Browsing by Author "Oluka, Pross (Supervisor)"

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    The Effect of Human Resource Practices on Students’ Performance At St. John Bosco Core Primary Teachers’ College Nyondo, Uganda
    (Uganda Management Institute, 2015-01) OKELLO, Patrick Ginyakol; Oluka, Pross (Supervisor); Kiwanuka, Keefa (Supervisor)
    The study examined how human resource practices affect students’ performance at St. John Bosco Core PTC, Nyondo. The study had specific objectives namely; to examine supervisory support practices, staff appraisal practices and continuous professional development practices and their effect on students’ performance. Using a case study design with qualitative and quantitative aapproaches, data was collected from managers, teaching and support staff. In data analysis, means to show the central tendency of responses and correlations as well as regressions to show the magnitude of the effect of the independent variable on the dependent variable were obtained. Study findings revealed that supervisory support significantly affects students’ performance since the relationship between the two variables was (r = 0.635, p = 0.000) and the coefficient of determination was (R2 = 0.404); showing that 40.4% variation in students’ performance is explained by changes in the supervisory support in the institution. It was also revealed that staff appraisal significantly affects students’ performance. The correlation between the dependent and independent variable was (r = 0.725, p = 0.000) while, a coefficient of determination was (R2 = 0.526); indicating 52.6% chance change of the overall variance in students’ performance is explained by performance appraisal in this College. It was further established that since there is a positive significant relationship between continuous professional development practices and students’ performance (r = 0.5, P = 0.000), the former significantly affect the latter at the College. Staff supervisory support, staff performance appraisal and continuous professional development practices of staff help in improving the quality of students’ performance. It is rrecommended that independent consultants be hired to train managers on how to implement more effective modes of supervisory support, staff appraisal and professional development.
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    Influence of Students’ Indiscipline on Academic Performance of ‘O’ Level Secondary Students at Kairos High School in Makindye Division, Kampala Capital City Authority, Uganda.
    (Uganda Management Institute, 2016-01) AWOR, Mary Blantine; Oluka, Pross (Supervisor); Kyohairwe, Stella(Supervisor)
    The issue of indiscipline is a challenge to all stake holders and secondary schools in particular. This study sought to find out the influence of students’ indiscipline on academic performance of ‘O’ level secondary students at Kairos High School in Makindye Division in Kampala Capital City Authority in Uganda. The objectives were; to establish the influence of disrespect of school rules and regulations on academic performance at Kairos High School, to assess the influence of absenteeism on academic performance at Kairos High School, to establish the influence of poor time management on academic performance at Kairos High School. Using a cross sectional survey design, data was collected through questionnaires, interviews and documentary reviews, using a study sample of 36 respondents and data was analyzed using the Pearson correlation coefficient and regressions with sampling techniques of simple random sampling and purposive sampling. The study findings revealed that: disrespect of school rules and regulations is at a positive value of .609** using the Pearson’s Correlation Coefficient. Also the findings confirmed that absenteeism is positively associated with academic performance at Kairos High School with a Pearson correlation coefficient of .652**. Findings further revealed that time management does significantly influence academic performance at Kairos High School with positive value of .682** using a Pearson correlation coefficient. The regression results revealed only 52.4% meaning that the explanatory power of the model study was moderately positive since a unit change in disrespect of school rules and regulations, absenteeism, and time management can only cause variability in academic performance by 52.4%. In a conclusion, indiscipline affects academic performance by only 52.4% and other factors affect academic performance by 47.6% and the researcher did not look at these factors. The recommendations therefore are that head teachers in particular and all stake holders need to create awareness about the importance of obeying school rules, sensitize students against absenteeism and encourage good time management, so as to improve academically