East African School of Higher Education Studies and Development (EASHESD)

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Browsing East African School of Higher Education Studies and Development (EASHESD) by Subject "Academic performance"
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    The contribution of tutor development programmes on academic performance of Grade V science student teachers: A case study of selected National Teachers’ Colleges in Uganda
    (Makerere University, 2012) Zziwa, Ssekasanke
    This study was carried out in four National Teachers colleges in Uganda, the purpose of the study was to investigate and establish the contributions of Tutor professional development programmes on academic performance of grade V science student teachers in National Teachers Colleges in Uganda. With objectives to, identifying in-service professional development programmes science tutors have attended in the past five years, examine the contribution of professional development programmes on academic performance of grade V science student teachers and assess the contributions of ongoing informal resources on academic performance of Grade V science student teachers in selected National Teachers’ Colleges in Uganda. The study adopted a cross-sectional survey design, the target population included; college administrators, science tutors and student teachers, Samples were obtained by separating the population elements into non-overlapping groups called strata and then selecting a simple random sample within each stratum, stratums of 32 tutors and 80 student teachers were sampled at random to ensure that relevant information could be obtained from them at equal probabilities. Four college principals were purposely interviewed. Data was collected using self administered questionnaire, (SAQ) on student teachers, and an interview guide on college administrators, and documentary review of literature related to the theme of the study was reviewed. Data quality control was achieved by ensuring validity and reliability of measuring instruments. The Pearson’s correlation co-efficiency was used to establish the relationship between continuing education courses, tutor workshops and ongoing informal resources on academic performance of science student teachers in National Teachers Colleges in Uganda. The study revealed that there was a positive correlation between continuing education courses, tutor workshops and ongoing informal resources on the academic performance of science student teachers in N.T.C’s; however the study also revealed that science tutors do not regularly attend professional development programmes , and there isn’t enough ongoing informal resources in all the colleges sampled in this study, perhaps these issues can partly explain students’ poor academic performance in science. It was therefore recommended that N.T.C’s administrators need to plan and regularly organise more continuing education courses, it was also recommended that more funding should be sought from the Ministry of Education and sports and other private sources to enable them organise in service training, workshops and seminars, adopt modern methods of staff development like on-job mentoring, couching and tutor counseling since they are cheaper and convenient, provide more ongoing informal resources, since all these have been found to have a positive co-relation in enhancing academic performance of student teachers in N.T.C’s. The study also recommend that efforts should be made to improve academic performance in science from secondary schools level by provision of scholastic materials, and in service training to teachers as it was established that poor performance in N.T.Cs is also attributed to the poor science background of students who enroll for a Grade V Diploma course as it’s reflected in their poor entry results.
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    Influence of Moral Aptitude on Academic Performance of the Undergraduate Students in School of Education Makerere University
    ( 2012-11) Luttamaguzi, John Bosco
    The study sought to investigate the relationship between moral aptitude and student’s academic performance at the School of Education Makerere University Kampala. The study was guided by three objectives namely; the relationship between students self conduct, understanding of community moral values, student’s moral beliefs and their academic performance at School of Education Makerere University Kampala. The study was both qualitative and quantitative guided by a, cross sectional survey design involving a number of 115 students. Data was collected using a self administered questionnaire and interview guide. The variables of the study were tested using Pearson correlation co-efficient index. The findings of the study revealed a positive significant relationship between students self conduct, understanding of the community moral values, moral beliefs and academic performance at School of Education. Conclusions were that; there is a positive significant relationship between students self conduct, understanding of community moral values, student’s moral beliefs and performance of students at School of Education Makerere University. From the study findings it was recommended that Ministry of education and sports, managers of the university, the various stake holders should advise students the way how to respect University lectures, Deans and University administrators and conduct themselves well basing on the teachings of the Bible and the Koran, if students academic performance is to be improved at School of Education. They should train students to be morally upright by putting up programmes that encourage students behave in a morally acceptable manners, should teach students about the benefits of schooling to change their perceptions from other things to education.
