Background Involuntary student absenteeism in secondary schools is when students have to miss school due to unavoidable circumstances and cannot attend school regularly, despite there being hardship associated with it. The study aims to assess the relationship between involuntary absenteeism and the academic performance of students in secondary schools in the Alebtong district. Methodology A descriptive cross-sectional study was conducted where quantitative data was collected.A sample size of 115 respondents which included 87 students in candidate class (s.4), 24 teachers, and 4 members of the Board of Governors. Results There was also a negative correlation between involuntary absenteeism and academic performance (-0.323**)., there is a decrease of 0.390 units in academic performance. This coefficient is also statistically significant (p < 0.001), indicating that involuntary absenteeism has a negative association with academic performance. The R-squared value of 0.630 suggests that 63% of the variation in academic performance can be accounted for by involuntary absenteeism. On student illnesses, this factor was perceived to have a high impact on involuntary absenteeism and academic performance. The mean response was 4.2 suggesting that respondents disagreed that students often fall ill and get hospitalized, resulting in missed lessons, exams, and assignments. This indicates that respondents believed student illnesses significantly affect academic performance. Conclusion Student illnesses, family emergencies, and inadequate resources have a high impact on involuntary absenteeism and academic performance in secondary schools in the Alebtong district. Heavy rainfall and flooding, teacher strikes, and natural disasters were perceived to have a lower impact. Recommendation Efforts should be made to address and mitigate student illnesses and chronic health conditions. This can include implementing health education programs in schools, providing access to healthcare facilities, and creating a supportive environment for students with health challenges.
{"title":"RELATIONSHIP BETWEEN INVOLUNTARY ABSENTEEISM AND ACADEMIC PERFORMANCE STUDENTS IN SECONDARY SCHOOLS IN ALEBTONG DISTRICT. A DESCRIPTIVE CROSS-SECTIONAL STUDY .","authors":"Dorcus Ejang, Muhammad Sendagi","doi":"10.51168/6pm8es43","DOIUrl":"https://doi.org/10.51168/6pm8es43","url":null,"abstract":"Background\u0000Involuntary student absenteeism in secondary schools is when students have to miss school due to unavoidable circumstances and cannot attend school regularly, despite there being hardship associated with it. The study aims to assess the relationship between involuntary absenteeism and the academic performance of students in secondary schools in the Alebtong district.\u0000 Methodology\u0000A descriptive cross-sectional study was conducted where quantitative data was collected.A sample size of 115 respondents which included 87 students in candidate class (s.4), 24 teachers, and 4 members of the Board of Governors.\u0000 Results\u0000There was also a negative correlation between involuntary absenteeism and academic performance (-0.323**)., there is a decrease of 0.390 units in academic performance. This coefficient is also statistically significant (p < 0.001), indicating that involuntary absenteeism has a negative association with academic performance. The R-squared value of 0.630 suggests that 63% of the variation in academic performance can be accounted for by involuntary absenteeism. On student illnesses, this factor was perceived to have a high impact on involuntary absenteeism and academic performance. The mean response was 4.2 suggesting that respondents disagreed that students often fall ill and get hospitalized, resulting in missed lessons, exams, and assignments. This indicates that respondents believed student illnesses significantly affect academic performance.\u0000 Conclusion\u0000Student illnesses, family emergencies, and inadequate resources have a high impact on involuntary absenteeism and academic performance in secondary schools in the Alebtong district. Heavy rainfall and flooding, teacher strikes, and natural disasters were perceived to have a lower impact.\u0000 Recommendation\u0000Efforts should be made to address and mitigate student illnesses and chronic health conditions. This can include implementing health education programs in schools, providing access to healthcare facilities, and creating a supportive environment for students with health challenges.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"96 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141683714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Teacher absenteeism is when the teacher is out of school either by delaying, leaving before official closing time, not attending school at all, or when the teacher is at school but missing classes. Absenteeism is caused by many factors like personal illness, a relative’s sickness, family conflicts, lack of job satisfaction leading to low morale, lack of personal competence, lack of friendly work group norms, poor leadership at the workplace, in effective supervision and inspection, assignment of other duties outside the workplace, bad weather conditions, union influence, and poor working conditions. The study aims to examine the causes of absenteeism in selected secondary schools of Kayunga District in Uganda. Methodology: This is a descriptive survey design in which quantitative research methods were used on 210 who included the DEO, 10 head teachers, 100 teachers, and 100 Students. Results: 54.0% of the respondents were male while 46.0% were females. According to teacher responses, 67% agreed that female teachers are usually absent due to family responsibilities, and 58% agreed that male teachers are usually absent because of attending their business to substitute for their income. 52% agreed that old teachers are mostly absent because they lost their morale.64% of the teachers agreed that teachers are absent due to illness. 46% of teachers agreed that teachers of low level of education attend further education programs. (46%) agreed that teachers absent themselves because they are not satisfied with their job. Conclusion: Teachers absent themselves because they are unsatisfied with their jobs, family responsibilities, substitute income, undertaking further studies, lost morale, and are tired and some miss due to illness. Recommendation: School employers should ensure that there is constant supervision and remuneration to motivate teachers as a way of curbing teachers’ absenteeism.
