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FACTORS INFLUENCING LOW ACADEMIC PERFORMANCE OF STUDENTS IN
RURAL SECONDARY SCHOOLS IN UGANDA
(A CASE STUDY OF NYERO SUBCOUNTY-KUMI DISTRICT)
By
SOIGI PHILLISTERS
1153-07234-00705
A RESEARCH REPORT SUBMITTED TO COLLEGE OF EDUCATION AND OPEN E
LEARNING AT KAMPALA INTERNATIONAL UNIVERSITY FOR FULFILMENT OF
AWARD IN BACHELOR OF ARTS IN EDUCATION.
September 2018
DECLARATION
This report is my original work and has not been presented for a degree in any other
University or for any other award.
Signature ~ Date ~SOIGI PHILLISTERS
1153-07234-00705
APPROVAL
This research report has been submitted to the College of Education Open Distance and
e-learning for examination with my approval as Supervisor.
Signature ~ Date ~
Supervisor: DR ONGODIA SIMON PETER
DEDICATIONI thank the almIghty God who enabled me ID finish this work I dedicate this work to~
complete my course. I also thank my friends first & all Isaac lyamet who advised meon how to do it My friends like Emily Deborah Jenifer and Angela for always beingtheir
UI
ACKNOWLDGEMENTIt takes combined effort to complete any course of study. I am grateful to my
supervisor Ms. Dr Ongodia Simon Peter for her guidance and ideas upon which this
dissertation has been successfully written plus all the lecturers especially Ms Edith
Gwokyalya, Me Laaki Samson in the college of Education, Open, Distance and e
Learning
I am also grateful to my mother Ms Nyaburu Loyce for her love, financial support,
guidance and encouragement throughout this course.
A number of colleagues supported my efforts throughout this research work. I wish to
appreciate them for their helpful input at various stages of the research work
I also wish to appreciate the contribution made by the respondents and the typist.
iv
TABLE OF CONTENTSDECLARATION
APPROVAL ii
DEDICATION
ACKNOWLDGEMENT iv
TABLE OF CONTENTS v
LISTOFTABLES vii
ABSTRACT viii
CHAPTER ONE 1
1.0 INTRODUCTION 1
1.1 Background tothe study 1
1.2 Statement of the Problem 3
1.3 Study Objectives 3
1.4 Specific Objectives 3
1.5 Significance of the study 3
1.6 Scope of the Study 4
1.7 Conceptual Framework 4
CHAPTER TWO 6
LITERATUREREVIEW 6
2.0 INTRODUCTION 6
2.lConcept of Uganda secondary education 6
2.2 Effects of teachers education and teachers training 7
2.3 Misappropriate use of funds by educationpersonnel’s 9
2.4 Comparing the performance of the students in past years 10
2.5 Conclusion of chapter two 14
CHAPTER THREE 15
METHODOLOGY 15
3.0 Introduction 15
3.1 Area of Study 15
3.2 Study Design 15
V
3.3 Sample Size .15
3.4 Sample Procedure 15
3.5 Methods of Data Collection 16
3.5.1 Interviews 16
3.5.2 Questionnaires 16
3.5.3 Focus Group Discussion 16
3.5.4 Site Visits 16
3.6 Data Processing 17
3.6.1 Editing 17
3.6.2 Coding 17
3.6.3 Tabulation 17
3.8 Ethical Consideration 17
CHAPTER FOUR 18
PRESENTATION AND INTERPRETATION OF RESULTS 18
4.0 Introduction 18
4.2 Background Characteristics of Respondents 19
4.4 Education Status of Respondents 21
4.5 Occupations of respondents 22
4.6 Qualitative results from respondents and key informants 22
CHAPTER FIVE 26
DISCUSSION AND RECOMMENDATIONS 26
5.1 Conclusion of the study 26
5.2 Discussion of the findings 27
5.3 Recommendations for the study 28
References 31
APPENDICES 32
APPENDIX 1 32
QUESTIONAIRES 32
vi
LIST OF TABLES
Table 1: showing the number of respondents 19
Table 2: Showing Marital Status of Respondents 19
Table 3: showing pass levels of students in UCE 21
Table 4: show educational level of respondent 22
Table 5:showing occupational characteristics of responded 22
VII
ABSTRACT
The general objective was to establish the factors influencing low academic
performance of students in rural secondary schools, The objectives were; To find out
the factors that determine the academic performance of students in rural secondary
schools and to discover how the above identified factors affect performance
This study involved the use of an exploratory research design to explore the causes of
low academic performance of students in rural secondary schools.
One-hundred (100) respondents were interviewed. The study population comprised of
teachers, students, parents and local leaders. There were 20 parents, 15 teachers,60
students and 05 selected local leaders.
The study considered various interventions and the cost effectiveness of the
interventions. In improving performance it must be stressed that there are no general
rules, what is most important to invest in is the quality of management. Therefore the
main conclusion of this study is that it is important to invest in the quality of
management. When the quality of management improves, the effectiveness of other
interventions will increase as well. Investing in the quality of management means
training an effective support structure at the district level and an effective inspection
apparatus.
The researcher recommends that Children with severe physical, sensory or speaking
behavioral deficits must not be educated in regular mainstream schools (inclusive
schools). Advocacy by parents, teachers and community organizations is needed to
promote institutional changes to foster these students’ academic success,
Support structures like outreach programmers, family- school collaborations need to be
established to educate and acquaint parents with their children’s school system and
importance of educating children.
VIII
CHAPTER ONE
1.0 INTRODUCTION
In this chapter the study covers the background of the study, statement of the problem
of the study, main objectives and specific objectives of the study, significance of the
study, scope of the study and conceptual frame work.
1.1 Background to the study
Globally, 570 million children are enrolled in schooL The number of children of school
going age who were out of school fell from 103 million in 1999 to73 million in 2006. In
that year, secondary school enrolment in developing countries reached 88% on average
up from 83% in 2000.In sub-Saharan Africa, the net secondary school enrolment ratio
has only recentlyreached7l% even after a significant jump in enrolment that began in
2000. Around 38 million children of secondary school going age in this region are still
out of school. (UN millennium Development Goal report on Uganda)The majority of the
estimated 27.2 million Ugandans live in rural areas. According to the Uganda Bureau of
Statistics, 23 million people (84.6%) live in rural areas, while 4.1 million live in urban
centers. In Uganda, the introduction of universal secondary education (USE) initially
resulted in an increase in net Secondary enrolment from 62% in 2005 to 86% 2008/9.
