School of Education (SEd.) Collections

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Browsing School of Education (SEd.) Collections by Subject "Academic performance"
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    Academic interest, engagement and academic performance among secondary school students
    (Makerere University, 2014) Kipuru, Moris Matembu
    The study set out to establish the relationship between interest, engagement and academic performance among secondary school students. It was conducted in four secondary schools around Kampala, government and private, both mixed and single sex schools. The study was guided by specific objectives which included, finding out the relationship between interest and engagement among secondary school students, establishing the relationship between interest and academic achievement among secondary school students and determining the relationship between engagement and academic achievement among secondary school students. A correlational research design was used to conduct the study. Using a convenient sample, a sample size of 285 respondents was used in the study. The respondents included senior three (S.3) students from the four secondary schools around Kampala. Using Pearson correlation coefficient to test the hypotheses, it was discovered that interest and engagement was positively and significantly related (r=.605, p<.01), engagement was positively and significantly related with the academic performance of secondary school students (r=.140, p<.05), and interest was also found to be positively and significantly related to academic performance of students (r=.138, p<.05). It was concluded students who are interested and cognitively engaged in personal study attain better grades in tests and examinations. It was recommended that students should be more cognitively engaged than institutionally or socially engaged and parents and teachers should render assistance to students to discover the value of personal study and to enhance interest and cognitive engagement in their personal study.
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    A comparative study of factors affecting students' academic performance in catholic and secular secondary schools in Wakiso and Kampala Districts
    (Makerere University, 2011-11) Tusiime, Byaruhanga Theresa Mary
    This study investigated the factors affecting academic performance in both secular and catholic secondary schools in Kampala and Wakiso Districts. The study particularly sought to establish how systems of administration, teachers’ recruitment methods, instructional materials and school culture affect students’ academic performance in both types of schools. The study was conducted using a cross sectional survey design and data was collected using questionnaire, interview guide, observation and documentary analysis. A total of 246 respondents were involved in the study including 12 headteachers, 15 deputy headteachers, 11 directors of studies, 205 teachers, 1 Archdiocese education secretary and two education officers with both Wakiso and Kampala being represented by one. Headteachers, deputy headteachers, director of studies, Archdiocese education secretary and district education officers were purposively selected while Simple random sampling was used to select teachers. Data was analyzed using both quantitative and qualitative techniques with a lot of descriptions assisted by frequencies and percentages. The study revealed better academic performance in catholic than secular schools. Good system of administration in catholic schools was noted with better induction programmes for the new recruited staff, efficient communication, staff motivation and team work. The shortage of materials for information technology, science subjects and vocational education were noted affecting academic performance in both secular and catholic schools. School culture was recognized in both schools but strongly entrenched in catholic schools. Teachers in both Catholic and secular schools were recruited following the recommended human resource employment policy. It was then concluded that catholic schools were performing better than secular schools because of sound financial management, dedicated internal supervision and inspection, strong teacher motivation and great respect for school culture. It was recommended that; Regular workshops and seminars should be organized for schools so as to impart better management skills for improved schools performance. The school management should deeply involve teachers in the running of secondary schools using delegation and staff meetings. Secondary schools should build strong school culture to guide students’ behavior and dedication for educational goals. Motivation of teachers should be given strong consideration.
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    Covariates of students’ academic performance in the School of Education, College of Education and External Studies, Makerere University
    (Makerere University, 2014-12) Byomuhangyi, Emmanuel
    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.
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    Determinants of academic performance by private secondary schools in enhancing quality education in Busia District.