{"title":"CAUSES OF TEACHER ABSENTEEISM IN SELECTED SECONDARY SCHOOLS OF KAYUNGA DISTRICT IN UGANDA. A DESCRIPTIVE STUDY.","authors":"Moses Magoola Gasiwo, Dr. Peninah Beinomugisha","doi":"10.51168/d7z5ds76","DOIUrl":"https://doi.org/10.51168/d7z5ds76","url":null,"abstract":"Background:\u0000Teacher absenteeism is when the teacher is out of school either by delaying, leaving before official closing time, not attending school at all, or when the teacher is at school but missing classes. Absenteeism is caused by many factors like personal illness, a relative’s sickness, family conflicts, lack of job satisfaction leading to low morale, lack of personal competence, lack of friendly work group norms, poor leadership at the workplace, in effective supervision and inspection, assignment of other duties outside the workplace, bad weather conditions, union influence, and poor working conditions. The study aims to examine the causes of absenteeism in selected secondary schools of Kayunga District in Uganda.\u0000 Methodology:\u0000This is a descriptive survey design in which quantitative research methods were used on 210 who included the DEO, 10 head teachers, 100 teachers, and 100 Students.\u0000 Results:\u000054.0% of the respondents were male while 46.0% were females. According to teacher responses, 67% agreed that female teachers are usually absent due to family responsibilities, and 58% agreed that male teachers are usually absent because of attending their business to substitute for their income. 52% agreed that old teachers are mostly absent because they lost their morale.64% of the teachers agreed that teachers are absent due to illness. 46% of teachers agreed that teachers of low level of education attend further education programs. (46%) agreed that teachers absent themselves because they are not satisfied with their job. \u0000 Conclusion:\u0000Teachers absent themselves because they are unsatisfied with their jobs, family responsibilities, substitute income, undertaking further studies, lost morale, and are tired and some miss due to illness. \u0000 Recommendation:\u0000School employers should ensure that there is constant supervision and remuneration to motivate teachers as a way of curbing teachers’ absenteeism. ","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"68 s274","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background Education is important to any country’s social, economic, and political development. Globally education is recognized as a basic human right. The study aims to assess the Influence of family level of education and family size on students’ dropout in secondary schools, in Kitagwenda district. Methodology A cross-sectional descriptive survey design with both qualitative and quantitative approaches. The study population consisted of teachers, head teachers, officials in the education department of Kitagwenda District, and parents who are members of the committee of PTA students s.3 and s.4. After data collection, the responses to the questionnaire were coded, and then data entered into the computer for analysis. Results Most of the respondents (90.4%) were unmarried and only (9.2%) were married. Most (200) were students from s3 and s4 classes. The majority of the respondents (82.8%) had a PLE level of education (2.8 %) had a diploma level and (5.02%) had degrees. Most (94.4%) agreed that uneducated parents encourage their sons to go to school as a way of compensation for their parents’ education in the area (Mean= 4.48; Standard deviation= 0.666). (89.6%) agreed that parents with low levels of schooling involve their children with home activities that are not academically focused, thus frustrating students who end up dropping out (Mean= 4.34; Standard deviation= 0.694). Most (90.6%) agreed that parents with bigger families have higher chances of dropping out of school (Mean= 4.45; Standard deviation= 0.646). Conclusion Children from uneducated parents are more likely to drop out of school than children from educated parents. Recommendations There is a need to revive community sensitization on the impact of education among rural people who have been noticed to be reluctant to educate their children.
