Faculty of Education

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https://dir.muni.ac.ug/handle/20.500.12260/5

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Browsing Faculty of Education by Subject "Academic performance"

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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 motivation and learner academic performance in private secondary schools in Arua city, Uganda
    (Muni University, 2024-02-22) Onzia, Hellen
    The fact that teachers are facilitators and motivators of learning who need to be motivated connected to declining academic performance necessitated this study on teacher motivation and learner academic performance. With specific objectives to examine relationship between teacher professional development, reward, job security, working conditions and learner academic performance. Informed by Abraham Maslow’s theory. Using cross-sectional study design, mixed method, on a sample of 156 respondents. The schools were clustered into rural and urban, stratified according to similar characteristics, purposive sampling was used to select administrators, random sampling to select teachers. Quantitative data analysis employed Descriptive statistics involving frequencies and percentages; inferential statistics involving Pearson correlation, and ANOVA while qualitative analysis involved grouping data into themes. Findings revealed a moderate positive correlation (r = 0.555) between teacher professional development and learner academic performance, a strong positive correlation (r = 0.6) between teacher reward and learner academic performance, a strong positive correlation (r = 0.678) between teacher job security and learner academic performance, a strong positive correlation (r = 0.667) between teacher working condition and learner academic performance. ANOVA for testing which elements of teacher motivation explained the variance in learner academic performance most, indicated teacher job security had coefficient of 0.330, sig. p = 0.003, teacher working condition had coefficient of 0.243, sig. p = 0.005, teacher reward coefficient of 0.127 sig. p = 0.159, teacher professional development had coefficient -0.009, sig. p= 0.931. Indicating teacher job security explained the variance most, coefficient of 0. 330.Then working condition coefficients of 0.243 and they had significant relationship with learner academic performance; teacher professional development and teacher reward having insignificant relationship with learner academic performance. Multiple regression analysis to determine the combined effect of independent variable on the dependent variable showed Multiple R = 0.712, Adjusted R2 = 0.491 where teacher motivation explained learner academic performance by 49.1%. compared to other factors not included in this study. It was concluded that teacher job security and teacher working conditions were of significance in explaining the relationship between teacher motivation and learner academic performance than teacher professional development and reward. The study recommends need to focus more on teacher job security and teacher working conditions that explained learner academic performance most. Support teacher professional development initiatives especially further studies. improve on teacher reward (salaries, fringe benefits).