    (Makerere University, 2013) Nerima, Paula
    The study sought to investigate the determinants of academic performance among private secondary schools in Busia District, Uganda. Three (03) research objectives guided the study; To establish the influence of the nature of students admitted on the academic performance in private secondary schools in Busia District; to establish the influence of nature of teachers recruited on the academic performance in private secondary schools in Busia District; and to establish the influence of nature of pedagogical attributes in private secondary schools in Busia District on students’ academic performance. The study adopted a cross-sectional design with both quantitative and qualitative research approaches to collect and analyse data. The research instruments were a Self Administered Questionnaire (SAQ), interview Guide and document analysis. Data was obtained from 06 randomly selected private secondary schools, where the students, teachers, Headteachers, Heads of Library, Heads of laboratory and the District Education Officer were among the respondents. The data collected was analysed using SPSS and Excel computer programmes. The study found that private secondary schools admit students with poor financial backgrounds with no ability to adequately pay fees on time. The teachers recruited lack strong academic qualifications, majority of them being diplomas holders and few with degrees; many teachers teach in more than one school to supplement on their meager incomes, lack time and willingness to prepare lesson plans and schemes of work. The study concluded that the nature of students admitted, the nature of teachers recruited and availability of pedagogical attributes have a positive influence on the academic performance of students among private secondary schools in Busia District. The study recommended that private secondary schools should strongly scrutinize the nature of students they admit to ensure that they are of sound academic backgrounds with the willingness and enthusiasm to study and learn, recruit well qualified teachers with good experience and attitude towards their profession, and provide more pedagogical attributes such as adequate library facilities, teaching/learning aids, good and well stocked science laboratories, as well as carrying out effective assessment, supervision of all school activities in order to improve academic performance and enhance quality education in Busia District.
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    Educational policies and academic performance of students in selected public secondary schools in Wakiso District
    (Makerere University, 2014-12) Iculet, Caroline
    The study sought to investigate the influence of educational policies on academic performance in selected secondary schools in Wakiso District. It was guided by three objectives to examine the effect of curriculum, pedagogical and resource education policies on students’ academic performance in selected secondary schools in Wakiso District. The study was both quantitative and qualitative, cross-sectional involving a number of 78 teachers and 217 students, 10 headteachers, 10 Board of Governors members who were selected purposively. The main research instruments were self administered questionnaire and interview guide. The study variables were correlated using Pearson’s correlation co-efficient index. The findings of the study revealed a positive significant relation between curricular, pedagogical and resource educational policies on students’ academic performance in Wakiso District. It was thus concluded that curricular, pedagogical and resource educational policies have a positive significant relationship on students; academic performance in the selected public secondary schools in Wakiso District. It was therefore recommended that if students’ academic performance is to be improved in secondary schools in Wakiso District, Ministry of Education and Sports and the various stakeholders in the education sector should make curricular policies in line with student and community needs. Encourage teachers to use participative teaching methodologies and finally should design and follow appropriate resource mobilization, allocation, and control practices so as to utilize them to boost students’ academic performance.
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    The effect of strategic planning on academic performance of students in Mbarara University of Science and Technology (MUST)
    (Makerere University, 2014-11) Gwamukama, Paul Karemire
    In modern times, the role of education has been fundamental in society. Of recent, educational institutions have also actively engaged in improving academic performance by strategically adopting planning mechanisms and effectively implementing them. The study wanted to establish how strategic planning affects the academic performance of Mbarara University of Science and Technology. It specifically dealt with establishing the nature of planning, effects of planning and effects of strategic choice on the academic performance of Mbarara University of Science and Technology. A cross sectional study design was used and a total of 120 respondents sampled, consisting of 11 teaching academic staff, 11 administrative staff, and 90 students. These were purposively and randomly selected and studied. The study was largely qualitative. This was found suitable in order to get an in-depth investigation of the problem under study. However, quantitative data was also collected and analyzed into simple percentages. The researcher used semi-structured questionnaires, face to face interviews and documentary review to collect the information required in the study. The study found out that remunerations and fringe benefits such as transport facilities, medical care, and accommodation are critical factors for motivation of employees to enhance academic performance. Strategic intent helped to clearly spell out the field of management at all levels as strategic planning enabled employees to think more clearly about their work in their respective departments. Strategic choice was found to be a basic, but complex management function. The study recommended that the strategic planning focuses on management’s attention to external events, consider long-term perspectives and to adopt a short term focus to avoid making strategic errors. It also recommends the need to develop a workable strategic management system based on monitoring and control systems and to deal with problems that emerge. Various stakeholders should join hands in formulating manpower recruitment policies and procedures in order to have efficient and effective higher education system.
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    Effect of teachers’ management styles on the students’ academic performance in literature in English in Wakiso district.