Recently, data show that secondary school enrolment is no longer improving with a fall
to 84% in 2010/11. Prior to the introduction of universal secondary education in
Uganda, the status of secondary education in Uganda, the status of secondary
education sub-sector in Uganda was dismally poor. Currently, a large proportion of
children that enroll in secondary school do not complete a full course of secondary
education. Some of the causes include high repetition and dropout rates, poor teacher
and head teacher attendance, large numbers of under and over age enrollees, and low
learning achievement that is poor performance most especially in Uganda national
examination even for those that complete the course. In Uganda, the official net
enrolment rate increased to more than 90% the gender gap narrowed and in 2017, the
1
country achieved gender parity for secondary education. The percentage of students
that passed the Uganda national examination improved from 74% in 2012 to 82% in
2016. Average test and examination results improve gradually. Never the less the
country still faces many challenges. First of all, although net enrolment rates seem to
be high, student’s attendance rates are low. Drop out and repetition is high, resulting in
low progression and completion rates Moreover, although there seems to be a slight
improvement in learning achievements, the quality of education remains low. Average
scores on tests and Uganda national examinations are below 40%. In 2017, the
average results for science subjects for Uganda national examinations were even below
30%. Many students leave school without mastering literacy and mathematics. (USE
policy brief 10, February 2006) As a result of large growth of in enrolments for example
in Zambia after the introduction of the USE program, Zambia came close to the
realization of the millennium Development Goals on education. Now there is almost
parity in secondary education. There are however, large differences by grade and by
region especially pertaining academic performance both in the progressive and national
examinations. In almost every region at the national level, test and examination results
have remained unstable, increase in enrolments and the large growth in the number of
examination candidates notwithstanding, about 70% of the students in candidate
classes do not attain minimum level of performance for English and no more than 6%
achieve the desired levels. For mathematics, the test results improve but the
examination results show an opposite trend. The national assessments do not seem to
recognize this development.
Finally though results are tending towards stabilizing at the national level, they are not
at the provincial level. Even at the provincial level, there are relatively large fluctuations
from year to year and this suggests a more fundamental problem and even then, at
lower levels, learning achievements are not stable.(Antonie de Kemp, January
2008)This study therefore seeks to unearth the factors influencing low academic
performance of students in school so as to assist education stakeholders develop
2
appropriate strategies to ensure improved academic achievement of students and
performance indicators in schools.
1.2 Statement of the Prob~em
Students in private schools perform better than those in public schools, grant aided
schools or community schools. Moreover, there is a double difference estimate for the
examination figures between urban and rural schools and as well as results in urban
schools are better than those in rural schools(Eilor Joseph 2004)Education performance
in terms of students’ numeric, reading, sciences and art subjects’ knowledge and skills
have deteriorated over the years(USE policy brieflO,February 2006)and the most
notable constraint to achievement of full benefits of USE is low learning
achievement(UN MDG report on Uganda, New Vision September 26th 2008)
1.3 Study Objectives
The general objective was to establish the factors influencing low academic
performance of students in rural secondary schools.
1.4 Specific Objectives
1. To find out the factors that determine the academic performance of students in rural
secondary schools.
2. To discover how the above identified factors affect performance
1.5 Significance of the study
Considerably this research focused on the factors that influence the academic of
students in school but has tended to overlook specific factors in the rural areas. Again
researchers offered varied complementary and conflicting explanations concerning
3
academic performance but although these explanations and previous studies have
contributed substantially to the field, they have primarily been general with less
emphasis to specific factors influencing performance of students in rural secondary
schools in Uganda. There was therefore an urgent need to unearth specific factors
applicable to rural schools and students to assist stakeholders in education develop
appropriate strategies to improve the quality of education and performance indicators.
1.6 Scope of the Study
The study was conducted in nyero sub-county in Kumi district in Eastern Uganda. The
target people included parents, head teachers, teachers, local councilors and pupils. To
be selected in households was studied to provide their opinions, views, perspectives
and information on the topic of the study. The study explored factors influencing low
performance of students in rural secondary schools in Uganda
1.7 Conceptual Framework.
The study covered independent variables like household tasks, scholastic materials,
supervision of student’s home work, absenteeism, welfare of the students, education
level of parents, attitudes, economic status, demoralization, and supervision and how
these interact leading to dependent variable of performance. It also covered other
contributory factors like the role of school management committee, inspectors of
schools, peers, local councilors, community attitudes and teachers’ contribution. This is
the framework upon which the study was based. It mapped out the hypothetical
linkages among the factors that influence performance of pupils in progressive tests
and the national examinations. The other factors taken into consideration are school
environment related issues like high student: teacher ratio, understaffing, teacher
absenteeism, negligence of duty and limited instructional materials, physical access
actual distance from home to school and socio cultural beliefs that is giving priority to
boys as opposed to girls.
4
LB Condusion of chapter one
In this chapter the study discussed the background of the study, statement of the
prob’em, study objectives, specific objectives, significance of the study and scope of the
study.
5
CHAPTER TWO
LITERATUREREVIEW
2M INTRODUCTIONThese chapter outlines the literatures that are related to the study under sub themes of
the concept of Uganda secondary education, Effects of teacher’s education and
teachers training ,Misappropriate use of funds by education personnel’s, Comparing the
performance of the students in past years
2.lConcept of Uganda secondary educationUniversal secondary Education (U S E) was one of the government of Uganda’s main
policy tools for achieving poverty reduction and human development and realizing the
millennium development goals for education. It was introduced following a political
commitment by president Museveni that the government would meet the cost of
secondary education of four children per family. This commitment was soon extended
to allow all people that wanted to access secondary education to do so. Enrolment leapt
from 2.5 to 6 million and annual expenditure on education increased by 9°k. Net
enrolment rose from 62.3% to 86.5%. The ratio of boys to girls narrowed dramatically
in both primary and secondary schools. The increased access to education of the
poorest groups in society normally hasa negative effect on the average examination and
test results. There is also a positive correlation between educational background and
income of the parents and test and examination results of the student (White 2004)
Precisely, this effect may explain why in the short run in many developing countries the
effects of increased attention to education may seem to be disappointing. This effect is
an example of vanishing benefits. The results are there although they do not seem to
be there (Ravallion 2001).
