Department of Educational Leadership and Management

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Browsing Department of Educational Leadership and Management by Subject "Academic Performance"

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    Admission criteria as predictors of academic performance of Law students at Uganda Christian University
    (Uganda Management Institute, 2015-12) Turyatemba, James
    This study investigated the predictive validity of admission criteria to the final academic performance of Bachelor of Laws students in Uganda Christian University (UCU). Its objectives were to: examine the relationship between students’ performance in Uganda Advanced Certificate of Education (UACE) examinations and their academic performance for award of the Bachelor of Laws degree at UCU; determine the relationship between the students’ performance in the pre-university Law entry examinations (PuLEE) and their academic performance for award of the Bachelor of Laws degree at UCU and establish the difference in the academic performance of males and females in the fourth year Law course examinations as predicted by their achievement in the UACE examinations and pre-university Law entrance examinations at UCU. A cross-sectional research design was used in the study. A response rate of 77.4% was achieved while using questionnaires and interviews. A documentary review checklist was also used. Purposive and random sampling techniques were employed. Thematic analysis of quantitative and qualitative data was done. Inferential correlation statistics was used to establish the extent to which admission criteria predict students’ academic performance in the Law course. A low and positive correlation of 0.048 (p=0.321), though not statistically significant at 0.5% level was established between UACE points and Year Four CGPA. A positive and significant but weak correlation of 0.331(p= 0.000) was established between PuLEE results and academic performance of Year Four Bachelor of Laws students. There was no statistically significant difference in the performance of males and females in the Bachelor of Laws course. The combined effect of UACE and PuLEE predicted up to 10.3% of the dependent variable. Based on these findings, the UACE achievement examinations may not be suitable for selection and placement of students to HEIs. Universities need to supplement UACE achievement examinations with tailor-made pre-university entry aptitude examinations in the admission of undergraduates. Such examinations should measure students’ analytical thinking, deductive reasoning, problem solving and other psycho-motor skills needed by students to perform better in their undergraduate studies. There is, however, need for a study to evaluate the content and criterion validity of pre-university entry examinations to establish their effectiveness as an admission criterion in Uganda’s HEIs.
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    Factors Affecting Academic Performance of Ordinary Level Students in Selected Government Aided Secondary Schools in Kiboga District
    (Uganda Management Institute, 2016-01) SSEBUYUNGO, Eriah; Kyohairwe, Stella(Supervisor); Lubwama, Aida Nyenje(Supervisor)
    This study was conducted to determine the factors affecting academic performance of O’ level students with focus on government aided schools in Kiboga District. The study’s specific objectives were: to establish the effects of the government policy on academic performance of O’ level students; to find the extent to which parents’ involvement in school programs affect the academic performance; to establish the extent to which teaching-learning process affect the academic performance; and to examine the extent to which indiscipline affects the Academic Performance of O’ level students. A cross sectional – survey design was used during the study in which both qualitative and quantitative methods of research were used and a sample size of 266 respondents informed this study. Purposive and snowballing sampling techniques were used to reach the respondents and the primary data was collected using questionnaires, interviewing, and Focused Group Discussions. The findings reveal that the government has been instrumental in supplying scholastic materials and personnel to schools but there is also a need to increase her efforts. It was also found out that both the home and school environment have lacuna that needs to be bridged if students are to perform in accordance to the expectations. In conclusion, the researcher was convinced that a school is an open system in which all the stakeholders need to participate and bring inputs if the desired goals are to be achieved. The researcher therefore recommends the government to increase scholastic materials to schools as well as personnel to work effectively for excellent results. To the parents and teachers, the researcher recommended a concerted effort that would make schools open systems and places where knowledge and wisdom can be harvested.
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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
    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
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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
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    Objective Structured Clinical Examination (OSCE) and Academic Performance of Nursing Students in Uganda
    (Uganda Management Institute, 2016-01) Kisembo, Godfrey
    The study examined the influence of Objective Structured Clinical Examination (OSCE) implementation on academic performance of nursing students in Uganda. The study was guided by the following objectives: to establish the relationship between OSCE design and academic performance of nursing students; to establish the relationship between OSCE assessment and academic performance of nursing students and to establish the relationship between OSCE preparations and academic performance of nursing students. A descriptive and correlation research design was used. The study employed both quantitative and qualitative approaches. The study population consisted of 2424 participants. A sample size of 355 respondents was selected using stratified, convenience and purposive sampling techniques. Quantitative data analysis consisted of descriptive statistics (percentages) and inferential statistics (Spearman correlation, coefficient of determination and regression). Content analysis was used to analyze qualitative data. Findings revealed that OSCE design has a positive influence (68.6) on academic performance of nursing students. OSCE preparation has a positive influence (66.4) on academic performance of nursing students. And OSCE assessment has a negative influence (18.7) on academic performance of nursing students. It was concluded that OSCE variables (design and preparation) positively influence academic performance of nursing students but not OSCE assessment. It was recommended that OSCE assessment need to be revisited if academic performance of nursing students is to improve.
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    Parents' Participation and Academic Performance in Target Community College, Luwero District, Uganda
    (Uganda Management Institute, 2014-03) Businge, Jane Afra Musinguzi
    This study was conducted to examine the effect of parents’ participation and academic performance at T.C.C. The objectives of the study were; to find out the role played by parents in the management of T.C.C, to investigate the influence of parents’ participation in school financing on students’ academic performance and to find out the influence of parents participation on the management of students’ discipline on the academic performance in T.C.C. The study was guided by McGregor’s theory X and Y which explains how different stakeholders, will participate towards the achievement of school set objectives. Relevant literature and documents on academic performance were reviewed. The study adopted a cross section survey design. A section of students, teachers, parents and administrators were involved. In the study, a sample of 33 students, 10 teachers.169parents and 3 administrators were selected out of which 33 students, 9 teachers, 113 parents and 3 administrators participated hence making a response rate of 73.5% Both qualitative and quantitative data were collected, analyzed, interpreted and presented. The findings of the study were; parental involvement in school’s planning has not been realized in T.C.C, that the parents in T.C.C have not been adequately involved in the financing of school activities, which has led to financial resources constraints and, consequently, impinged on the students’ academic performance. It was also established that parents’ involvement in students discipline has had no effect on academic performance in T.C.C. It was, therefore, concluded that parental involvement in the management of school discipline should be complemented with participation in planning/management and financing of the school if good academic performance is to be realised. The study recommendations that were suggested included; the need for government to make a policy on the specific roles parents should play in school management, government should increase funding of USE program managers of T.C.C devise non-tuition related means of financing the school and focus should not be on discipline alone but also on other variables like quality of students at the point of entry in senior one, quality of teaching, internal efficiency of the school and staff motivation.