceptions of mathematics and their academic performance in secondary schools: a case study of Iganga district in Uganda
    (Kyambogo University [unpublished work], 2013-03) Kasalwe, Kalimu
    The study examined the innocence of Learners· Perception of Mathematics on the in academic performance in Iganga district. Objectives were: to identify factors which determine Learners· Perception of Mathematics in secondary Schools to establish how Learners· Perception of Mathematics influence their academic performance, and to suggest was in which Learners· Perception towards mathematics can be changed to enhance their academic performance. The stud) i significant to: District Administrator . Head teachers. teachers. learners and educational research. District Education Officer, Head teachers (48). Mathematics teachers ( 120) and pupils of senior four and six (2570). defined the study population. Sampling was determined using Korejce and Morghan ( 1970) guide. Fort) out of 48 secondary schools were considered during the study. The overall sample for teachers. Head teachers. and pupils was 463 (Page 18). Stratified and simple random sampling techniques were used in the study. The research was both qualitative (interview guides) and quantitative (Questionnaires and focus discussion guides). The researcher used a field study design and a case study. This field study design helped the student get into direct contact with respondents at different schools to fetch reposes While as a case study. it saved time and resources compared if it would be carried out in Uganda as a whole. Determinants of Learners· Perception of Mathematics were teacher-related. parent-related. students-related. and head-teacher related. Ways in which Learners· Perception of Mathematics influenced their academic performance included: students· hatred of Mathematics teachers: frustrations in examination rooms: and absenteeism due to negative Perceptions towards Mathematics. ways through which Learners· Perception towards Mathematics can be changed to improve on their performance entailed roles of parents. teachers. head teachers pupils and district administrators to overcome factors which change learners· perceptions towards Mathematics. In conclusion. factors which determined Learners· Perception of Mathematics varied among teachers, students, school administrators. district administrators and parents. All stakeholders should provide essential scholastic materials improve teaching methods: equip schools with teaching and learning materials.
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    Organisational culture and students' academic performance of government grant-aided secondary schools in Soroti distinct of Uganda
    (Kyambogo University [unpublished work], 2015-12) Acam, Judith
    The study was undertaken to investigate the extent to which organizational culture influenced students' academic performance of government grant-aided secondary schools in Soroti District. It was prompted by the fact that, although organizational culture is a pronounced concept in most successful organizations in the world, schools underestimate the influence of organizational culture and as a result they have registered poor performance. The study was guided by the following objectives: To establish whether most government grant-aided secondary schools in Soroti District share a common culture. 1. To discover whether organizational culture influences academic grades obtained at the end of a cycle in government grant-aided secondary schools in Soroti District in Uganda. 2. To find out if organizational culture influences transition/completion rates in government grant-aided secondary schools in Soroti District. 3. To propose strategies to achieve optimum students' academic performance in government grant-aided secondary schools in Soroti. Basing on a wide review of literature on organizational culture and students' academic performance in government grant-aided secondary schools, a basis for developing a conceptual framework was established. There was an international literature focusing on this area that has contributed to the study. Culture will remain linked with superior performance only if the culture is able to adapt to the changes in environmental conditions (Gordon & Di Tomaso, 1992). A cross sectional survey guided the study. Methods of data collection included: questionnaires, interviews, document analysis and observation. A sample size of 196 respondents was selected and they included administrative staff, teaching staff and students. Subsequently quantitative data was analyzed using Microsoft Excel 2013 whereas qualitative data was analyzed by content analysis. The results of the study variables, organizational ·culture and students' academic performance revealed that there was a significant positive relationship between the study variables. The findings revealed that a strong well established culture promoted good performance in any organization. It was therefore recommended that for better students' academic performance all government grant-aided secondary schools should strive to establish strong organizational cultures so as to realize better academic
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    Pupils' home background and academic performance in government- aided primary schools in Makindye division of Kampala district of Uganda
    (Kyambogo University(unpublished), 2013-10-16) Kyakuwa, Jane
    This study was conducted to explore the relationship between home background and pupils' academic performance in Makindye Division, Kampala District. The study designed to find out how the socioeconomic of parents affected academic performance of pupils. It also examined how family type and size affected primary school pupils' academic performance. The study was conducted in that particular area because in the past five years, pupils' academic performance in government aided schools has been deteriorating tremendously. The study was conducted using a cross sectional survey design. A total of 320 primary school pupils aged 10- 14 years, 4 head teachers, 18 teachers and 20 parents participated in the study. The researcher used a t-test for independent samples to analyze some of the data. The study revealed that in Makindye Division respondents indicated that socioeconomic status as well as family type did not affect pupils' education achievement. Further findings showed that pupils' family size affected their academic achievements. In the two cases (socio economic status and family type) the calculated t-value for level of significance 0.05 was 0.59 and 2.07 respectively. This was less that the critical value of 2.308 hence leading the researcher to retain the hypothesis. The calculated t-value was 8.48 which was greater than the critical value. The study concluded that socioeconomic status and family type did not affect pupils' academic achievement in Makindye Division Primary schools. Further findings showed that family size affected pupils' academic achievements. This was partly due to the inability of parents to provide for the required scholastic materials for their children. Basing on the findings and conclusions discussed above, the researcher recommended that; in order to improve teaching there was a need for educational authorities to improve on staffing, pupils' admission and curriculum delivery that affect academic achievement in schools. Seminars should be organized for parents from polygamous families to sensitize them on the good and bad home practices and their effects on the children's academic performance. Lastly, parents from large families should be sensitized on reproductive health and family planning methods.