Comparative studies between Uganda and Zambia show a significant relation between
income, education of parents and test and examination results of students In 2005 in
Zambia, the examination results for English of the 20% of students from the most
developed regions were on average 20% higher than the results of the lowest
6
developed regions (Antonie de Kemp, January 2008)Examination results for English
,mathematics and science subjects in Zambia and Uganda for the years 2015, 2Ol6and
2017 have been a cause of debate as to which variable is most influential in
determining results. In literature, there has been a long debate about the relation
between class size and learning achievement. This debate is mainly based on evidence
in industrialized countries and seems to be inconclusive.
Michaelowa (2003) suggests a concave quadratic function for the relation between class
size and examination results. In this specification students get the best results in a class
size of about 60. However for both countries, there seems to be an inverse relation
between student-teacher ratio and learning achievements. The students-classroom ratio
is also included because it is also highly correlated with examination and test results.
Results for the Zambian schools point to the effect of good management. In many
schools in Zambia, average examination results have large fluctuations from year to
year. Fluctuations of 30-40% are no exception.
The growth of enrolments and a high teacher turnover cannot explain these
fluctuations. They point to several weaknesses that have to do with capacity
constraints, severe under funding, a lack of qualified and motivated teachers and head
teachers and a lack of effective management at the school and district level (Antonie de
Kemp, January 2008)According to independent evaluation group (lEG) of the World
Bank for basic education in Ghana, high pupil-teacher ratio, and high pupil-classroom
ratio have negative effect on learning achievement. Schools with double shifts do not
have significantly better results than schools without.
2.2 Effects of teachers educat~on and teachers train~ngThere is a significant effect of teacher education and teacher training. Schools with high
percentages of teachers that have had training in the previous year perform better. In
Uganda’s schools, many times children have to share their books with other pupils but
these children would perform better if all children had their own books. Still, there is
investment in books and has expected results that is improving performance of children
7
in both progressive and national examinations, however, there is still emphasis on rote
learning which may not improve final examination results as students will lack
applicabilfty of knowledge (White 2004)The majority of the estimated 27.2 million
Ugandans live in rural areas. According to the Uganda Bureau of Statistics, 23 million
people (84.6%) live in rural areas, while 4.1 million live in urban Centre’s. Therefore,
failure to provide basic services to rural communities means neglecting almost the
entire country. Results from the 2017 Uganda national exams paint yet another grim
picture. VVhile performance generally declined, the exams were a disaster for rural
schools, as many did not have a single candidate pass in division one (the highest
grade achievable). What this means is that few or no rural secondary school student
were admitted to advanced level schools in the country —secondary, because of poor
grades, but also because of lack of money. Good secondary schools in towns charge
about $250 per term, yet the majority of people living in rural areas do not earn a $1 a
day.
Failure to enroll at a good secondary school limits rural children’s chances of attending
university and getting a good job.
This perpetually keeps children and their parents in poverty because they will never
enjoy the regular income salaried people do. The majority of rural people still fetch
water from stagnant dirty wells, which exposes them to diseases, the treatment of
which will take up whatever little money they may have. All these facts are known and
well documented by the relevant government departments. In fact such statistics are
used to beg for foreign aid which aid is meant for promoting education, health, social
security, water and sanitation and rehabilitation. Unfortunately, when this aid comes in
and is added to locally raised government revenue, it is misappropriated or
extravagantly used by the elite in the leadership.
A bulk of local revenue and aid money is out rightly swindled and the balance officially
used by those in leadership to pay their salaries, allowances, office furnishings and to
buy luxury 4X4s. priority is not given to improving education in rural Uganda. What is
8
left over is sent to the rural areas to provide basic services. Unfortunately for Uganda,
local governments, the highest being a district council, just provide another layer of
bureaucracy and another place for public funds to be misused
The districts receive little money for the maintenance of rural roads, construction of
classrooms, among other activities, but much of it is shared between officials. Tenders
to construct classrooms and roads are given to the campaign managers of district
councilors, who will often use sub-standard materials to save enough money for
themselves and to pay bribes, there is very little chance of concrete action ever being
taken against them except, perhaps, if donors demand it.
2.3 Misappropriate use of funds by education personnel’sCorruption has become so endemic in Uganda, and is almost an accepted way of life,
that when someone is appointed or elected to a public office they think it is now their
turn to take advantage. The lack of civic competence among rural people makes the
situation worse. People from rural areas treat the provision of services like education as
a gift or favor from the government. They do not see it as their right to demand it and,
therefore, settle for anything. They will never know, for example, how much money has
been passed to their local leaders for a road or a school.
Even if shoddy work is done, they remain thankful because they never expected it in
the first place. Public servants have got away with a lot of stealing because they face
no sanctions from the beneficiaries. In fact, corrupt people are glorified in the villages
because they are the ones with money and have the capacity to solve some of their
problems, such as driving a critically ill person to hospital, driving couples around on
their wedding day and sometimes building churches and mosques, while some few may
donate desks and balls to schools quality education, clean water and good roads are a
luxury in these areas where people are commuting between their gardens and internally
displaced peoples camps. It is no wonder that up to 60% of the population in northern
Uganda still live below the poverty line and up to 35% in the East, compared with 16%
9
in the Central and 20% in the West of the country. The Ugandan president, Yoweri
Museveni, was voted into power mainly by the Western and Central regions and there is
a tendency to reward loyalty. The majority of ministers and other public servants are
appointed or recruited from these two regions. This does not suggest that the situation
is so good in the rural areas of Central and Western Uganda, but it is better than the
rural North and East.