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    Parental involvement and students’ academic performance in public secondary schools in Pallisa District, Uganda
    (Makerere University, 2014-12) Kadondi, Juliet
    The purpose of this study was to investigate the effect of parental involvement on students’ academic performance in public secondary schools in Pallisa District, Uganda. The objectives that guided the study were; to investigate the relationship between parents’ participation in school meetings and students’ academic performance, to assess how parents’ payment of facilitation fee influences students’ academic performance, to examine the influence of parents’ provision of scholastic materials on students’ academic performance in secondary schools in Pallisa District. The study was designed as cross sectional survey based on both quantitative and qualitative approaches. The population sample was four hundred sixty three respondents (Head teachers, deputy head teachers, Board of Governors, teachers, students and Ministry of Education Officials. The sampling techniques used were simple random sampling. The data collected was analyzed using descriptive statistics. The findings of the study were; parents did not attend meetings effectively and this affected the students’ performance, students’ facilitation fee was not paid on time hence affecting the students’ performance and parents did not equip the students with relevant or enough teaching and learning materials. In conclusions there was minimal parental support towards the students’ academic performance in the areas of attending school meetings, paying facilitation fee and provision of learning and teaching materials. The recommendations of the study were; that there should be strict measures from the government and Board of governors on to parents who seem not support their children, design boosting and intergenerational educative programs that help parents to participate in school like having a day parents too, sit in class with students.
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    Socio-economic background and academic performance of year three undergraduate students in School of Education, Makerere University, Kampala
    ( 2012-11) Kisekka, Herman Joseph
    The study sought to establish the relationship between socio-economic background and academic performance of Year Three undergraduate students in School of Education, Makerere University. The study was guided by three specific objectives relating the level of parents’ education, family income and home environment to academic performance. The study used mainly quantitative approach but with some qualitative aspects. The quantitative approach of the study adopted a cross sectional survey and correlation design in nature. The sample study constituted of 217 undergraduate students of Year Three, Academic Year 2011/12. The researcher used self-administered questionnaire which was mainly quantitative but with some qualitative aspects to collect information from respondents. The study used an interview guide for Master of Arts (Educational Policy and Planning) degree students to get their perceptions or views which also backed up the understanding of the independent variables in the study. Management of quantitative data was based on percents and other descriptive statistics such as means, minima, maxima and ranges. Pearson’s correlation coefficient was used to correlate concept of socio-economic background with academic performance. Qualitative data were analyzed under the identified themes such as poor, average and good. The results revealed that none of the level of parents’ education, family income and home environment was related to academic performance. The conclusions were: irrespective of the level of parents’ education or family income or home environment, a student’s academic performance could be good or bad. Recommendations made were: students who perceive themselves to have their parents of low level of education or low family income or poor home environment should be encouraged by Makerere University Administrators, School of Education Administrators, lecturers, parents and fellow students to study hard as their academic success does not seem to be pertinent to either parents’ level of education or family income or home environment respectively.
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    Socio-Economical factors and the academic performance of postgraduate students at Makerere University
    (Makerere University, 2009-08) Kasaija, Rachel
    The study was about socio-economic factors and the academic performance of postgraduate students at Makerere University. The overall purpose of the study was to establish the relationship between socio-economic factors and the academic performance of postgraduate students with specific focus on the effect of employment, financial and marital status of the students on their academic performance. The study was prompted by the fact that the academic performance currently exhibited by postgraduate students in the university leaves a lot to be desired and is quite inadequate when compared to international standards. This is possibly because most individuals enrolling for postgraduate studies at the university are engaged in paid employment, have serious financial constraints and marital responsibilities/interruptions could be interrupting their studies. The study was carried out with the use of both qualitative and quantitative approaches in the form of a cross-sectional survey. Information was gathered using semi-structured questionnaires and an interview guide after which the data was entered into SPSS spread sheets then analyzed using descriptive statistics and ANOVA. The qualitative data was analyzed by grouping similar responses into categories then reporting it using reported and direct speech. The study established that most postgraduate students are in full time paid employment which significantly affects their academic performance. It was also established that most of the postgraduate students are not married and for that matter experience minimal disruption with their studies due to marital and family responsibilities. The study also established that a reasonable number of the students have financial constraints which hinder their progress with school. In conclusion, the study findings established that student employment status significantly affects academic performance thus the institution should focus much more effort on helping students adopt strategies that will enable them balance their studies with employment. On the other hand, as much as financial status and marital status insignificantly affect the academic performance of postgraduate students, they should not be ignored. Some effort should also be directed towards helping students to deal with disruptions and hindrances to academic progress brought on by financial and marital status. From these findings, the researcher recommended that development of semester class time tables should be a participatory process involving both the students and their lecturers. It was also suggested that the institution should establish more linkages with local and international funding bodies that can award scholarships to outstanding and financially constrained students. The researcher also recommended that the University should make better use of its data banks by effectively using student bio-data to identify students that are prone to academic deterioration due to non-institutional factors like marital status then take necessary measures to help them.