Introduction The purpose of the study was to examine how the peer group learning environment influences learners' performance in primary schools within the Rhino Camp Refuge Settlement. Methodology The study adopted a descriptive correlational and cross-sectional survey design, utilizing a mixed research approach. Data analysis was performed using SPSS version 23. The target population of the study was 151 respondents, consisting of primary seven learners at three selected primary schools in the Rhino Camp settlement. The sample size of the study was determined to be 108 respondents. Results 71% of the respondents were male and 29% were female. There was a positive correlation between peer group learning environment and learners' performance, with a Pearson correlation coefficient of 0.543**. This correlation was statistically significant at the 0.01 level (2-tailed). Peer group learning environment has a significant positive impact on learners' performance. A conducive and supportive learning environment within the peer group contributes to better academic performance. Conclusion Group learning in a peer environment has a positive influence on learners' performance in primary schools within Rhino Camp Refuge Settlement. It fosters a favorable learning environment, promotes active participation, enhances motivation, improves communication skills, fosters cultural understanding, and provides emotional support. These findings highlight the potential benefits of implementing group learning strategies in primary schools in refugee settlements. Recommendation Schools should create a conducive learning environment that promotes peer interaction and mutual learning.
{"title":"PEER GROUP LEARNING ENVIRONMENT ON PERFORMANCE OF LEARNERS IN RHINO CAMP REFUGEES SETTLEMENT, MADI–OKOLLO DISTRICT. A CROSS–SECTIONAL STUDY.","authors":"Stephen Broputo, Abas Rutaro","doi":"10.51168/0z9z0h94","DOIUrl":"https://doi.org/10.51168/0z9z0h94","url":null,"abstract":"Introduction\u0000The purpose of the study was to examine how the peer group learning environment influences learners' performance in primary schools within the Rhino Camp Refuge Settlement.\u0000 Methodology\u0000The study adopted a descriptive correlational and cross-sectional survey design, utilizing a mixed research approach. Data analysis was performed using SPSS version 23. The target population of the study was 151 respondents, consisting of primary seven learners at three selected primary schools in the Rhino Camp settlement. The sample size of the study was determined to be 108 respondents.\u0000 Results\u000071% of the respondents were male and 29% were female. There was a positive correlation between peer group learning environment and learners' performance, with a Pearson correlation coefficient of 0.543**. This correlation was statistically significant at the 0.01 level (2-tailed). Peer group learning environment has a significant positive impact on learners' performance. A conducive and supportive learning environment within the peer group contributes to better academic performance.\u0000 Conclusion\u0000Group learning in a peer environment has a positive influence on learners' performance in primary schools within Rhino Camp Refuge Settlement. It fosters a favorable learning environment, promotes active participation, enhances motivation, improves communication skills, fosters cultural understanding, and provides emotional support. These findings highlight the potential benefits of implementing group learning strategies in primary schools in refugee settlements.\u0000 Recommendation\u0000Schools should create a conducive learning environment that promotes peer interaction and mutual learning.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"45 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896375","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}
Introduction The study established the effects of visual materials usage on learners’ communicative competencies in primary schools in Kitagwenda District. Methodology The study used a cross-sectional survey research design consisting of both qualitative and quantitative approaches to data collection and analysis. The study population consisted of teachers, head teachers, PTA members, and learners of p6 and p7 classes. A sample size of 232 respondents was used. Questionnaires and interviews were used during data collection. Statistical package for social scientists (SPSS) was used to aid the processing and summarizing of information obtained from the questionnaires while content analysis was used to analyze quantitative data. Results majority of the respondents (55.2%) were males while females were 44.8%. This implies that there are more male students than female learners in primary schools in Kitagwenda District. majority of respondents (51.8%) agreed that the Use of authentic materials improves reading skills only (18.3%) disagreed with the statement (Mean= 3.44; Standard deviation= 1.054). majority of the respondents (52.4%) agreed that the Use of authentic materials improves English language listening skills. (Mean= 3.37.; Standard deviation= 1.057). Conclusion Visual materials usage improves the learner's reading, writing, and listening schools which has a positive effect on their studies. Recommendation The study recommends that the government and other stakeholders in the education sector should seek to increase the funding for UPE to cater to all the school's monetary requirements to have enough teaching materials. This will help teachers access various forms of materials and use them in teaching.
