School of Education (SEd.) Collections

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Browsing School of Education (SEd.) Collections by Subject "Academic achievement"
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    The effect of co-curricular activities on students’ academic achievement in universal secondary education schools in Iganga Municipality
    (Makerere University, 2021) Mukose, Tom
    The purpose of this study was to assess the influence of co-curricular activities on students` academic achievement in Universal Secondary Education (USE) schools in Iganga Municipality in Iganga District. Using a mixed methods approach and across sectional survey research design, the study participants included; 79 students, 4 education officers, 7 headteachers,7 members of Board of governors, 7 former students and 16 teachers. The study examined three research questions; what is the effect of students’ active participation in games and sports on their academic achievement in USE schools in Iganga Municipality?; what is the effect of students’ active participation in games and sports on their academic achievement in science subjects in USE schools in Iganga Municipality?; What is the effect of students’ active participation in games and sports on their academic achievement in arts subjects in USE schools in Iganga Municipality?, and found out that there is a significant positive relationship between active participation in games and sports and students’ academic achievement although over involvement in co- curricular activities negatively impacts on the academic achievement of students. The findings further revealed that there exists a significant positive relationship between active participation in games and sports and students’ academic achievement in science subjects although over involvement in co- curricular activities negatively impacts on their academic achievement. The study findings also revealed that there is a significant positive relationship between active participation in games and sports and students’ academic achievement in arts subjects although over involvement in co- curricular activities negatively impacts on their academic achievement. However it slightly differs from the past study findings which revealed that participation in co-curricular activities is directly proportional to the academic achievement of students (Asaba, 2015), the current research revealed that students who are very active in games and sports do not necessarily perform well in academics yet co-curricular activities are supposed to compliment academics. Most active students in games and sports do not perform well in academics because they give more time to co-curricular activities than academics. The study findings led to the conclusion that implementation of co-curricular activities in secondary schools enhances academic achievement of students, however those who are very active in co-curricular activities especially games and sports tend to have low academic achievement. Consequently it is recommended that; there is need to develop awareness of students, parents and other stakeholders of the positive benefits of co-curricular activities to students` academic achievement in science and arts subjects so as to develop a positive attitude towards games and sports; and encourage students to balance their time between co-curricular activities and academic work to enhance their academic achievement.
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    Intrinsic motivation, self efficacy, self-esteem and academic achievement among students of Islamic University in Uganda
    (Makerere University, 2015-12) Kakande, Ali
    The purpose of this study was to establish the relationship between intrinsic motivation, self efficacy, self esteem and students’ academic achievement at Islamic University in Uganda (IUIU). The study employed the quantitative paradigm and a correlational, cross-sectional survey design with some interpretative aspects. The sample consisted of 158 students of year three in the Faculty of Education. Data were collected using a self administered questionnaire. Using Statistical Package for Social Scientists (SPSS), collected data were analyzed using descriptive and inferential statistics. In this study only one of the independent variables (IVs), that is the first IV (intrinsic motivation) was reliable. The other two IVs, namely IV2 (self efficacy) and IV3 (self esteem) were not reliable. Hence there was no point in relating IV2 and IV3 to the dependent variable (DV). Hence H2 and H3 would not be tested. Thus IV1 was related to the DV at the bivariate level using Pearson’s linear correlation coefficient and eventually the DV was regressed on to IV1 using simple linear regression. The study concluded that intrinsic motivation was insignificant in improving students’ academic achievement. However, since IV2 and IV3 were not reliable in this study, their hypotheses were not tested and therefore no conclusion was made. This study recommended that at the moment IUIU Main Campus need not put much emphasis on intrinsic motivation as a way of improving students’ academic achievement as their correlation is insignificant. Instead, there are other factors that may affect students’ academic achievement which need to be investigated such as students’ home lives (e.g., parenting styles, cultural values), extracurricular activities (e.g., sports and clubs) and university environments (e.g., relationships with lecturers and peers). Furthermore, research should be carried out on intrinsic motivation, self efficacy, self esteem and student’s academic achievement in other study contexts probably this may change the results to have a significant relationship among the variables.
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    Pedagogical strategies and academic achievement of students at Kyambogo and Makerere Universities
    (Makerere University, 2020-12) Ludigo, Harriet
    The purpose of this study was to analyse the relationship between pedagogical strategies and academic achievement of students in public universities in Uganda. Specifically, the study analysed the relationship between student-centred, teacher-centred and teacher-student pedagogical strategies with academic achievement of students. Guided by objectives and subjective research philosophies, the study adopted the positivist and interpretive paradigms. The study used the cross-sectional and correlational designs utilising a questionnaire and an interview guide. Data was collected from a sample of 375 students and 8 heads of departments. Quantitative data were analysed using descriptive and inferential analyses while qualitative data were analysed using thematic and content analyses. The main findings of the study revealed that student-centred strategy had a positive and significant influence on academic achievement of students as opposed to teacher-centred and teacher-student interaction strategies. It was concluded that the student-centred pedagogical strategy is essential for academic achievement of students. Indeed, the teacher-centred and teacher-student pedagogical strategies were found to be less affective teaching strategies for enhancing academic achievement of students. Therefore, it was recommended that lecturers in the universities should embrace the student-centred pedagogical strategy when teaching students and should also give less attention to either the teacher-centred pedagogical strategy or teacher-student pedagogical strategy.
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    School-based reward practices and quality education in secondary schools in Masaka District
    (Makerere University, 2022) Lubega, Francis Xavier
    The difficulty of finding appropriate reward programs which can sustainably promote quality education prompted this study to examine school-based reward practices and their motivational implications on quality education in secondary schools in Masaka District, Uganda. The objectives were: to explore teacher reward practices prevalent in the study context; to examine the motivational worth of prevalent teacher reward practices; to examine the relationship between prevalent reward practices and quality teaching, as well as between these practices and quality of students’ academic achievement. Based on pragmatism, this study was conducted in 23 secondary schools through a cross-sectional mixed methods research design, over a sample of 368 participants, using stratified random and purposive sampling. The data, collected using questionnaires, interviews and documentary review, were analysed using themes, frequency distributions, Chi-square test of independence, and correlation analysis. The study discovered that, first, various school-based reward practices were prevalent. Secondly, the motivational worth of many reward practices was highly significant. Thirdly, a positive relationship was found between school-based reward practices and effective teaching. Fourthly, a positive relationship was found between school-based reward practices and the quality of students’ academic achievement. The study concluded that, first, the wide variety of reward practices confounds attempts to identify the best strategies of using rewards to incentivise teachers and that the practices targeting UNEB results narrow down the notion of teacher performance and limits merit-based rewards within academic confines. Secondly, the variety of reward practices whose motivational worth is significant reflects the complexity of teacher motivation, implying that reward managers may not effectively sustain teacher motivation unless teachers’ cooperation is well utilized. Thirdly, teacher-driven school-based reward practices coupled with salary enhancement are likely to promote quality teaching. Fourthly, improved salaries and greater participation of teachers in school-based reward practice are likely to promote students’ quality learning. It was therefore recommended that, first, instead of focusing on reward types and magnitudes which are unlimited and whose motivational merit is elusive, managers should focus on the trustworthiness of reward practice. Secondly, school-level reward managers should espouse the practice of involving teachers in reward-related decision making in order to utilize the strong motivational force generated by dignified involvement. Under objective three and four, it was recommended that reward managers should adopt practices which offer attractive salaries and attach special importance to teachers’ direct or representative involvement in decision making concerning rewards. The study also proposed a model of school-based teacher reward practice.