2.4 Comparing the performance of the students in past yearsThere was a greater decline in the candidates’ performance in the 2Ol7Uganda
certificate of education (UCE), according to the results released on February. The pass
rate for 2017 was 80.2 percent compared to 86.5 percent in 2016 and 88.2 percent in
2015. Of the 463,631 students who sat for the 2017 UCE 89,306 (19.3percent)
completely failed all the ten subjects taught at ordinary school level. This implies the
number of failures shot up by over 50 percent, compared to the two previous years. In
2016, there were 56,603 (13.5 percent) students who failed whereas 47,717 (11.8
percent) students failed UCE in 2015.While releasing the results UNEB executive
secretary, MR Odongo attributed the poor UCE performance is due to teachers and
students’ absenteeism, late reporting to and early departure from school. The poor
performance was attributed to teachers’ dependency on past papers as teaching
materials instead of developing concepts and reasoning as they teach and candidates’
low literacy level which affects the candidate’s level of understanding questions. Low
levels of inspecting schools to evaluate their administration and teachers as well as
insecurity in some parts of the country were the other factors forwarded by the minister
of education and sport honorable Janet katanha Museveni experts say these same
reasons have been recycled every year; so they wonder why the 2017 results greatly
declined. Out of the 463,631 students who sat for 2O17UCE, only 17,021 (3.7 percent)
candidates passed in division one compared to3l, 969 (7.6 percent) in
2016.Anotherl54, 774 (33.4 percent) students passed in division two whilel38, 796
(29.9percent) passed in division three. 63,761 (13.8 percent) students passed in
Division Four. The performance per subject show art subjects was the best done
10
subject and Science subjects was the worst done. The percentage of those students
who passed in division one reduced compared to that of 2016.
In 2016, there were3l, 969 or 7.6 percent students in grade one as opposed to 31,971
or 7.9 percent in 2015 Statistics from UNEB show 486,312 candidates from 10,511
schools registered for UCE in 2017 compared to 444,107 who sat in 2016 and 435,063
in 2015. Of the 463,631 candidates who sat for 20l7exarns 86.3 percent were UCE
beneficiaries and 13.7 percent were private students. Analysts say UNEB’s becoming
stricter on issues of cheating could have prevented the usual passing with flying colours
exhibited by many city schools hence the poor results. The results show Kampala
schools did not perform very well. Rural schools are said to have maintained their usual
low performance and by implication, they never hope for any better results than that.
Indeed, Mr.Odongo said that the poor performance in 2O17UCE was due to tight
measures against examination malpractices. The (UNEB) scouts did a commendable job
by apprehending and exposing those who attempted to involve themselves in
examination malpractice,” stated Mr. Odongoa while releasing the results at Ministry of
Education headquarters. UNEB deployed nearly 7,011 scouts across the country to
monitor exams. But teachers claim students failed UCE because the exams were set in
hard-to-understand English for ordinary level candidates.”The language used in
examining the students was above their understanding level, thus most of them
couldn’t get the questions right,” said Justus Malisaba, a teacher who participated in
marking.Charles Oundo an examiner in UCE said: “The category of questions set
needed a high level of reasoning. The questions required thinking and application and
students had not been prepared enough.” He added that teachers are preparing
students to pass exams by overusing past papers so when questions were set
differently, the students could not properly answer. “And some teachers, especially
those teaching science subjects, lack sound knowledge to handle certain topics and end
up not teaching certain topics. This was evident in the rate at which studentsthat left
many unanswered questions.
11
Other teachers attributed the low performance to indiscipline among students, and
transfer of teachers to new environm~nts which they may find unfriendly. They also
added that high teacher-student ratio continue to make matters worse. “The system of
transferring teachers has negatively affected our teaching morale. Teachers have to
first cope with the topography of the area before they report to class, and students lose
valuable time to study in the process,” says Opunojulius, a teacher at Nyero rock high
School in Kumi District. He adds: “Some teachers and students report late to school and
leave early. Again some students nowadays waste a lot of time drinking alcohol because
alcohol is currently affordable as it is packed in sachets of as low as Shs500.”Education
analysts also say that change to the conveyor belt system of marking makes it hard to
bribe examiners unlike the old system where examiners could mark particular centers
could be a reason behind the poor performance.
The conveyor belt system is where a question paper is marked by several teachers each
specializing in marking particular questions or sections. It is also said that some of the
schools which have been performing well were doing leaked exams and UNEB seems to
have become tougher on exam leakages hence the poor performance. Emolit John
Bosco the head teacher of nyero rock high school said ‘I comment on the constant poor
performances of students from poor backgrounds. Most of the students who pass UCE
are from well to do families, how I wish the structure of exams change for those in rural
areas, at least if they could sit for their own district based exams and the urban pupils
where all facilities are available in school are comprehensively examined and their exam
different from that of their rural counterparts.
The high dropout rate is the first major threat. The major reason for this being lack of
interest, and parents of the beneficiary students seem not to have seen the benefits of
the program and are relaxed to support the system as well as their own children. (M0ES
1998, guidelines on policy, roles and stakeholders in the implementation of(USE).
Under the school facilities grant, the government has devoted a lot of resources to
procure textbooks, construct classrooms and teachers’ houses, and purchase furniture
12
for students. Nevertheless, these improvements may not always translate into better
education performance by students.
Results from a national assessment of secondary education performance taken
between 1996 and 2010, for example, suggests that education performance in terms of
students’ numeric, reading, science subjects and art subject knowledge and skills as
well as grades in UCE examination deteriorated following the introduction of USE and
the consequential withdraw of parental support. Under this program the government of
Uganda abolished tuition fees and parents and teachers association charges, Despite
the abolition of these charges, secondary education was not made compulsory neither
was it made entirely free, since parents were still expected to contribute pens, exercise
books, clothing-uniform, and even bricks for classroom construction through community
work. During the implementation however, the government realized that parents were
not willing to contribute large amounts of bricks and labor, partly because of them any
other demands on their time.
Emerging issues first, institutional challenges to the delivery of quality education
services, and corruption are major. An expenditure tracking study conducted by the
economic policy research center, Kampala 1997 found that by that time, only 35% of
the funds released by the central government to schools were reaching the intended
beneficiaries.
