Socio-economic determinants of learning achievements in primary schools in Uganda: The case of primary six pupils’ performance
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This study investigated the socio-economic determinants of learning achievements in primary schools in Uganda focusing on the primary six pupils. The objectives of the study were; to find out how pupils’ home and family background determine their learning achievements, to investigate the effect of pupils’ characteristics on learning, to study the effect of teacher characteristics on pupils’ learning achievement and to examine the effect of school characteristics on pupils’ learning achievements. Southern African Consortium for Monitoring Education Quality III 2007 data set was utilized in this study. The data was collected using a stratified two-stage cluster sample design. The levels of data analysis included univariate were frequency tables and descriptive statistics were used to explain background information. At Bivariate level, statistical significance of the association between the dependent variable and the independent variables were established using Pearson chi-square test with the significance level fixed at 5%. Exploratory factor analysis was used to come up with latent variables that were finally fitted in the linear regression model, with pupil performance as the dependent variable. Empirical results reveal that grade repetition (p= 0.002), place of stay (p= 0.020), use of information communication technology (p= 0.048), parents’ education level (p= 0.000), experience of the Headteachers (p= 0.036), distance to social service centres (p= 0.017) and access to instructional and learning materials (p= 0.000) are each important in determining learner performance in primary schools in Uganda. On the other hand, pupils’ characteristics, socio-economic status, availability of meals at home, home work help and teachers’ characteristics are not significant in determining pupils’ learning achievements in Uganda. The government of Uganda through the education sector should procure enough learning and instructional materials for all primary schools, and also allocate resources towards the development of boarding sections in primary schools which is currently under developed. It is also recommended that the Ministry of Gender and Social Development develops strategies for strengthening adult literacy campaigns.