Community participation and academic performance in selected primary schools in Nwoya District
| dc.contributor.author | Aparo, Jenifer | |
| dc.contributor.author | Ogwang,Tom Henry | |
| dc.contributor.author | Odama, Stephen | |
| dc.date.accessioned | 2026-07-09T09:12:18Z | |
| dc.date.available | 2026-07-09T09:12:18Z | |
| dc.date.issued | 2026-07-03 | |
| dc.description | This study advances SDG 4 (Quality Education), particularly Targets 4.1 and 4.c, by promoting inclusive, high-quality primary education through enhanced partnerships between schools and communities, which improves teaching and learning environments. It also contributes to SDG 17 (Partnerships for the Goals), specifically Target 17.17, by fostering more effective collaboration among parents, schools, communities, and other education stakeholders. The research aligns with Uganda’s National Development Plan IV (NDP IV) and the Human Capital Development Programme’s objectives to enhance learning outcomes, education quality, governance, and community engagement. By demonstrating a positive association between community participation and academic performance, the study provides evidence supporting increased parental involvement, school accountability, and stakeholder collaboration. These findings offer actionable recommendations for policymakers to promote community ownership of education, elevate student achievement, and contribute to the development of an inclusive, high-quality education system that underpins Uganda’s long-term social and economic progress. | |
| dc.description.abstract | This study in Nwoya District, Uganda, examined the relationship between community participation and academic performance in primary schools, guided by three objectives: assessing academic performance trends, examining the status of community participation in school activities, and determining the relationship between community participation and academic performance. A mixed-methods design was used, with data collected from 168 respondents through questionnaires and interviews. Quantitative trend analysis employed a linear regression model over time, where the coefficient of determination (R² = 0.54) for Division I–II indicates that 54% of variation in performance trends is explained by the time-based model fit, while R² = 0.90 for Division U–X reflects a stronger model fit for the downward performance trend; these values represent goodness-of-fit rather than the strength of increase or decrease. Spearman’s rank correlation showed a statistically significant positive relationship between community participation and academic performance from teachers’ perspectives (ρ = 0.462, p < 0.01) and parents’ contributions (ρ = 0.537, p < 0.01), with no confidence intervals computed. Qualitative findings reinforced these results by emphasising the importance of parental involvement, school-community collaboration, and shared responsibility in enhancing learner outcomes. The study concludes that community participation is positively associated with academic performance, though no causal inference is made, and recommends strengthening parent–teacher engagement, improving community awareness on education, enhancing school accountability systems, and promoting collaborative partnerships among stakeholders to support learning outcomes in primary schools. | |
| dc.identifier.citation | Aparo, J., Ogwang, T. H. & Odama, S. (2026). Community participation and academic performance in selected primary schools in Nwoya District. East African Journal of Education Studies, 9(3), 77-94. | |
| dc.identifier.issn | 2707-3947 | |
| dc.identifier.uri | https://dir.muni.ac.ug/handle/20.500.12260/1012 | |
| dc.language.iso | en | |
| dc.publisher | East African Nature & Science Organization | |
| dc.subject | Community Participation | |
| dc.subject | Academic Performance | |
| dc.subject | Primary Schools | |
| dc.subject | School–Community Engagement | |
| dc.subject | Uganda. | |
| dc.title | Community participation and academic performance in selected primary schools in Nwoya District | |
| dc.type | Article |