Corruption was adversely affecting USE in various ways, including shoddy work,
demoralization of teachers and poor performance of USE students in national
examinations, Parental and community contributions of labor and building materials and
other forms of support have failed to materialize. This is most likely on account of poor
community mobilization, and the engagement of parents in other income generating
activities ignoring education. The reported increase in the percentage of students that
passed UCE from 74% in 2010 to 82% in 2015 is just a general analysis. No
demarcation is indicated to highlight whether the performance even for those in up
country schools in Uganda. Liberalization of education has made wealthier parents to
13
take their children to private schools. However, the government is yet fully to take
advantage of the liberalization of education sector to maximize the impact of U S E.
there is scope for the government to work more in partnership with private education
service providers, to maximize the synergies between U S. E and liberalization of
education. Targeting of the poor remains a major challenge, in order to reduce
inequality both in access to education and in the quality of education, the U S E
program should aim at increasing expenditure per student in U S E schools in rural
areas and for the urban poor.
By so doing the government would have more resources at its disposal to focus on
improving the quality of education and reducing dropout rates of its operation where it
is most needed Most of the literature written (Bategeka, 2004) only focus on the issues
of access, quality, equity and challenges with less emphasis on factors influencing low
performance of students in rural secondary schools. This research will therefore focus
on this topic so as to fill in gaps of missing information and to add to the already
existing knowledge, and provide stakeholders with information to improve education
performance indicators so as to cater for even children in rural secondary schools. A
choice between quantity and quality is no kind of choice, but these are the difficult
constraints under which Ugandan government officials in the health and education
departments operate. Which should it be: all children get a smattering of education with
only a tiny number of the most persistent and determined managing to get decent
grades Or exclude half the children who actually in the rural? Not an easy decision.
2~5 Condus~on of chapter twoThese chapter discussed the literatures that are related to the study under sub themes of the
concept of Uganda secondary education, Effects of teacher’s education and teachers
training, Misappropriate use of funds by education personnel’s, comparing the
performance of the students in past years
14
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter presents the methods of investigation that were used by the researcher. It
is composed of research design, sample size and sampling procedure, sources of data,
tools of data collection,
3.1 Area of Study
The study was carried out in Nyero Sub-County 7 kilo- meters west of Kumi district
headquarters on Kumi-Ngora road. It is bordered to the East by kanyum Sub-county.
Nyero Sub County has a population of about 3800 people.
3.2 Study Design
This study involved the use of an exploratory research design to explore the causes of
low academic peiformance of students in rural secondary schools.
3.3 Samp~e Size
One-hundred (100) respondents were interviewed. The study population comprised of
teachers, students, parents and local leaders. There were 20 parents, 15 teachers,60
students and 05 selected local leaders. A total of 05 selected schools within nyero Sub-
county was studied. The selected schools includes Nyero rock high school; Nyero ark
peas secondary school, Aporuokol memorial secondary school, Nyero light college
secondary school and Nyero high school
3.4 Samp~e Procedure
Cluster sampling was used to select the 05 schools out of total number in the sub
county. Students and parents were identified randomly for quantitative data while
teachers and local leaders were interviewed as key informants.
15
3.5 Methods of Data CoNection
3.5.1 Interviews
This involved face-to-face interaction between the researcher and the respondent s.
This method was preferred because it was time saving and flexible. This method was
used with interview guide, this consisted of questions related to the theme of study.
3.5.2 Questionnaires
These were developed and distributed to the respondents by the researcher. Questions
aimed at eliciting relevant information from the respondents.
3.5.3 Focus Group Discussion
One focus group discussion was held with a representative sample of student,
teachers, parents and local leaders. The objective was to have participants brainstorm
on the causes of low performance among students in rural secondary schools with
specific focus on Nyero Sub-county. The focus group discussion composed of about ten
people. A Focus discussion guide was used to allow flexibility, in-depth probing, face-to-
face interaction and observation of non-verbal behavior. The researcher will facilitate
the discussion and a friend will act as a note taker.
3.5.4 Site Visits
In addition to the above, Site visits to selected households and schools were made. The
15 parents were interviewed from their homes. The express aim was to assess the
responsiveness of parents to their children’s education, to find out if the children were
given enough time to read at home, at the same time assess attitudes and perceptions
of parents to education of children and take a general observation of the home
environment to find out its possible implications on the children and their likely
academic performance
16
3.6 Data Processing
3.6.1 Editing
Editing was done after collecting data to minimize errors by checking on completeness,
accuracy and uniformity. Errors were corrected and responses were put in the right
place.
3.6.2 Coding
After editing the data, coding followed thus classifying or grouping similar responses to
the questions into meaningful categories or classes or groups in relation to variables
under study. The response was used to formulate a general response category.
3.6.3 Tabulation
Questionnaires were scanned through, counting the number of responses falling into a
particular category and recording them. Tabulation aimed at giving a clear presentation
of various responses and significance of response depending on the magnitude of the
responding number.
3.8 Ethical Consideration
Before carrying out the study, the researcher got permission from relevant authorities
(L.C’s) and informs consent of the respondents was sought before any interview is
done. This was done with the use of introduction letter and consent form.
3.9 Conclusion of chapter three
In this chapter the study summarized the methods and the procedures that were used
to collect the information and data from the respondents this information and data
helped the researcher to meet the objective goals.
17
CHAPTER FOUR
PRESENTATION AND INTERPRETATION OF RESULTS
4.0 Introduction
This chapter thoroughly examines and analyses the data gathered on the sampled
respondents in understudying the factors influencing low academic performance of
students in rural secondary schools in Uganda
Responses from multiple questions in some cases were more than the sample size
as respondents had the option to choose more than one answer.
Research on students’ academic performance tends to utilize aggregate generalized
data about both pupils in the rural areas and those urban areas although those in rural
areas represent a large group with varied histories and socio-economics some rural
pupils are among the poorest performers in the nation. As well, closer examination
reveals that pupils in the rural schools experience economic difficulties and have not
achieved good performance. It is generally noticed that at least 20% of the children in
a classroom get poor marks. Ultimately, many interventions may be poorly informed
and designed because they are based on inaccurate and aggregated data. As result,
many underachieving and disadvantaged rural children are not receiving the services
and resources that they desperately need. Failure to address causes of poor
performance and other barriers perpetuates vicious cycle that does not improve the
performance of pupils in rural areas.
