School of Civil Service, Public Administration and Governance Studies

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Factors affecting academic performance in UPE schools in Uganda: A case study of Buyende Town Council
(Uganda Management Institute, 2015-10) Ngobi, S. M Erikwaine
The general objective of the study was to examine the factors affecting Pupil Academic Performance in UPE Schools in Buyende Town Council, Uganda. The specific objectives included: finding out the effect of absenteeism on the pupils’ academic performance, establishing the effect of class size on the pupils’ academic performance and establishing the extent to which parents/guardians’ attitude affects pupils’ academic performance in UPE schools. The study adopted a cross sectional design supported with qualitative and quantitative approaches. An accessible population of 166 respondents was identified from which a sample size of 113 respondents was drawn. The overall response rate of 83.1% was obtained. Key findings obtained reveal that absenteeism (.715**), class size (.579**) and attitude of parents or guardians (.692**) positively influenced the pupils’ performance. Based on the study findings, several conclusions were made notably fewer pupils attended classes regularly, engaged more in domestic work, participated more in selling wares on market days, many parents did not respond to school meetings, teachers regularly attended school as others were absent and penalised. Class size conclusion includes; many pupils studied in small classes, could not improve on reading and writing abilities and were not manageable. The teachers were demotivated to provide good supervision and assessment of pupils. Attitude conclusions: Parents ranked education as a number one source of success, although fewer parents did not. Many parents could not afford lunch and uniforms, fewer pupils learnt skills and children were encouraged to attend school regularly. Based on the, conclusions, a number of recommendations were made namely; come up with work-pay system, whistle blowing facility, inspectorate departments, constructing more teachers’ houses and teachers’ transfers while for class size recommendations included, UPE pupils’ – teachers’ census, introduction of the morning and afternoon sessions and constructing libraries, class blocks and health blocks and for parents-guardian attitude, inspection/supervision of parents, more community awareness programs, more parent responsibility and activate parent school management committees.
Management functions and academic performance in secondary schools in Makidye Division; A Case of Kibuli Secondary School
(Uganda Management Institute, 2017-11) Nakiyaga, Dorothy
The purpose of the study was to establish the influence of Management Functions academic performance in secondary schools in Makindye Division. The study was occasioned by the continued poor performance of students in the UCE national examinations at Kibuli secondary school. In particular, the study examined the influence of planning, organizing and controlling functions on the academic performance in secondary schools. Using a concurrent mixed method approach, the researcher followed a cross-sectional survey design. Using questionnaire surveys and an interview guide the researcher aimed at eliciting information from the top administrators and teachers on the influence of the Management Functions on the academic performance. Purposive sampling was used to draw 4 school administrators while 16 heads of department and 80 teachers were randomly selected to take part in the study. Quantitative data were analyzed using descriptive statistics, ANOVA and regression analysis, while qualitative data was analyzed using thematic analysis. The study established that the Classical Management Functions were very important in school management systems. Conclusion drawn was they are essential in the development of any educational programmes in both developing and developed countries including Uganda. The main findings revealed that the three Management Functions namely; planning, organizing and controlling function had a significant relationship with the academic performance. The following recommendations were made. First, School Administrators, Education Government agencies and partners in Education sector should promote capacity building for teachers through intensive and regular workshops or seminars, based on best practices for the professional, to improve their classroom management with a view of strengthening the quality of teaching and learning processes in secondary schools which translates into quality out put in terms of grades attained at UCE in the national examinations. Secondly School administration should organize and put in order of priorities and preferences the resources which are available and lastly there should be a functional monitoring and evaluation mechanism involving stakeholders in the school system such as classroom visits to ensure quality control and assurance from the system about the quality education given to the learners.