{"title":"INFLUENCE OF FAMILY LEVEL OF EDUCATION AND FAMILY SIZE ON STUDENTS’ DROPOUT IN SECONDARY SCHOOLS, IN KITAGWENDA DISTRICT. A CROSS-SECTIONAL STUDY.","authors":"Medard Twikirize, Henry Noel","doi":"10.51168/66j9a423","DOIUrl":"https://doi.org/10.51168/66j9a423","url":null,"abstract":"Background \u0000Education is important to any country’s social, economic, and political development. Globally education is recognized as a basic human right. The study aims to assess the Influence of family level of education and family size on students’ dropout in secondary schools, in Kitagwenda district.\u0000 Methodology\u0000A cross-sectional descriptive survey design with both qualitative and quantitative approaches. The study population consisted of teachers, head teachers, officials in the education department of Kitagwenda District, and parents who are members of the committee of PTA students s.3 and s.4. After data collection, the responses to the questionnaire were coded, and then data entered into the computer for analysis.\u0000 Results\u0000Most of the respondents (90.4%) were unmarried and only (9.2%) were married. Most (200) were students from s3 and s4 classes. The majority of the respondents (82.8%) had a PLE level of education (2.8 %) had a diploma level and (5.02%) had degrees. Most (94.4%) agreed that uneducated parents encourage their sons to go to school as a way of compensation for their parents’ education in the area (Mean= 4.48; Standard deviation= 0.666). (89.6%) agreed that parents with low levels of schooling involve their children with home activities that are not academically focused, thus frustrating students who end up dropping out (Mean= 4.34; Standard deviation= 0.694). Most (90.6%) agreed that parents with bigger families have higher chances of dropping out of school (Mean= 4.45; Standard deviation= 0.646).\u0000 Conclusion\u0000Children from uneducated parents are more likely to drop out of school than children from educated parents.\u0000 Recommendations\u0000There is a need to revive community sensitization on the impact of education among rural people who have been noticed to be reluctant to educate their children.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"186 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141681651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background There has been a growing recognition of the importance of transformational leadership in education, where head teachers inspire and motivate teachers to achieve high levels of performance. The study aims to examine the relationship between transformative leadership styles and teachers' job satisfaction in selected public secondary schools. Methodology A descriptive, correlational, and cross-sectional survey design was undertaken with a mixed approach with both quantitative and qualitative data in 8 secondary schools within Kagadi district. Means and standard deviations were also used to analyze data collected on the dependent variable and the dependent variable using the Likert 5-point scale of the responses. The target population comprised 146 participants which included 08 head teachers and 138 secondary school teachers. Results 24% of the respondents were female while 76% were male. 32%of the respondents had a diploma education level, 62% had a degree and 6% had a master’s degree. The correlation between transformative leadership style and teacher's job satisfaction in Selected public secondary schools in Kagadi District was (r=0.534, sig= 0.011) indicating a moderate positive correlation between Transformative Leadership Styles and Teacher's Job Satisfaction. The coefficient for transformative leadership style (B = 4.379) is statistically significant (p = 0.002), indicating that teachers' job satisfaction increases by 4.379 units for every one-unit increase in transformative leadership. Conclusions The moderate positive correlation between transformative leadership style and teachers' job satisfaction suggests that implementing transformative leadership practices in schools can lead to increased job satisfaction among teachers and are characterized by vision, inspiration, and empowerment, are likely to create a positive work environment that fosters satisfaction and fulfillment among teachers. Recommendations The Ministry of Education and Sports should offer training opportunities for head teachers to enhance their transformative leadership skills further.
