Correlates of Commitment to Studies by Undergraduates in the School of Education, Makerere University

Abstract

The study focused at establishing correlates of commitment to studies of undergraduates in the School of Education, Makerere University. The study was guided by three objectives namely: to establish how discipline, peer pressure and socio-economic background correlate with commitment to studies of undergraduate students in the School of Education at Makerere University. The study employed correlation, cross-sectional survey designs involving both quantitative and qualitative approaches including 113 respondents who were randomly, conveniently and purposively selected. Pearson’s coefficient (r) was used to test the level of co-relation between the variables under study. The study findings revealed that there was a positive relationship between discipline, peer pressure and commitment to studies. The study further revealed that socio-economic background of undergraduates has a negative relationship with commitment to studies in the said School. It was concluded that discipline, peer pressure are positively related to commitment to studies. It was also concluded that socio-economic background is negatively related to commitment to studies. It was therefore recommended that if commitment to studies of undergraduate students is to be improved at School of Education, Makerere University, Government of Uganda through the Ministry of Education and Sports, the various institutions of higher learning, management of the School of Education, lecturers and parents should ensure that discipline is improved through providing a copy of guidelines of the rules and regulations of the institution, School of Education disciplinary committee should be put in place, management should organizes educative talks on peer pressure and how it impacts on their studies. And, finally, management should encourage parents to make official visits and find out how their children are progressing with their studies.