The present study intended to ascertain the relative importance of certain factors as
they relate to academic performance. Drawing on the various areas of research
including among other studies on parental influence, and delinquency provided a
framework the current study.
18
4~2 Background Characteristics of Respondents
A hundred respondents were interviewed using objective and structured type of
questionnaires and interview schedules. These respondents included 20 Parents,
l5Teachers, 60 students from secondary and 5 selected local leaders
Tab~e 1: showing the number of respondents
S/NO~ Category Number of respondents
1 PARENTS 20
2 TEACHERS 15
3 STUDENTS 60
4 LOCAL LEADERS 5
TOTAL 100
The ages of the respondents ranged from 18-25 for students in the secondary schools
and that of other respondents ranged 25-60 years out of all the 100 respondents46
were females and 54 were males. The ethnic was predominantly Iteso though 03 of the
teachers were Bagisu and OlKumam.Among the 100 respondents besides students, the
majority were married 32, 60 were single and 08 widowed.
Table 2: Showing Marital Status of Respondents
Marital status No of respondents
Single 60
Married 32
Windowed 08
Total 100
19
Students Statistics and UCE Pass Levels The number of students in the schools studied
ranged from 420 to 850. The numbers of boys were slightly higher than that of girls. In
senior four classes the numbers currently (2018) ranged from 90-130 for the various
schools. A comparative analysis of grades at senior four was taken by the researcher
and the findings were as follow
20
Table 3: showIng pass levels of students in UCE
School/year Numbe Of candidate % pas at UCE
r S age s
2008 2010 201 2012 201 2014 201 201 201
1 3 5 6 7
Nyero rock high 30 49 50 52 59 34 28 35
school
Nyero ark piece 87 79 95 102 25 29 33 41
secondary school
Nyero town 98 104 82 97 51 44 39 57 —
college secondary
school
Nyero light college 66 70 83 94 49 32 40 31 —
secondary school
Mukuramemoral 51 58 73 89 58 49 55 67 —
secondary school
Aporuokolmemora 58 65 77 92 33 31 35 44 —
I secondary school
Christ the king 86 71 95 108 53 44 66 40 —
secondary school
Source: head teachers records
Enrolment and the number of candidates sitting UCE have increased over the years with
a little improvement in performance being registered. In addition, there has been
remarkable fluctuation in pass levels and grades and these vary from one school to
another.
4.4 Education Status of Respondents.
Since the education of respondents relates to other soclo-economic variables in the
study, it was important to know the education and literacy levels of the area. The study21
found out that the education status of all the respondents interviewed ranged from
senior two advanced level
Table 4: show educational level of respondent
Educational level Number of respondents
P1-p7 70
S1-s4 12 —
S4and above 15
Never gone to school — 03
4~5 Occupations of respondents
Sixty (60) of the respondents were secondary students, peasant farmers were twenty
six (26) in number, eight( 08) civil servants and six ( 06) were self employed
Table 5:showing occupational characteristics of responded
Occupation Number of respondents
students 60
Civil servants 08
Self-employment 06
peasants 26
Total 100
4.~6 Qualitative results from respondents and key informants
Parental influence the role of parental involvement in facilitating academic performance
is a widely accepted notion~ In general, findings show that parents exert great
influence. In conceptualizing parental influence, the research focused on parenting22
styles. Authoritative parenting is positively related to achievements of good grades. In
contrast to nyero sub county parents are less involved in attending school activities and
monitoring academic. programs, this has greatly affected performance of children in
school. Cultural perspectives and socialization practices coupled with family values and
socialization experiences. Acculturations and cultural factors like drinking ‘Ajono’ and
less emphasis on education by the community generally affects the academic
performance of children. Students are much more influenced and experience great
barriers. Only very few manage to excel academically despite of the cultural barriers
along the way. There is more cultural emphasis on gardening work and trapping of
birds, fishing and herding cows as a means of prospering in life compared to education
The negative impact of delinquent peer affiliations. The study revealed that Peers have
a significant influence on educational aspirations and outcomes. Adolescents conform to
peers and engage in anti-social or deviant behavior. More over negative peer
experiences like rejection by peers were found to be associated with negative academic
out comes. Children associating with delinquent peers have developed poor attitude
towards school and demonstrate low academic achievement. Ant social and delinquent
behaviors have consistently been found to be associated with poor grades. These
findings show that peer affiliation and delinquency influence not only attitudes towards
school but also actual achievement of outcomes.
Language difficulties together with socio- historical conditions discourage students
leading to poor grades in class students are certain that some teachers pronounce or
speak English in a way that causes them to be in a dense of what the teacher is trying
to convey. Others complain that teachers do not explain lessons clearly as a result they
do not understand the material. For that reason they did not score good marks on
assignments and exams. Consequently, students are unable to grasp lessons and
eventually perform poorly. Some pupils blame teachers for not explaining lessons in
Ateso, according to them they understand Ateso better than English, so teachers should
sometimes explain lessons in Ateso especially when they fail to make students
understand in English.23
Famine that was there in (2016) in the Teso sub region had made children abandon
schooling a bid to fend for survivaL Those that still go to school, study with hungry
stomachs and therefore attention spans and concentration levels are low, the res~Ult
eventually being inability to grasp class work and have poor performance
Upon listening to some teachers, it seems that the blame rests upon students and
parents. Teachers reported that students were not serious about their education citing
the fact that students do not respect their teachers and do not do their assignment as
instructed. Other teachers said that students perform poorly because their parents were
not responsible. Accordingly, if parents could make sure that their children revise their
lessons daily and did their assignments the performance could improve
On their side, parents have a different opinion on the cause of poor performance in
secondary schools. Parents blame the fact that classes are overcrowded, explaining that
there are often 80-150 students in one class. Teachers are unable to monitor students
individually; consequently teachers cannot identify their student’ weaknesses and
address them specifically.
Teacher absenteeism ,parents blame teaches who simply tell students to write down
notes from the blackboard without explaining the content, according to them it is
impossible for students to perform well when their teachers only give them notes that
they cannot figure out and do not give enough exercises to help them put their
knowledge in practice. Students therefore fail their exams because they did not
understand the lessons in the first place.