{"title":"EXAMINING THE RELATIONSHIP BETWEEN TRANSFORMATIVE LEADERSHIP STYLE AND TEACHERS' JOB SATISFACTION IN SELECTED PUBLIC SECONDARY SCHOOLS IN KAGADI DISTRICT. A CROSS-SECTIONAL STUDY.","authors":"Swaibu Ssemata, Muhammad Sendagi","doi":"10.51168/ckjpbd21","DOIUrl":"https://doi.org/10.51168/ckjpbd21","url":null,"abstract":"Background\u0000There has been a growing recognition of the importance of transformational leadership in education, where head teachers inspire and motivate teachers to achieve high levels of performance. The study aims to examine the relationship between transformative leadership styles and teachers' job satisfaction in selected public secondary schools.\u0000 Methodology\u0000A descriptive, correlational, and cross-sectional survey design was undertaken with a mixed approach with both quantitative and qualitative data in 8 secondary schools within Kagadi district. Means and standard deviations were also used to analyze data collected on the dependent variable and the dependent variable using the Likert 5-point scale of the responses. The target population comprised 146 participants which included 08 head teachers and 138 secondary school teachers.\u0000 Results\u000024% of the respondents were female while 76% were male. 32%of the respondents had a diploma education level, 62% had a degree and 6% had a master’s degree. The correlation between transformative leadership style and teacher's job satisfaction in Selected public secondary schools in Kagadi District was (r=0.534, sig= 0.011) indicating a moderate positive correlation between Transformative Leadership Styles and Teacher's Job Satisfaction. The coefficient for transformative leadership style (B = 4.379) is statistically significant (p = 0.002), indicating that teachers' job satisfaction increases by 4.379 units for every one-unit increase in transformative leadership.\u0000 Conclusions\u0000The moderate positive correlation between transformative leadership style and teachers' job satisfaction suggests that implementing transformative leadership practices in schools can lead to increased job satisfaction among teachers and are characterized by vision, inspiration, and empowerment, are likely to create a positive work environment that fosters satisfaction and fulfillment among teachers.\u0000 Recommendations\u0000The Ministry of Education and Sports should offer training opportunities for head teachers to enhance their transformative leadership skills further.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"62 S285","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141683019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cate Nansubuga Nabaggala, Muhammad Ssendagi, Edmand Bakashaba
Background The availability of opportunities for advancement motivates teachers to invest in their professional growth and development, leading to increased job satisfaction and commitment. The study aims to assess the relationship between opportunities for advancement and teacher motivation. Methodology A descriptive, cross-sectional, and correlational survey design. A qualitative approach was employed in examining the non-numerical findings of the study such as gender and attitudes of the respondents on the study variables were coded and summarized to produce descriptive findings. The quantitative approach was used to analyze and interpret numerical data for meaningful findings. Results Most respondents (51%) were in the age range of 20-35 years, followed by 37% in the age range of 36-50 years, and 12% aged 51 years and above. There was a moderately strong positive correlation between opportunities for advancement and teacher commitment (Pearson Correlation = 0.629, p = 0.002). This implies that when teachers perceive there are opportunities for advancement within the school, their commitment tends to be higher. Conclusions There was a moderately strong positive relationship between opportunities for advancement and teacher commitment implying that when teachers perceive there are opportunities for advancement within the school, their commitment tends to be higher. Recommendations Private primary schools should provide more opportunities for leadership roles, teaching specialized subjects, and bonuses for advancement to address perceived deficiencies in these areas.
{"title":"RELATIONSHIP BETWEEN OPPORTUNITIES FOR ADVANCEMENT AND TEACHER MOTIVATION IN PRIVATE PRIMARY SCHOOL IN MUKUNGWE SUB-COUNTY, MASAKA DISTRICT. A CROSS-SECTIONAL STUDY.","authors":"Cate Nansubuga Nabaggala, Muhammad Ssendagi, Edmand Bakashaba","doi":"10.51168/tsv5kx93","DOIUrl":"https://doi.org/10.51168/tsv5kx93","url":null,"abstract":"Background\u0000The availability of opportunities for advancement motivates teachers to invest in their professional growth and development, leading to increased job satisfaction and commitment. The study aims to assess the relationship between opportunities for advancement and teacher motivation.\u0000 Methodology\u0000A descriptive, cross-sectional, and correlational survey design. A qualitative approach was employed in examining the non-numerical findings of the study such as gender and attitudes of the respondents on the study variables were coded and summarized to produce descriptive findings. The quantitative approach was used to analyze and interpret numerical data for meaningful findings.\u0000 Results\u0000Most respondents (51%) were in the age range of 20-35 years, followed by 37% in the age range of 36-50 years, and 12% aged 51 years and above. There was a moderately strong positive correlation between opportunities for advancement and teacher commitment (Pearson Correlation = 0.629, p = 0.002). This implies that when teachers perceive there are opportunities for advancement within the school, their commitment tends to be higher.\u0000 Conclusions\u0000There was a moderately strong positive relationship between opportunities for advancement and teacher commitment implying that when teachers perceive there are opportunities for advancement within the school, their commitment tends to be higher.\u0000 Recommendations\u0000Private primary schools should provide more opportunities for leadership roles, teaching specialized subjects, and bonuses for advancement to address perceived deficiencies in these areas.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"78 s346","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The study aims to assess the correlation between motivation and teacher performance. Methodology: A cross-sectional survey was conducted. The study used a mixed-methods approach, with data collected through self-administered questionnaires and structured interviews. Data was processed, coded, and analyzed with SPSS version 21. Results: The correlation between teacher performance and staff development was 0.775. The correlation coefficient between teacher performance and incentives was 0.523. The coefficient for staff development was 0.646, indicating that for every unit increase in staff development, teachers' performance increased by 0.646 units. For every unit increase in recognition, teachers' performance increased by 0.723 units. “The school provides Continuous Professional Development programs to teachers”, indicated a mean response of 4.0 with a standard deviation of 1.6. On the statement “Continuous Professional Development programs allow teachers to exchange ideas and receive feedback from their colleagues”. The mean response was 2.4 with a standard deviation of 1.5. On the statement “The government periodically reviews teachers' salaries”. The mean score for this statement was 4.3, On the statement “Teachers receive verbal praise for their efforts in UPE schools of Kamuli District”, the mean response was 4.5 with a standard deviation of 0.32. The statement "Teachers possess improved teaching skills that capture pupils' attention" has a mean score of 2.8 and a standard deviation of 0.6. Conclusion: The regression models show that motivation, as evaluated by staff development, incentives, and recognition, has a positive and significant impact on teacher performance in the Kamuli area. These findings emphasize the importance of providing opportunities for staff development, offering incentives, and acknowledging teachers' efforts to motivate and improve their performance in public primary schools. Recommendation: The government should strengthen mentorship and coaching programs by creating a structured framework for mentorship and coaching to enhance teaching skills and practices amongst less experienced teachers.
