School of Public Health (Public-Health) Collections

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Browsing School of Public Health (Public-Health) Collections by Subject "Academic performance"
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    Evaluating academic performance of midwifery students and its associated factors: a comparative case study of e-learning and full-time programs in Kabale School of Comprehensive Nursing, Uganda.
    (Makerere University, 2024-11-18) Kanyunyuzi, Daphine
    Background: Globally, there continues to be a severe shortage of healthcare professionals, especially in midwifery. Uganda faces a notably high ratio of midwives to mothers. Despite numerous efforts aimed at addressing this gap, the effectiveness of midwifery education programs significantly influences the skills of healthcare providers yet nursing students encounter several challenges that hinder their academic success. This study aimed to assess the factors influencing the academic performance of midwifery students at Kabale School of Comprehensive Nursing. Methods: This study employed an explanatory mixed methods among 65 diploma midwifery students, including both full-time and e-learning students, alongside tutors, clinical instructors, and mentors. Quantitative data was gathered through self-administered questionnaires and academic record reviews, complemented by qualitative data from interviews to contextualize the quantitative findings. The students were sampled via a census, and qualitative participants were purposively selected. Descriptive data analysis was used, and performance between learner groups was compared using the Mann-Whitney test and fishers exact test. Linear regression identified performance factors, while qualitative data underwent thematic analysis. Results: Findings showed that, the full-time learners had a Mean age of 29.11 (SD=1.717), and e-learners had Mean age of 30.25 (SD=2.502) with significant differences in the marital status (X² = 7.19, p = 0.027). A majority 21 (47%) of the full-time learners worked in private organizations while the least 5(11%) were not employed. There were slightly more 8 (40%) civil servants among the e-learners while the rest were almost the same. Most, 20 (44%) full-timers had a longer (7-10 years) working experience than the e-learners 10(50%) and received financial support from their spouses while most 9 (45%) e-learners, paid tuition fees for themselves. The overall mean scores were similar for both full-time (70.7) and e-learners (72.3), with no significant difference in performance (U = 1.12, p = 0.265), except in the Midwifery I course, where e-learners outperformed full-time students (mean scores of 78.7 vs. 71.5, p = 0.001). Age was significantly associated with academic performance, with students aged 31-35 years scoring 3.199 marks lower on average than those aged 25-30 years. The tutor-student ratio was more than 1:50 for both groups. Full-time students received more frequent supervision, than e-learners. Availability of learning materials and supportive management positively impacted the academic performance of both groups. Tutors' qualifications, work experience, and computer use positively correlated with student performance, though students taught by diploma holders showed slightly lower performance. Conclusion Both full-time and e-learning approaches proved effective for midwifery training, with no significant overall performance difference. Tutor-student ratios and supportive supervision were beneficial, particularly for full-time students. Tutor and mentor attitudes significantly affected learner performance. Recommendations: Effective mentoring by experienced tutors is crucial for student academic performance. Blended learning should be encouraged and institutions should strengthen support supervision skills and academic outcomes.
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    Relationship between school feeding and academic performance of primary three children in Busia District, Uganda.
    (Makerere University, 2013-10) Bagonza, Arthur
    Introduction and background:.Good nutrition plays a major role in good academic performance in school going children. Despite the good staffing ratios, Busia district still faces challenges related to academic performance. These could be as a result of poor nutrition. With a pupil to teacher ratio of 79:1 and a pupil to classroom ratio of 59:1, Busia district remains one of the most adequately staffed and least congested districts. Despite these achievements, most primary seven leavers passed their examinations in grade two with only a few in grade one and the rest in other grades. Study objective: This study was intended to determine the relationship between receiving porridge at break time from school and the academic performance of primary three children in Busia district. Methodology: This was a cross sectional study that utilised both quantitative and qualitative research methods in Busia district. A total of 440 pupils from 8 schools participated. Data were collected by trained research assistants using standardized exams in English and Mathematics, health card, questionnaires and Focus group guides. Data were analyzed using SPSS version 17.0 soft ware while qualitative data was interpreted through a systematic classification process of coding and identifying themes, patterns and analyses for content. Results: The children were aged between 8 and 12 years with the mean age being 10years. Most of them (38%) were Catholics by religion and Samia (87.7%) by tribe. Children taking mid-morning porridge at break time performed better in mathematics p< 0.005 (8.67, 14.79) and English p< 0.005(3.08,9.71) compared to their counterparts who did not take mid-morning porridge. Overall, the nutritional status did not differ significantly between children who take porridge (BMI-for-age 15.66) at mid-morning break and those who do not (BMI-for-age 15.59). Some parents knew the benefits of taking mid-morning porridge while the rest did not know the benefits of children taking porridge at mid-morning break time. Conclusion: Much as receiving porridge at break time has proved to translate into improved academic performance, the parents knowledge levels and attitude towards contribution of maize flour to the schools at the beginning of the term has not been translated into action as the observed practices of maize flour contribution at the beginning of the term were not good. The observed knowledge and practices of parents are most likely attributable to high bank interest rates, poverty and high prices offered for the maize flour in Kenya. Recommendations: There is need for raising awareness among the parents on the usefulness of providing porridge to their children at break time while at school. It is also important for the GOU to consider subsidising farm inputs for the predominantly farming community of Busia.