    ( 2014-05-21) Kyoshabire, Florence
    The study aimed at establishing the effect of teachers’ management styles on student academic performance in literature at the Uganda Advanced Level in the selected schools in Wakiso district. The research was guided by three research objectives namely; to find out the effect of the teachers’ team work, to establish the contributions of teachers autocratic management and to identify the effect of laissez-faire style of management on students’ performance in literature at A’ level. Cross sectional survey was used in the study. A total of 150 respondents who included 6 head teachers, 12 teachers of literature, 6 Heads of literature Department, 6 Directors of studies and 120 students participated in this study. Data was collected using questionnaires, interviews and documentary review. The collected data was then compiled, sorted, and organized in frequencies and percentages before making interpretations, analyses, conclusions and recommendations. The findings revealed that teachers use different management styles; laissez, participatory and autocratic management style in teaching in teaching Literature in English. It was then concluded that participatory, autocratic and laissez-faire management styles have a lot of effect on students’ academic performance because they determine the direction of teaching-learning processes. Therefore students’ academic grades are a reflection of the teachers’ management style(s) used. It was then recommended that teachers should employ management styles that enhance students’ learning for better academic grades. It was also concluded that teachers should work as a team so as to generate a variety of ideas, skills and abilities good enough to facilitate students learning for better grades in the subject. Autocratic management and laissez faire management style should be discouraged because they generate environments that might not enable most students learn and produce better academic grades in Literature in English.
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    Factors affecting academic performance of undergraduate students at Uganda Christian University
    (Makerere University, 2009-12) Kyoshaba, Martha
    This study was designed to investigate the factors affecting academic performance of undergraduate students of Uganda Christian University (UCU). Emphasis was put on trying to establish the relationship between admission points, parents’ social economic status, former school background and academic performance of undergraduate students at Uganda Christian University. The study employed the use of correlation design to establish the nature of the relationships. The validity and reliability of research instruments was established and data was collected from 340 respondents selected from all the six faculties of Uganda Christian University using the simple random sampling method. To analyze the data, the Pearson product moment correlation statistical tool was used with the aim of establishing the relationship between students’ admission points, parents’ social economic status, former school background and academic performance of undergraduate students at Uganda Christian University. This formed the basis of the detailed analysis and conclusions and recommendations. The findings revealed the existence of a significant relationship between students’ A’ level and Diploma admission points and academic performance, but there was no relationship between mature age points and academic performance. The findings also revealed that there was a significant relationship between parents’ social economic status and academic performance and a significant relationship between former school background and academic performance. On the basis of the findings, the researcher made the following conclusions; A’ level and diploma admission points are the most objective way to select just a few students from a multitude of applicants for the limited spaces available at universities in Uganda. Parents’ social economic status is important because parents provide high levels of psychological support for their children through environments that encourage the development of skills necessary for success at school. That location, ownership and academic and financial status of schools do count on making a school what it is and in turn influencing the academic performance of its students because they set the parameters of a students’ learning experience. The researcher also confirmed the system’s theory input output model. On the basis of the conclusions made, the researcher recommended that; Uganda Christian University maintains its selection criteria of using previous academic performance as a measure of admitting students for undergraduate programs. However mature age students could be given supplementary year or probation year to test their competency in addition to the entrance exam. The university should improve the student support system such that students from low social economic backgrounds are identified and assisted through offering scholarships. This study identified the need to investigate and analyze the mature age and international students’ recipe for success in higher education with the intention of developing some of these aspects for inclusion in all student selections.
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    Hearing status, self-esteem and academic performance among primary pupils in Kampala District.
    (Makerere University, 2005-06) Lamunu, Christine
    The study entitled Hearing status, self-esteem and academic performance among primary pupils in Kampala District, was designed to establish the difference in the levels of self - esteem between hearing impaired and the non impaired, the relationship between the self esteem and academic performance of the hearing impaired pupils and to further establish the relationship between Self-esteem and Academic Performance of the non impaired pupils. The study adopted a survey design and questionnaires to collect data. The data collected was analyzed using the Pearson Product Moment Correlation and the t-test for independent groups. Findings indicated that, there was a significant difference in Self-esteem between the hearing impaired and non hearing impaired pupils in favour of non impaired pupils, and a difference in academic performance between impaired and non impaired. The study recommends the need for special strategies that would build hearing impaired pupils self confidence and esteem, the need to offer more non academic subjects to hearing impaired pupils and to establish more schools to cater for the hearing impaired children country wide.