Medical problems, these conditions have been reported to have an independent effect
resulting in poor performance; worm infestations cause stunted growth, epilepsy, sickle
cell anemia increase fossilization of children and increase absenteeism resulting in lower
academic scores.
Emotional problems, caused by conditions such as chronic neglect, sexual abuse,
parents ‘divorce, have long-term distress on these children resulting in academic under
24
achievement. These conditions also cause low self-esteem and loss of motivation to
study. It is reported that HIV infected children exhibit significant emotional problems
due to stigma hence deteriorating school performance.
Poor social economic background. It has been noted that children from poor social
economic status families perform poorly at school. Malnutrition due to poverty coupled
with low education status of parents adversely affect their cognitive development, such
children experience parental attitudes which do not motivate them to study and an
unsatisfactory home environment, which does not encourage. Learning while witnessing
domestic violence in the family stresses adverse life events and aggressive behavior all
in children and does not give them a peaceful atmosphere to revise their notes.
4J Condusion of chapter four
In this chapter the study discussed the background characteristics, education status of
respondents, occupation of respondents and qualitative results from the respondents.
25
CHAPTER FIVE
DISCUSSION AND RECOMMENDATIONS
5.0 ~ntroduct~on
The study in this chapter represents a start in understanding the causes of low
academic performance of students in rural secondary schools in Uganda, discussions
and recommendation.
5.1 Condusion of the study
Although research on the factors associated with low performance is abundant,
research on students in rural schools is lacking in many respects. Future research
should further explore the risk and protective factors associated with adjustment,
achievement and delinquency in these students of the rural secondary schools.
Ultimately the challenge of integrating issues of diversity and variation with theoretical
notions and generalizations lies in balancing universalistic versus community specific
aims of research. Understanding how psychological processes differ for pupils in rural
schools and those in the urban not only informs theory and research but also affects
intervention efforts in real world setting
The study considered various interventions and the cost effectiveness of the
interventions. In improving performance it must be stressed that there are no general
rules, what is most important to invest in is the quality of management. Therefore the
main conclusion of this study is that it is important to invest in the quality of
management. When the quality of management improves, the effectiveness of other
interventions will increase as well. Investing in the quality of management means
training an effective support structure at the district level and an effective inspection
apparatus.
Secondly, it pays to invest in books. Books are a cost effective instrument in raising the
learning achievements of students. In order to make sure that books will be used, it is
important that schools have enough copies. Moreover the effectiveness of books will
increase when teacher training is directed to this.26
Third, teacher training is one way to improve results. Well trained teachers seem to
feel more responsible and have lower rates of absenteeism and schools with well
trained teachers have better results.
The reduction of the students-teacher ratio is helpful as well, especially in an
environment with good management. Without this efforts towards improving pupils’
performance may be futile
5.2 Discussion of the findings
Peer delinquency did not have a direct effect on academic achievement but instead
appeared to be mediated by school attitudes. The significant negative relationship
between peer delinquency and academic achievement becomes non-significant in the
ordinary level as compared to advanced level. Hence delinquent peer affiliations
influence students’ attitudes towards school which in turn predict academic
achievement. The findings suggest that peer affiliations directly affect school attitudes
and indirectly affect academic performance. Specifically associations with delinquent
peers may determine students from seeking out educational resources or fulfilling their
attitudes towards school.
School attitudes significantly predict academic performance. This highlighted the
importance of school related behaviors and educational aspirations and expectancies in
determining actual grades. Students’ own educational aspirations and attitudes toward
school positively predicted self-reported grades. Positive school attitudes arose from
feelings of self-efficacy and perceived competence and from positive reinforcement like
prior good grades.
Parent attachment and discipline are generally important predictors of academic
achievement. A possible explanation involves the way parent attachment is
operationally defined. Having parents who are accessible who give reward and
punishments, who discuss aspects of their lives and who engage in fun activities with
27
them and take the education of their children seriously means that parents are
constantly and consistently transmitting their aspirations or educational values to their
children. However, few students perceived parent attachment as a form of excessive
control, particularly if children and parents experience intergenerational conflict.
In general the findings of the study confirm the hypothesis outlined earlier.
5~3 Recommendations for the study
Children with severe physical, sensory or speaking behavioral deficits must not be
educated in regular mainstream schools (inclusive schools). Referral to special schools
should be made for children with severe and profound impairments. This is because
they find it extremely difficult to cope with the curriculum and speed of teaching and
cannot compete favorably with their able bodied counterparts.
Advocacy by parents, teachers and community organizations is needed to promote
institutional changes to foster these students’ academic success. Effective intervention
efforts to address the educational issues and needs of pupils in rural areas should
involve more systematic changes at the local and national levels, given the challenges
they face such as poverty, inadequate educational and institutional resources, and
academic difficulties.
Support structures like outreach programmers, family- school collaborations need to be
established to educate and acquaint parents with their children’s school system and
importance of educating children. This will facilitate internalization of educational
values. Parents are a valuable intervention effort though they may not be a major
source of influence consistently over the course of their children’s lives.
Providing both verbal and tangible rewards as well as educational resources like
classrooms reading materials, well trained teachers may improve the academic
28
performance of these children. These incentives may also help counter initial negative
attitudes towards school that may lead to low academic achievement.
Government has invested in teachers, in books and classrooms. Nevertheless these
investments will be much more effective only if the government improves the quality of
school and district management and quality of the inspectorate at the same time
A chfld may be having more than one reason for the poor school performance .Hence
the teachers need to find a detailed developmental and medical history and do a
thorough examination of the child to identify any medical, emotional, socio-cultural,
psychiatric or environmental causes. This can be done through teachers gathering
information from parents, the child’s peers and classroom teacher and use of medical
records which clearly describe the child’s behavior social functioning and the academic
difficulties. This information is crucial in forming an initial diagnosis and development of
remedies against poor performance.
Alleviation of hunger by providing mid-day meals in schools is one of the mechanisms to
improve academic performance in the under nourished low income secondary school
students. Treatment of malnutrition deficiencies and periodic de-worming is also
beneficial in malnourished children. This will enhance memory and body activity of the
child, promote learning efficiency hence contributing to high academic scores among
these students.
