Theses and Dissertations

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https://dir.muni.ac.ug/handle/20.500.12260/10

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Browsing Theses and Dissertations by Subject "Public secondary schools"

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    Parental involvement in education and students’ academic performance in public secondary schools in Terego district Uganda
    (Muni University, 2024-03-07) Ayikoru, Rehema
    The main aim of this study was to examine the effect of parental involvement on students’ academic performance in public secondary schools in Terego District and the objectives were; to assess the influence of parental financial support, examine the effect of parental communication, and assess the influence of parental involvement in students’ learning at home on academic performance in public Secondary schools in Terego District. The research adopted both qualitative and quantitative approaches with a sample size of 164. A cross-sectional study design was used. The data was obtained using structured questionnaires and face-to-face interviews. The data was analyzed using descriptive statistics and inferential statistics involving linear regression analysis. The findings indicated that parental financial support influenced students’ academic performance by 2.6% (R2 = 0.026). The findings show that parental communication affects students’ academic performance by 5.7% (R2= 0.057). Parental involvement in students’ learning at home influenced academic performance by 2.7% (R2 = 0.027). The study concluded that parental financial support, communication, and involvement in students learning at home affect students’ academic performance in public secondary schools in Terego district. Based on the findings, the school administration should organize financial literacy workshops, sensitize parents on their roles, and establish clear communication channels between parents and schools. School administration should also send out regular newsletters to parents, encourage the use of digital platforms such as emails, and school websites, WhatsApp and engagement of parent representatives to help bridge communication gaps. It was further recommended that the school administration should encourage the families to establish a conducive room for studies and encourage study groups with neighbors’ children.
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    School infrastructure utilization and students’ academic performance in selected public secondary schools in Zombo district, Uganda
    (Muni University, 2024-02-22) Obedling, Johnson Thombu
    The study aimed to examine the effect of school infrastructure utilization on students’ academic performance in selected public secondary schools in the Zombo district of Uganda. The objectives of the study were to examine the effect of direct school infrastructure utilization, indirect school infrastructure utilization, and co-curricular infrastructure utilization on students’ academic performance in selected public secondary schools in the Zombo district of Uganda. A cross-sectional study design was used. Both quantitative and qualitative approaches were adopted with a sample of 224 respondents. A simple random sampling technique was used to select amongst the students, while purposive sampling was used to select the headteachers and directors of studies. Quantitative data analysis consisted of descriptive statistics (frequencies and percentages) and inferential statistics (Pearson correlation) while qualitative analysis used a thematic approach. Findings revealed a moderate positive correlation (r = .503) between direct infrastructure utilization and students’ academic performance; a moderate positive correlation (r = .475) between indirect infrastructure utilization and students’ academic performance; a weak positive correlation (r = .382) between co-curricular infrastructure and students’ academic performance. Results of regression analysis of the independent infrastructure utilization variables (direct, indirect & co-curricular) revealed that a unit increase in direct infrastructure utilization leads to an improvement in students’ academic performance by 30.3%, indirect infrastructure utilization by 35.6%, and co-curricular infrastructure utilization by 43.6% and all were statistically significant at 1%. However, results of joint regression indicate that direct infrastructure utilization (19.5%) improves academic performance better than co-curricular (16.8%) and direct infrastructure utilization (13.9%). Thus, it was concluded that school infrastructure utilization significantly affected academic performance in selected public secondary schools in the Zombo district of Uganda. It is recommended that secondary schools in the Zombo district of Uganda should focus on school infrastructure utilization to improve students’ academic performance.
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    Teacher practices and effective implementation of competence based curriculum in public secondary schools in Hoima district, Uganda
    (Muni University, 2024-02-20) Najjuma, Josephine
    The main aim of the study was to investigate the effect of teacher practices on the effective implementation of the Competence Based Curriculum. The objectives of the study were to find out the effect of using instructional materials on the effective implementation of the CBC, to find out the effect of teacher‟s adaptation of Learner Centered Approaches on the effective implementation of CBC and to find out the effect of innovative classroom practices on the effective implementation of CBC. A cross-sectional survey design was used incorporating both qualitative and quantitative approaches targeting 138 respondents. Data was analyzed by generating descriptive statistics and by running correlation and regression tests on the study variables using SPSS. Findings indicated that there was no significant relationship between use of instructional materials and effective implementation of CBC (rho=-0.15, p=0.890). There is a significant relationship between Learner Centered Approaches and effective implementation of CBC (rho=0.230, p=0.029). The results showed a markedly low positive correlation (rho=0.037, p=0.729) between ICP and effective implementation of CBC. The regression analysis showed that teacher practices explain up to only 03% of the effective implementation of Competence Based Curriculum. Findings from the interviews indicated that the big class sizes hinder implementation of the CBC. Government should recruit more teachers to manage the big class sizes.