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    Home background and student academic performance in secondary schools in Lubaga Division, Kampala District
    (Makerere University, 2009-11) Nakalanzi, Rose
    The purpose of the study was to investigate the influence of home background on students’ academic performance in secondary schools in Lubaga Division Kampala Division. The study was conducted in that particular area because in the past two years, students’ academic performance in schools has been deteriorating tremendously. Specifically, the study was intended to achieve the following objectives: (1) to establish how family income affects academic performance in secondary schools in Lubaga Division Kampala District; (2) to establish how parents’ education level affects academic performance in secondary schools, Lubaga Division Kampala District; and (3) to establish how parents’ religiosity affect academic performance in secondary schools in Lubaga Division Kampala District. The study adopted a correlational, cross-survey research design. Quantitative and qualitative approaches of data collection were employed. A total of 171 respondents constituted the sample of the study. These were students from Lubiri S.S., Kitebi S.S and Nateete Muslim High School. The researcher used two types of research instruments that is; self-administered questionnaire (SAQs) and administering an English test. The results established that there was no relationship between family income and students academic performance; two, it established that parents’ level of education positively influenced students’ academic performance, and thirdly, that there was no significant relationship in the level of parents’ religiosity and students’ academic performance. The conclusions of the study were that there was only a positive significant influence between one independent variable (level of education of parents) on students’ academic performance; the other two independent variables (family income and parents’ religiosity) had no significant influence on students’ academic performance. Recommendations were made focusing mainly on students’ home background (family income, education level and religiosity) through training, sensitization, adult literacy education to enable parents get equipped with skills and knowledge in order to improve on their children’ academic performance.
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    The implication of finance resource management to academic performance of primary schools in Lugazi Town Council, Mukono District
    (Makerere University, 2009-08) Buyondo, Godfrey Joseph
    The study focused on the implication of finance resource management to academic performance of primary schools with special focus on primary schools in Lugazi Town Council, Mukono District. The study adopted a cross sectional survey research design, where data was collected at one point in time from a cross section of respondents. These included, the head teachers, teachers, and the learners (pupils) A survey design was used to collect opinions from head teachers and teachers from 10 (76%) private and 3(24%) Government aided primary schools. From these schools a random selection of 106 teachers was made while 13 head teachers were purposively sampled for the study. The researcher endeavored to carry out casual, but investigative, interactions with the pupils in the upper primary sections (P6 and P7) in the schools he visited. This was in an effort to gather more information on the study project. More private than Government- aided schools were considered because the former entirely depend on fees collection (self sponsorship) while the latter received the Government assistance in form of salaries, wedges and grants (co-funding). So the implication of finance resource management would be more manifested in private than in Government aided schools. The instruments of data collection were; structured questionnaires interview guide, discussions and document analysis, for example academic results and financial statements /records. The researcher found them more convenient because he was dealing with literate respondents. A chi-square goodness - of - fit test of significance and percentages were used to test statistical significance of the data obtained. The findings revealed that the implication of finance resource management to academic performance is significant. The process of finance resource planning, allocation, utilization and financial policies should lay emphasis on academic programs. The researcher discovered that all the stakeholders in education ought to join hands in the process of mobilizing finance resources, their planning, allocation and utilization in view of academic development in the schools. Since it has been established that finance resources play a crucial role in academic performance, the finance resource management mechanism should endeavour to apportion the resources appropriately for a desirable academic outcomes.
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    Influence of home environment on pupils’ performance in rural primary schools in Kabarole District
    (Makerere University, 2009-09-09) Byabusa, Lucy Ruth
    This study intended to find out what influences academic performance in rural primary schools in Kabarole District. The researcher noted a big difference in performance between urban schools and rural schools in Kabarole District, and then wondered whether it was due to home environment or special ability. A cross section/research design was used. The research involved both qualitative and quantitative research methods. Information was collected using a questionnaire from 204 respondents (P.7 pupils) from six primary schools. More information was got through interviewing different categories of people like headteachers of the six schools, 30(thirty) teachers, six chairpersons of school management committee of the six schools and other people like parents businessmen, nurses and farmers. The data was coded, categorized and tallied and frequencies tabulated. Through tabulating, the frequencies were transformed into descriptive statistics like percentages and then compared. The information from interviews and discussions was interpreted carefully and compared to the responses from the questionnaires. The findings revealed that, parents educational level and socio-economic background influence academic performance to a certain extent. However a combination of other factors like heredity might have also contributed to some degree. And pupils from big or small families can still perform well or poorly depending on a number of circumstances which may not be due to the size of the family. Following the results of this study, both the small and big families’ children showed a reasonably good academic performance. This means that they might have been influenced by the socio-economic background and educational level of their parents or the hereditary genes of their parents. In other words, even if the family is big but has enough resources to support their children’s education, the children can still do well. In the same way, a small family without enough resources to support its children’s education cannot have good academic performance of its children The study recommends that schools should organize seminars and meetings to sensitize illiterate parents to monitor their children’s performance and hold discussions with teachers and administrators. Parents and teachers should work together to develop pupils’ potentials. Parents who have many children in school should be advised to work hard and provide the necessary requirements for their children’s education.