{"title":"MOTIVATION AND TEACHERS’ PERFORMANCE IN SELECTED PUBLIC PRIMARY SCHOOLS KAMULI DISTRICT. A CROSS-SECTIONAL STUDY.","authors":"Lukia Namuwaya, Evelyn Hope Kyokunda","doi":"10.51168/1ny45703","DOIUrl":"https://doi.org/10.51168/1ny45703","url":null,"abstract":"Background: \u0000The study aims to assess the correlation between motivation and teacher performance.\u0000Methodology: \u0000A cross-sectional survey was conducted. The study used a mixed-methods approach, with data collected through self-administered questionnaires and structured interviews. Data was processed, coded, and analyzed with SPSS version 21.\u0000Results: \u0000The correlation between teacher performance and staff development was 0.775. The correlation coefficient between teacher performance and incentives was 0.523. The coefficient for staff development was 0.646, indicating that for every unit increase in staff development, teachers' performance increased by 0.646 units. For every unit increase in recognition, teachers' performance increased by 0.723 units. “The school provides Continuous Professional Development programs to teachers”, indicated a mean response of 4.0 with a standard deviation of 1.6. On the statement “Continuous Professional Development programs allow teachers to exchange ideas and receive feedback from their colleagues”. The mean response was 2.4 with a standard deviation of 1.5. On the statement “The government periodically reviews teachers' salaries”. The mean score for this statement was 4.3, On the statement “Teachers receive verbal praise for their efforts in UPE schools of Kamuli District”, the mean response was 4.5 with a standard deviation of 0.32. The statement \"Teachers possess improved teaching skills that capture pupils' attention\" has a mean score of 2.8 and a standard deviation of 0.6.\u0000Conclusion: \u0000The regression models show that motivation, as evaluated by staff development, incentives, and recognition, has a positive and significant impact on teacher performance in the Kamuli area. These findings emphasize the importance of providing opportunities for staff development, offering incentives, and acknowledging teachers' efforts to motivate and improve their performance in public primary schools.\u0000Recommendation: \u0000The government should strengthen mentorship and coaching programs by creating a structured framework for mentorship and coaching to enhance teaching skills and practices amongst less experienced teachers.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"49 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141109019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: This study focused on assessing the influence management of clerkship training on Students’ Acquisition of Clinical Skills in Health Training institutions in Mbale City. Methodology: The study adopted the cross-sectional design with a sample of 124 respondents from the medical staff in Mbale Regional Referral Hospital, Data was collected using questionnaires and interview guides for quantitative and qualitative data respectively. Data was analyzed using SSPSS software and content analysis respectively. Results: Th study targeted 127 respondents but got a response rate of 124 participants and among these, nurses comprised 53(44.2%) of the sample, 46(38.3%) were Allied Health, 13(10.8%) were Midwives while 8(6.7%) were medical officers. The duration planned for clinical clerkship training is appropriate to promote students’ skills acquisition (Mean=2.11, Standard deviation=0.994). The decision rule is that the calculated p-value (level of significance) must be less than or equal to 0.05. Since the calculated p-value of 0.000 is less than 0.05, the regression model was found to be statistically significant (F=105.838, Df=1, ρ< 0.05, β=0.688) hence the Management of the Clerkships Training positively influences Students’ acquisition of clinical skills. Conclusion: Management of the Clerkships has a significant positive influence on Students’ acquisition of clinical skills. This was interpreted to mean that if Health Training Institutions in Mbale City enhance on Management of the Clerkships, there will be a positive enhancement in Students’ acquisition of clinical skills. Recommendation: Health Training Institutions in Mbale City should work more towards boosting the Management of the Clerkships towards supporting Students’ acquisition of clinical skills.