Teachers should be trained to suspect/detect emotional problems so that they are
diagnosed and treated early. HIV infected children need counseling services and should
be well integrated into the community to avoid stigmatization. This will reduce
symptoms of inattention and impulsivity resulting in improved school performance
29
All in all, intervention efforts need to be informed by research and circumstances of the
community or population of interest if performance among students in rural secondary
schools is to be improved.
5~4 Condusion of chapter five
The study in this chapter discussed the conclusion of the study, discussion of the study
and recommendation of the study.
30
References
Antonie De Kemp analyzing the effectiveness of sector support: secondary education in
Ghana and Zambia
Bategeka L et al (2004), financing primary education for all. Cherian, V 3 and Cherian,
LV 2006 Relationship between parental occupation and academic achievement of
Xhosa children from polygamous families. Journal of family welfare, 41:49-52
Ministry of education and sports (2003), Uganda education statistics abstract
2003Ministry of education and sports (1998), guidelines on policy, roles, and
stakeholders in the implementation of universal secondary education
Ministry of finance planning and economic development (2004), expenditure tracking
study.
Ministry of finance planning and economic planning (2004), poverty eradication action
plan (PEAP).
Panda, J. shahoo and shahoo, 3., 2007 school organizational climate on students
‘academic achievement.
Indian journal of applied psychology, 32:34-39
USE policy Brief 10, interregional inequality facility, February 2006
31
APPENDICES
APPENDIX 1
QUESTIONAIRES
QUESTIONNAIRE TO BE USED FOR THESTUDYOF FACTORINFLUENCING LOW
ACADEMIC PERFORMANCE OF STUDENTS IN RURAL SECONSDARY SCHOOLS IN
UGANDA:
(A CASE 0 F NYERO SUB COUNTY --KUMI DISTRIcT)
AUTHORITY LETTER
Kampaia ~nternationaI un~versfty,
P.O Box 20000,
Ggaba road,
23/08/2018.
The head teachers,
Nyero Sub County,
kumi district schoo~s,
Uganda
Dear respondent,
RE: ASSISTANCE IN FILLING THE QUESTIONNAIRE
I am a student in college of education and open distance E learning I intend to conduct
a research study onfactors influencing low academic performance of students in rural
secondary schools in Uganda
I kindly seek your approval and authority to collect data from the respondent in their
foresaid schools and parents. Together with Research Assistant, I intend to administer
questionnaires to the parents and the students.
Yours faithfully,
Soigiphislisters
32
Introduction and purpose
This study is being conducted to gain an understanding of factors influencing academic
performance of students in rural schools’ request you to join the study because as a
student in school, you are eligible and can provide resourceful information pertaining
this topic under investigation.
Risks
This study does not put you at any risk at aN but still you can choose not to answer any
of the questions for any reason known to you.
Benefits
By participating in this study you will help the researcher gain useful information. There
is no payment for taking part in this study. This study is purely for academic purposes.
It is a requirement for the award of a degree in social workhand social administration.
Confidentia ity
Your answer will be kept confidential. To keep your confidentiality, numbers instead of
names are used on the questionnaire.Contact the researcher’s name is SOIGI
PHILISTERS, a student of Bachelor of art with education atKampala international
University
Te~ephone: 0773759596
Consent
Signature of interviewee Date
33
INSTRUCTION
Please circle the response applicable to you
1.Participant; School
Class
Sex
Age
2. How often do you consult with your parents on issues relating to academic work?
A Never
B Sometimes
C Often
D Always
3. What is the attitude of your parents towards you’re going to school?
A Not important at all
B Not very important
34
C Pretl:y important
D Very important
4. Do you receive any rewards and encouragement from your parents when you attain
a good grade in class?
A Never
B Sometimes
C Often
D Always
5. Are you given time to do your homework by the parents?
A Never
B Sometimes
C Often
D Only when there is no other work
6. My parents show concern about my performance in class?
A All the time
35
B Most of the time
C Sometimes
D Never
7. My parents attach high value to my homework?
A Strongly agree
B Agree somewhat
C Disagree
D Strongly disagree
8. Having time to do homework does affect my academic performance in school?
A Strongly agree
B Agree somewhat
C Disagree
D Strongly disagree
9. How often do parents require you to perform domestic or other tasks instead of
studying?
36
AAII the time
B Most of the time
C Sometimes
D Never
10. My parents give me adequate support on academic related matters?
A Strongly agree
B Agree somehow
C Disagree somehow
D Strongly disagree
11. Parental influence has an effect on the way I perform in class?
A Never
B Sometimes
C Often
D Always
37
12. Parents paying school related dues buying uniforms and providing other scholastic
requirements in time is important in determining my performance in class?
A Not important at all
B Not very important
C Pretty important
D Very important
13. Parental involvement that is attending school activities and monitoring academic
progress fosters achievement of good grades in class?
A Strongly agree
B Agree somewhat
C Disagree somewhat
D Strongly disagree
14. It is not only parental support that influences my academic performance in class?
A Strongly agree
B Agree somewhat
C Disagree
38
D Strongly disagrees
15. Apart from parental support, what are other factors influence your performance in
class7
16. How
best do you think students in rural schools can be helped to perform like their
counterparts in urban
schools7
17. Any additional information you would like to give related toour topic under
investigation
Thank you for taking part in the study.
39
40
OBSERVATION CHECKLIST
(This is meant to observe other factors that may be influencing low performanceof
students in school so as to come up with all the factors responsible for low
performance)
1. TIME
~Of arrival of children to school in the morning
Of arrival of teachers
~Lessons start and ends
2. SCHOOL CONDITIONS
Number of children in classrooms
Mode and language of instruction
Sanitation facilities
Distance between home and school
3. SOCIAL SUPPORT
MAre children provided with lunch in school
MAre there counseling services for both girls and boys
RAre the children subjected to hard labor while in school
* Mode of transportation of children to and from school
4. HOUSEHOLD AND OTHER FACTORS
Parent-child interaction
* Housing conditions
~Common practices like economic activities and socialization habits.
41
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