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    Influence of parents’ participation in secondary school management on students’ academic performance in Buyaga County Kibaale District
    (Makerere University, 2010-11) Nyamusana, Gorret
    This study delved into the influence of parents’ participation in secondary school management on students’ academic performance in Buyaga County, Kibaale District. Specifically, the study sought to establish the role played by the parents in the management of school finances and student discipline; and the influence of this role on the students’ academic performance. Data were collected from six schools, which were randomly selected to represent government-aided and private schools. In these schools, teachers and student responded to a questionnaire and headteachers and members of Parents and Teachers’ Associations were interviewed. The findings were that the parents in Buyaga County have not been involved in the management of school finances, which has led to financial resources constraints and, consequently, impinged on the students’ performance. It was also established that, nevertheless, the parents have been involved in the management of students’ discipline. It was, therefore, concluded that parental involvement in the management of school discipline should be complemented with participation in financial management if good academic performance is to be realised. Subsequently, the study recommends that the managers of the schools in Buyaga County encourage the parents of their students to participate in the financial management of the schools.
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    The influence of school environment on students’ academic performance in selected secondary schools in Luwero District
    ( 2012-08) Namugaanyi, G
    The study aimed at finding out the influence of school environment on students' academic performance in selected secondary schools in Luwero District. The need for the study arose from the fact that much as educators, policymakers and the general public have always wanted students’ academic outcomes to improve, the results in Luwero district show that some schools have continued to register poor performance in National Exams. It was therefore important that a study be conducted to establish the extent to which school environment affects students' academic performance. The research sought to determine whether school infrastructure, instructional materials and teacher quality influence students’ academic performance A cross sectional design was employed with a sample size of 302 senior four students who were randomly selected from eight secondary schools. Questionnaires were used to collect quantitative data from students while an interview guide was used to gather qualitative data from teachers and head teachers. The study also employed an observation checklist. The quantitative data was analyzed using descriptive statistics in form of frequency counts and percentages; and inferential statistics using the t-test and ANOVA technique to test the null hypotheses. Ultimately, the results of the analysis led the researcher to conclude that the three independent variables significantly affect students' academic performance. On the basis of the research findings, it was recommended that for significant changes in students’ performance to be effective, schools should see to it that they put in place quality infrastructure. Secondly, if students are to perform well academically, schools need to be well equipped with adequate instructional materials. Lastly, in order to close the achievement gap among students, there is need to ensure that every student is taught by a well trained teacher.
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    Management and Academic Performance of A-Level Students in Selected Private Secondary Schools in Luweero District, Uganda
    (Makerere University, 2017-01) Namutebi, Latifa
    The purpose of the study was to establish the relationship between management and A-Level students’ academic performance in selected private secondary schools in Luweero District. The study was guided by three objectives namely to; (i) investigate how planning relates with A-Level students’ academic performance. (ii) Examine the relationship between supervision and A-Level students’ academic performance and (iii) find out how controlling relates with A-Level students’ academic performance. A correlational research design guided the study, using both qualitative and quantitative research approaches. A sample of 127 academic staff and 36 administrative staff was randomly selected to participate in the study. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Pearson’s Linear Correlational Coefficient (r) was used to determine the magnitude and significance of the relationship between variables. The findings were; there was a positive and significant relationship between planning, supervision, controlling and students’ academic performance. Conclusions were; (i) there was a positive correlation between planning and A-Level students’ academic performance, (ii) there was a positive correlation between supervision and A-Level students’ academic performance and (iii) there was a positive correlation between controlling and A-level students’ academic performance. It was recommended that secondary school administrators and managers should; (i) strengthen planning to enhance A-Level students’ academic performance, (ii) strengthen supervision to enhance A-Level students’ academic performance and (iii) strengthen controlling practices to enhance A-Level students’ academic performance in selected private secondary schools in Luweero District.