背景：本研究的重点是评估实习培训管理对姆巴莱市卫生培训机构学生掌握临床技能的影响：研究采用横断面设计，从姆巴莱地区转诊医院的医务人员中抽取了124名受访者，分别使用问卷和访谈指南收集定量和定性数据。数据分别使用 SSPSS 软件和内容分析法进行分析。结果这项研究的目标受访者为 127 人，但回复率为 124%，其中护士占样本的 53%（44.2%），46%（38.3%）为专职医疗人员，13%（10.8%）为助产士，8%（6.7%）为医务人员。为促进学生掌握技能而计划的临床实习培训时间是适当的（平均值=2.11，标准差=0.994）。决策规则是计算出的 p 值（显著性水平）必须小于或等于 0.05。由于计算出的 p 值 0.000 小于 0.05，因此回归模型具有统计学意义（F=105.838，Df=1，ρ< 0.05，β=0.688），因此实习培训管理对学生掌握临床技能有积极影响。建议：姆巴莱市的卫生培训机构应进一步加强实习管理，支持学生掌握临床技能。
{"title":"INFLUENCE OF MANAGEMENT OF CLERKSHIP TRAINING ON STUDENTS’ ACQUISITION OF CLINICAL SKILLS IN MBALE CITY HEALTH TRAINING INSTITUTIONS, UGANDA.A CROSS-SECTIONAL STUDY.","authors":"Michael Kabasa, N. N. Nkomo","doi":"10.51168/xvy3za48","DOIUrl":"https://doi.org/10.51168/xvy3za48","url":null,"abstract":"Background:\u0000This study focused on assessing the influence management of clerkship training on Students’ Acquisition of Clinical Skills in Health Training institutions in Mbale City.\u0000Methodology: \u0000The study adopted the cross-sectional design with a sample of 124 respondents from the medical staff in Mbale Regional Referral Hospital, Data was collected using questionnaires and interview guides for quantitative and qualitative data respectively. Data was analyzed using SSPSS software and content analysis respectively.\u0000 Results: \u0000Th study targeted 127 respondents but got a response rate of 124 participants and among these, nurses comprised 53(44.2%) of the sample, 46(38.3%) were Allied Health, 13(10.8%) were Midwives while 8(6.7%) were medical officers. The duration planned for clinical clerkship training is appropriate to promote students’ skills acquisition (Mean=2.11, Standard deviation=0.994). The decision rule is that the calculated p-value (level of significance) must be less than or equal to 0.05. Since the calculated p-value of 0.000 is less than 0.05, the regression model was found to be statistically significant (F=105.838, Df=1, ρ< 0.05, β=0.688) hence the Management of the Clerkships Training positively influences Students’ acquisition of clinical skills.\u0000Conclusion:\u0000Management of the Clerkships has a significant positive influence on Students’ acquisition of clinical skills. This was interpreted to mean that if Health Training Institutions in Mbale City enhance on Management of the Clerkships, there will be a positive enhancement in Students’ acquisition of clinical skills.\u0000Recommendation:\u0000Health Training Institutions in Mbale City should work more towards boosting the Management of the Clerkships towards supporting Students’ acquisition of clinical skills.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141119161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background In Uganda, there is an overall concern over the generally poor academic performance of students learning in government-aided schools. The study aims to assess the level of academic performance of students in secondary schools of Alebtong District. Methodology A descriptive cross-sectional study was conducted and quantitative data collected from 115 respondents was obtained. Results The level of academic performance of students in secondary schools of Alebtong District was relatively low. The mean response of 2.6 suggested that students' performance in standardized exams, particularly UCE and UACE, is not very high. A mean response of 2.2 indicated that the pass rate of students in Alebtong District was not very high and only 25% of students obtained a second-grade result. The mean response was 1.8 indicating that a high percentage of students in lower secondary do not obtain a first-grade result. A mean response of 2.8 indicated that there might be some challenges regarding dropout rates and student retention in secondary schools. The mean response was 3.2 indicating that students in Alebtong District generally experience a relatively smooth transition and progression through their secondary education. Conclusion Generally, schools in Alebtong District have not yet archived their desired potential with the majority of the students unable to score a minimum of second-grade result. There is still a need for greater improvement in the level of academic performance of students in secondary schools in Alebtong District Recommendation Strategies should be implemented to enhance students' performance in standardized exams, increase the pass rate, improve grade distribution, reduce dropout rates, and ensure the smooth transition and completion of secondary education. Encouraging students' active involvement in extra-curricular activities could also be explored as a potential avenue for supporting academic excellence.
