Covariates of students’ academic performance in the School of Education, College of Education and External Studies, Makerere University
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This study sought to establish whether multitasking, discipline and financing are covariates of academic performance by undergraduate students in the School of Education, College of Education and External Studies, Makerere University. Academic performance was conceptualized as demonstration of knowledge attained and skills developed as depicted by assessment results in one of cross-cutting papers in Foundations of Education. The study took a quantitative paradigm and a correlational, cross-sectional survey design. Self-administered questionnaires (SAQs) were employed for collecting data from 504 undergraduate students. The collected data were analyzed using Statistical Package for Social Scientists (SPSS) at descriptive and inferential levels. Hypotheses were tested at both bivariate and multivariate levels using Pearson’s Linear Correlation Co-efficiency and multiple regression respectively. The study established that the correlation between multitasking and academic performance was insignificant; discipline was positively correlated with academic performance and that the relationship between financing and academic performance was insignificant. The study concluded that: 1) Multitasking by undergraduate students was not yet a worrisome behavior that negatively affects academic performance; 2) Discipline enhances academic performance 3) Financing is insignificant in strengthening academic performance. The study recommended that School of Education, Makerere University, for the time being, need not lay emphasis on multitasking; a policy that requires all undergraduate students to put all their goals in writing on admission should be adapted; use such avenues like Facebook, TV and instant messaging to guide and encourage students on discipline matters; emphasis should not be put on financing but rather the government should increase on the number of government sponsored students.