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    Management and academic performance of pupils in Tegeres Sub-County, Kapchorwa District
    ( 2010-02) Cherotin, Caroline
    This research was an inquiry as to why Tegeres Subcounty primary schools have persistently not performed well in national examinations. The researcher sought to investigate whether there is a relationship between management and pupil academic performance. The researcher therefore investigated the effect of teacher motivation, control and coordination of school activities by the head teachers and pupils’ academic performance in Tegeres Sub County in Kapchorwa District in eastern part of Uganda. The study was conducted through descriptive survey; data being collected during the month of November 2008 using questionnaires and interview responses from 108 respondents (teachers and head teachers) and 30 pupils of primary five and six. Head teachers and teachers were purposely selected from the accessible population. The data was eventually analyzed using summary statistics and Pearson Product Moment Correlation Coefficient. The study established that there exists a significant positive relationship between: teacher motivation, head teacher school control and coordination of school activities and pupils’ academic performance. The study concludes that in Tegeres Sub county primary schools, better teacher motivation, improved school control and coordination of school activities can enhance pupils’ academic performance. The researcher recommends that teacher motivation should be improved especially in the form of adequate salary, increased delegation and provision of accommodation. Control of schools should be strengthened especially in an area like absenteeism. Coordination of school activities, most especially increased parents’ involvement should be emphasized.
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    Management of school resources and the academic performance of secondary school students in Mukono District.
    (Makerere University, 2014) Bulima, Noah Wilberforce
    This study set out to establish the school resource management and academic performance in secondary schools in Mukono district. The study was guided by the objectives of examining the effect of planning on academic performance in secondary schools; establishing the effect of budgeting on academic performance in secondary schools; and, examining the resource management problems in secondary schools in Mukono district. The study was carried out in a few selected schools in Mukono district in the sub counties of Ntenjeru, Nakifuma and Mukono Town Council. The study adopted the quantitative as well as qualitative research techniques. Self-administered questionnaires and interview guide were used to gather information. Data was analyzed using SPSS computer program where the data analysis method of frequency tabulation was applied. The findings showed that resources are not planned in a manner to achieve academic performance, as it negates some stakeholders. The study concludes that secondary schools do not have a well-defined internal control to ensure proper collection and spending of the school funds. The study recommends that the planning process of secondary schools should be improved through better cooperation between stakeholders and school administration by establishing a formal planning process that enables every stakeholder to make contribution. The study also calls for budgeting in secondary schools to be adequately undertaken so that all school resources are properly identified and budgeted for in order to enhance academic performance.
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    Operational management and its effect on the academic performance of secondary school students in Adjumani District, Uganda
    (Makerere University, 2010-05) Drajo, Juliet Vincent
    The purpose of this study was to investigate the effect of management by educational personnel, management of instructional materials, management of educational facilities and management of finances on the performance of secondary school students in Adjumani district. The researcher used a cross-sectional survey design, which employed quantitative and qualitative approaches. Out of the 13 schools, the researcher selected four secondary schools; two were government aided, two private, one purely girls, the rest mixed. The target sample for students and teachers was 152 but 149 questionnaire were received and key informants were 10 out the 16 targeted. Frequencies and percentage accompanied with chi-square, correlation and regression analysis were used to test the effect of management by educational personnel, instructional materials, facilities and finance on performance of secondary school students. The research found out that management by educational personnel accounted for 6.2% change in students' academic performance in Adjumani district. Management of instructional materials accounts for 6.6% change in students' academic performance in Adjumani district. Management of educational facilities accounts for 5.3% change in students' academic performance in Adjumani district. Management of finances accounts for 5.3% change in students' academic performance in Adjumani district. The research concluded that head teachers need to be adequately trained in their managerial roles so as to regularly supervise their teachers and other school activities. Among others, they should plan for staff development, staff houses, means of transport because most teachers are diploma holders, who commute from their homes far from school which is negatively affecting students’ academic performance. There is no reading culture and research by both teachers and students since they are inadequately exposed to the use of instructional materials, consequently affecting academic performance of most schools in Adjumani negatively. There is a significant positive relationship between management of educational facilities and students’ academic performance. Lack of laboratory and library facilities in one case and lack of electricity and running (taped) water in most schools cannot provide students conducive environment for studying. Most head teachers do not raise enough finances to adequately cater for all running and development costs. Meagre funds are used for administrative purposes other than for purchasing laboratory equipments, chemicals, instructional materials and paying teachers’ salaries and allowances. That is why teachers are reluctant to teach. The research recommended that head teachers should be adequately trained by the Ministry of Education and Sports to enhance their managerial roles more effectively. Teachers and students should be more exposed to the use of instructional materials in order to develop reading culture and research. Head teachers should budget for the provision of essential facilities like electricity, running water, laboratory and library facilities, which will improve on the learning environment. Head teachers need to be trained in resource mobilization skills to diversify sources of income for their schools. Hence, ensure adequate remuneration for teachers to boost their natural interest and commitment to work.