{"title":"LEVEL OF ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS OF ALEBTONG DISTRICT. A CROSS-SECTIONAL STUDY.","authors":"Dorcus Ejang, Muhammad Sendagi","doi":"10.51168/zmmbma85","DOIUrl":"https://doi.org/10.51168/zmmbma85","url":null,"abstract":"Background\u0000In Uganda, there is an overall concern over the generally poor academic performance of students learning in government-aided schools. The study aims to assess the level of academic performance of students in secondary schools of Alebtong District.\u0000 Methodology\u0000 A descriptive cross-sectional study was conducted and quantitative data collected from 115 respondents was obtained.\u0000 Results\u0000The level of academic performance of students in secondary schools of Alebtong District was relatively low. The mean response of 2.6 suggested that students' performance in standardized exams, particularly UCE and UACE, is not very high. A mean response of 2.2 indicated that the pass rate of students in Alebtong District was not very high and only 25% of students obtained a second-grade result. The mean response was 1.8 indicating that a high percentage of students in lower secondary do not obtain a first-grade result. A mean response of 2.8 indicated that there might be some challenges regarding dropout rates and student retention in secondary schools. The mean response was 3.2 indicating that students in Alebtong District generally experience a relatively smooth transition and progression through their secondary education.\u0000 Conclusion \u0000Generally, schools in Alebtong District have not yet archived their desired potential with the majority of the students unable to score a minimum of second-grade result. There is still a need for greater improvement in the level of academic performance of students in secondary schools in Alebtong District\u0000 Recommendation \u0000Strategies should be implemented to enhance students' performance in standardized exams, increase the pass rate, improve grade distribution, reduce dropout rates, and ensure the smooth transition and completion of secondary education. Encouraging students' active involvement in extra-curricular activities could also be explored as a potential avenue for supporting academic excellence.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"121 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The purpose of this study was to assess Parental involvement and Pupils' academic performance in five selected public primary schools of Kalamba sub-county Butambala district. Methodology: The study used a cross-sectional survey design where purposive sampling of 5 government aided and 5 out of 10 in Kalamba sub-county, as well as the intact classes of pupils from primary five to Seven taking four major subjects as per the Uganda National Examination Board guidelines, were included in the study. Thus 425 pupils and 45 teachers participated in the study. Questionnaires with close-ended and structured items were used to collect data on parental involvement. Results: The study enrolled 208 males and 262 females aged 18 and above. Findings revealed that parental involvement is low in pupils' academic performance and the relationship between parental involvement and pupils’ academic performance is significant. Close analysis reveals that all three concepts of parental involvement, namely, parent-pupil interaction, parent-moral guidance, and parent-teacher interaction, had positive r-values that are 0.145, 0.198, and 0.118. Conclusions: Due to social, political, technological, and economic changes in Uganda, in some parts of Uganda, some parents have abandoned their roles towards their children, many of them do not interact with them, morally guide them, and not interact with their teachers; that pupils in primary schools in Kalamba sub county Butambala district generally do not perform well academically and that academic achievement of the learner depends on many factors, Parental involvement is among these factors. The higher the Parental involvement, the higher the possibility of the pupils getting good results and vice versa. Recommendations: There is a need for parents in Kalamba sub-county to give enough time for their children to get highly involved with them, monitor them, guide them morally, interact with teachers, and support them financially and academically.
