Learning conditions and students’ academic achievements at university study centres: A study of Kamuli and Jinja centres of Busoga University
Malaala, Paul Lwidu
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The study investigated the relationship between learning conditions and students’ academic achievements at the study centres of Busoga University. This followed statements by the Vice Chancellor of Busoga University about the University’s challenges and it subsequent opening of many study centres across Busoga region. Three Objectives were used namely: to investigate the relationship between physical learning conditions and students’ academic achievements, to analyze the relationship between psychosocial learning conditions and students’ academic achievements and to assess the relationship between services delivery and students’ academic achievement at University study centres. The study employed both qualitative and quantitative research approaches to assess the opinions, attitudes, values and perception of the respondents. This was done by use of both primary and secondary methods through: self-administered questionnaires, interview guide, observation kit and documentary analysis. A sample size of 181 was covered using the Krejcie and Morgan model (1970), as cited by Amin (2005), through a cross sectional case study design. Primary data was collected by use of questionnaires and Secondary data was collected from documentary analysis and analyzed by statistical packages for social scientists (SPSS), by use of Pearson correlation. This study revealed a significant relationship between the learning conditions and students’ academic achievements. The physical facilities, psychosocial elements and services delivery, had a positive relationship on students’ academic achievements. Universities with study centres should create learning conditions which favour students through: recorded learning materials, equipped libraries, recruiting fulltime academic staff, construction of computer laboratories and upgrading the centers into university campuses.