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    The perceived teachers’ motivation and its effect on students’ academic performance at A-level in selected secondary schools in Masaka District
    (Makerere University, 2009-11) Male Livingstone
    The study investigated whether the perceived teacher’s motivation has an effect on students’ academic performance in selected Advanced level secondary schools in Masaka District. The objectives of the study were; the study investigated the effect of teachers’ monetary rewards on students’ academic performance at Advanced level, the effect of teachers’ non-monetary rewards on students’ academic performance and the relationship between monetary and non- monetary rewards on students’ academic performance at Advanced level. The study was guided by a cross sectional survey research design using both qualitative and quantitative methods of data analysis. Data was collected using structured questionnaire, in-depth interview guide, field observations and focus group discussion guide. Respondents included different Advanced Level subject teachers in the counties of Bukoto and masaka municipality in masaka District. The study revealed that students’ academic performance Advanced Level is dependent on teachers’ monetary rewards, students academic performance at Advanced level is dependent on teachers non- monetary rewards and that there is a significant relationship between monetary and non- monetary rewards on students’ academic performance. This study concludes that teachers motivation is instrumental in maintenance of an out standing students academic performance at A level. The study recommends that; (1) Head teachers, Parents and teachers Association, (P.T.A) and the board of Governors should step up the teachers’ motivation in form of both monetary and non-monetary rewards, (2) The Government through the ministries of Public and Finance should also espouse a higher pay to teachers especially those working in rural areas if an outstanding students’ academic performance at Advanced Level is to be achieved. (3)The Education Service Commission should develop Promotional Scheme of Service for the teachers in the education service since there are many graduate teachers in the service, yet there are few secondary schools in the country.
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    The perceived teachers’ motivation and its effect on students’ academic performance at A’level in selected secondary schools in Masaka District
    (Makerere University, 2009-11) Male, Livingstone
    The study investigated whether the perceived teacher’s motivation has an effect on students’ academic performance in selected Advanced level secondary schools in Masaka District. The objectives of the study were; the study investigated the effect of teachers’ monetary rewards on students’ academic performance at Advanced level, the effect of teachers’ non-monetary rewards on students’ academic performance and the relationship between monetary and non- monetary rewards on students’ academic performance at Advanced level. The study was guided by a cross sectional survey research design using both qualitative and quantitative methods of data analysis. Data was collected using structured questionnaire, in-depth interview guide, field observations and focus group discussion guide. Respondents included different Advanced Level subject teachers in the counties of Bukoto and masaka municipality in masaka District. The study revealed that students’ academic performance Advanced Level is dependent on teachers’ monetary rewards, students academic performance at Advanced level is dependent on teachers non- monetary rewards and that there is a significant relationship between monetary and non- monetary rewards on students’ academic performance. This study concludes that teachers motivation is instrumental in maintenance of an out standing students academic performance at A level. The study recommends that; (1) Head teachers, Parents and teachers Association, (P.T.A) and the board of Governors should step up the teachers’ motivation in form of both monetary and non-monetary rewards, (2) The Government through the ministries of Public and Finance should also espouse a higher pay to teachers especially those working in rural areas if an outstanding students’ academic performance at Advanced Level is to be achieved. (3)The Education Service Commission should develop Promotional Scheme of Service for the teachers in the education service since there are many graduate teachers in the service, yet there are few secondary schools in the country.