{"title":"PARENTAL INVOLVEMENT IN PUPILS’ ACADEMIC PERFORMANCE IN FIVE SELECTED PUBLIC PRIMARY SCHOOLS OF KALAMBA SUBCOUNTY BUTAMBALA DISTRICT, UGANDA. A CROSS-SECTIONAL STUDY.","authors":"Zaam Nakimuli, Phoebe Kyomukama","doi":"10.51168/b6mshd71","DOIUrl":"https://doi.org/10.51168/b6mshd71","url":null,"abstract":"Background:\u0000The purpose of this study was to assess Parental involvement and Pupils' academic performance in five selected public primary schools of Kalamba sub-county Butambala district.\u0000Methodology: \u0000The study used a cross-sectional survey design where purposive sampling of 5 government aided and 5 out of 10 in Kalamba sub-county, as well as the intact classes of pupils from primary five to Seven taking four major subjects as per the Uganda National Examination Board guidelines, were included in the study. Thus 425 pupils and 45 teachers participated in the study. Questionnaires with close-ended and structured items were used to collect data on parental involvement. \u0000Results: \u0000The study enrolled 208 males and 262 females aged 18 and above. Findings revealed that parental involvement is low in pupils' academic performance and the relationship between parental involvement and pupils’ academic performance is significant. Close analysis reveals that all three concepts of parental involvement, namely, parent-pupil interaction, parent-moral guidance, and parent-teacher interaction, had positive r-values that are 0.145, 0.198, and 0.118. \u0000Conclusions:\u0000Due to social, political, technological, and economic changes in Uganda, in some parts of Uganda, some parents have abandoned their roles towards their children, many of them do not interact with them, morally guide them, and not interact with their teachers; that pupils in primary schools in Kalamba sub county Butambala district generally do not perform well academically and that academic achievement of the learner depends on many factors, Parental involvement is among these factors. The higher the Parental involvement, the higher the possibility of the pupils getting good results and vice versa. \u0000Recommendations: \u0000There is a need for parents in Kalamba sub-county to give enough time for their children to get highly involved with them, monitor them, guide them morally, interact with teachers, and support them financially and academically. ","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"98 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140665549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The study aims to establish the challenges faced by community involvement in the performance of secondary schools in Kasanda town council. Methods: The study was conducted among secondary schools in Kassanda Town Council, the study adopted descriptive survey research designs based on an entirely quantitative research design. The data was collected from 50 respondents who were the parents and local leaders of Kassanda Town Council. Results: The study enrolled 35 males and 15 females between the ages of 20-50 and above. Low economic status among the people in the community, Low level of educative people in the community, Limited degree of parental awareness in the school management, Limited performance dimension in the management of the education sector, Lack of society mobilization by education institutions on community stakes in education are some of the challenges faced in the community involvement in the performance of the secondary schools. Therefore, the findings indicate that most of the respondents strongly agreed with 5 8.6%, 21.3% of the respondents agreed while 6.6% were not sure as 8.3% of respondents disagreed and 6% strongly disagreed. Conclusion: There is a limited degree of parent awareness in school management, a lack of policy requiring or supporting community involvement, a lack of society mobilization by education institutions, and a limited performance dimension in the management of the education sector. Recommendation: The study recommended for deliberate involvement of the community in the affairs of the school. The study recommends that policy formulation on matters of management of secondary schools should be all-inclusive so that it can address societal needs.
{"title":"A DESCRIPTIVE STUDY ON THE CHALLENGES FACED IN COMMUNITY INVOLVEMENT IN THE PERFORMANCE OF SECONDARY SCHOOLS IN KASANDA TOWN COUNCIL, KASANDA DISTRICT.","authors":"Gonzaga Kalonde, S. Asiimwe","doi":"10.51168/dens5p51","DOIUrl":"https://doi.org/10.51168/dens5p51","url":null,"abstract":" \u0000Background: \u0000The study aims to establish the challenges faced by community involvement in the performance of secondary schools in Kasanda town council.\u0000 Methods: \u0000The study was conducted among secondary schools in Kassanda Town Council, the study adopted descriptive survey research designs based on an entirely quantitative research design. The data was collected from 50 respondents who were the parents and local leaders of Kassanda Town Council.\u0000 Results: \u0000The study enrolled 35 males and 15 females between the ages of 20-50 and above. Low economic status among the people in the community, Low level of educative people in the community, Limited degree of parental awareness in the school management, Limited performance dimension in the management of the education sector, Lack of society mobilization by education institutions on community stakes in education are some of the challenges faced in the community involvement in the performance of the secondary schools. Therefore, the findings indicate that most of the respondents strongly agreed with 5 8.6%, 21.3% of the respondents agreed while 6.6% were not sure as 8.3% of respondents disagreed and 6% strongly disagreed.\u0000 Conclusion: \u0000There is a limited degree of parent awareness in school management, a lack of policy requiring or supporting community involvement, a lack of society mobilization by education institutions, and a limited performance dimension in the management of the education sector. \u0000 Recommendation: \u0000The study recommended for deliberate involvement of the community in the affairs of the school. The study recommends that policy formulation on matters of management of secondary schools should be all-inclusive so that it can address societal needs.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"33 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140661282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：