Management practices and academic performance in government aided secondary schools in Yumbe District
(Uganda Management Institute, 2018-02) ANGUZU, RASHID
The study set out to examine the effect of management practices on academic performance in government aided secondary schools in Yumbe district. It was prompted by the academic performance in these schools showing a steady decline in the recent past. The objectives of the study were: to assess the effect of planning on academic performance, to determine the effect of organizing on academic performance and to establish the relationship between control as a management practice and Academic performance in Government aided secondary Schools in Yumbe District. The study was grounded on the Systems Theory by Bertalanffy et al (1960). A co relational cross sectional survey design with qualitative and quantitative approaches was used. The target population was 408 and the sample size was 202 comprising 01 District Education Officer (DEO), 01 District Inspector of Schools (DIS), 04 head teachers, 56 teachers, 116 student leaders and 24 members of boards of governors, randomly and purposively sampled. The data collection methods included: questionnaire survey, Focus Group Discussion and documentary review. Descriptive and inferential statistical analyses were done and the data presented using frequency tables, correlation and regression analyses. The study discovered that planning was an important managerial function and most schools had annual work plans and budgets. Most schools had organized management structures although they were not functioning as expected. Most schools had established standards of performance for example examination grading, Rules and Regulations but did not have strong internal policies on Academics (Teaching & learning), Finance, welfare, asset management, Safety and security, and there was inadequate monitoring and supervision. The schools had limited risk awareness programmes and measures for management of risky behaviours were inadequate. It was concluded that there is significant positive relationships between planning, organizing, controlling and academic performance, meaning that these management practices are crucial for good academic performance. The researcher made the following recommendations: need for more stakeholder involvement, devoting more resources to activities that improve academic performance, need to generate internal policies for easy management and need to step up internal supervision. Finally, further studies on the factors influencing academic performance in Yumbe district could be explored
PARENTS’ INVOLVEMENT AND ACADEMIC PERFORMANCE OF UNIVERSAL PRIMARY EDUCATION SCHOOLS IN BUHAGUZI COUNTY, HOIMA DISTRICT
(Uganda Management Institute, 2018-02) BIGIRWA, JULIUS
This study sought to examine the relationship between parents’ involvement and academic performance of Universal Primary Education (UPE) schools in Buhaguzi County, Hoima District. The study had the following objectives; (i) to assess the relationship between parents’ involvement in the provision of scholastic requirements and pupils’ academic performance; (ii) to establish the relationship between parents’ involvement in school management and pupils’ academic performance; and (iii) to investigate the relationship between parents’ involvement in supporting the pupils’ learning at home and pupils’ academic performance in UPE schools in Buhaguzi County, Hoima district. This study was underpinned by Epstein’s 1995 Theory of Six Types of parental involvement vis-à-vis parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community in order to clearly understand the link between parents’ involvement and academic performance (Epstein, 1995). A descriptive cross sectional survey design was adopted for this study. The study focused on 21 selected schools as accessible population out of 68 target UPE schools in Buhaguzi County with a total population of 254 respondents. A sample of 198 respondents was determined using the table of Krejcie & Morgan (1970). This study employed both quantitative and qualitative methods of data collection that included the questionnaire survey, face to face interviews, documentary review and direct observation and found out that: there is low involvement of parents when it comes to the provision of scholastic requirements to pupils more especially providing support to the pupils feeding while at school. However, it goes further ironically to establish a very strong and positive relationship between provision of scholastic requirements to pupils and academic performance of UPE schools in Buhaguzi County – Hoima District. This study shows that there is low involvement of parents in school management notably planning and in decision making. However, the same study findings show that good pupils’ academic performance of UPE schools in Buhaguzi County – Hoima District is inextricably intertwined with active parents’ involvement in School Management. It’s clear from the study findings that parents’ involvement in supporting the pupils’ learning at Home is very important for any pupil to post good academic results. This type of involvement however has not yet become popular in the UPE Schools of Buhaguzi County – Hoima District. It was recommended that: the public be sensitized about parents’ role in supporting their children’s education. This should not be left to teachers alone at school but rather all stakeholders. The Ministry of Education should design training programs for key stakeholders that include good management practices in addition to improved monitoring and supervision by education inspector of schools and parents. Community level stakeholders like LC I need to enforce compulsory education to all school age going children and Hoima District local government should enact bylaws that prohibits alcohol drinking at the expense of the children’s education. Parents should either provide packed meals or contribute to a special fund in each and every school in Buhaguzi County to supplement on government funding so as to fill gaps like feeding, and to improvement of the teacher’s welfare and sanitation facilities so as to improve the learning environment at school.
Student-related factors and academic performance in private institutions of higher learning in Uganda. A case study of Uganda Christian University (Main Campus) and International Health Sciences University (IHSU)
(Uganda Management Institute, 2012-01) Atwongyeirwe, Patricia
This study was designed to establish whether there was a relationship between the undergraduate students related factors and academic performance in selected private universities. The researchers motivation for this study was the various students related factors that were associated to academic performance by scholars like Tinto (1975). Uganda Christian University (UCU) was selected to represent private higher Institutions of learning that had been long in existence while International Health Sciences University (IHSU) was selected to represent private higher Institutions of Learning that had not been long in existence. The study used crossectional survey design which was descriptive in nature where purposive and simple random sampling techniques were used to draw a sample size of 435 respondents from the accessible population of 2338 in the two respective universities. The study collected both quantitative and qualitative data using questionnaires, interviews, and documentary reviews. Descriptive statistics described the sample characteristics while correlation analysis determined the relationship between student related factors and academic performance. Correlations and cross tabulations were all run and data processed using descriptive tables. Univeriate analysis was limited to usage of frequency tables while bi-variate analysis to descriptive statistics which were presented in form of contingency tables and correlations. The findings revealed the existence of a positive significant relationship between the students demographic, socio-economic, academic discipline variables and academic performance with the exception of age that was negatively related to academic performance and religion that did not have a relationship at all with students’ academic performance. It was recommended that a similar study be conducted utilizing a sample of government sponsored students in government higher institutions of learning to provide an opportunity for a deeper understanding of the relationship between students related factors and academic performance.

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