{"title":"VISUAL MATERIALS USAGE AND LEARNER’S COMMUNICATIVE COMPETENCE IN PRIMARY SCHOOLS IN KITAGWENDA DISTRICT. A CROSS-SECTIONAL STUDY.","authors":"Violet Kiconco, Abas Rutaro","doi":"10.51168/ygkwyk42","DOIUrl":"https://doi.org/10.51168/ygkwyk42","url":null,"abstract":"Introduction \u0000The study established the effects of visual materials usage on learners’ communicative competencies in primary schools in Kitagwenda District.\u0000Methodology \u0000The study used a cross-sectional survey research design consisting of both qualitative and quantitative approaches to data collection and analysis. The study population consisted of teachers, head teachers, PTA members, and learners of p6 and p7 classes. A sample size of 232 respondents was used. Questionnaires and interviews were used during data collection. Statistical package for social scientists (SPSS) was used to aid the processing and summarizing of information obtained from the questionnaires while content analysis was used to analyze quantitative data.\u0000Results \u0000majority of the respondents (55.2%) were males while females were 44.8%. This implies that there are more male students than female learners in primary schools in Kitagwenda District. majority of respondents (51.8%) agreed that the Use of authentic materials improves reading skills only (18.3%) disagreed with the statement (Mean= 3.44; Standard deviation= 1.054). majority of the respondents (52.4%) agreed that the Use of authentic materials improves English language listening skills. (Mean= 3.37.; Standard deviation= 1.057).\u0000Conclusion \u0000Visual materials usage improves the learner's reading, writing, and listening schools which has a positive effect on their studies.\u0000Recommendation\u0000The study recommends that the government and other stakeholders in the education sector should seek to increase the funding for UPE to cater to all the school's monetary requirements to have enough teaching materials. This will help teachers access various forms of materials and use them in teaching.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"128 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482689","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 general objective was to explore how staff housing affects the performance of government-aided primary schools at Primary Leaving Examinations in Kakumiro District. Methodology: The study used a descriptive case study design with both quantitative and qualitative approaches. A sample of 373 respondents participated in the study with 302 teachers, 56 head teachers, and 15 District Education Officials. Simple random, census, and purposive sampling techniques were used. The response rate was 97.8%. Structured interviews. Results; The study results from the correlation show a weak, positive, and statistically significant relationship between staff housing and performance of government-aided primary schools at PLE at .351(*) given by Pearson correlation (p-value) of 0.003. The regression results further revealed that staff housing accounts for a change in the performance of government-aided primary schools at PLE at 1.9% which is a small change. Conclusion: It is also concluded that both variables change in the same direction whereby better staff housing is related to improved performance of government-aided primary schools at PLE, and poor staff housing leads to poor performance of government-aided primary schools at PLE. Recommendations: Kakumiro District local government should allocate more money in its budget estimates for the construction of teachers’ houses in primary schools to solve the staff housing problem. It is important to note that building or improving staff housing would be to the benefit of pupils to easily access their teachers.
{"title":"EFFECTS OF STAFF HOUSING ON THE PERFORMANCE OF GOVERNMENT-AIDED PRIMARY SCHOOLS AT PRIMARY LEAVING EXAMINATIONS IN KAKUMIRO DISTRICT.","authors":"Michael Isaaca Serugo, Mohammed Sendagi","doi":"10.51168/s7edh826","DOIUrl":"https://doi.org/10.51168/s7edh826","url":null,"abstract":"Background:\u0000The general objective was to explore how staff housing affects the performance of government-aided primary schools at Primary Leaving Examinations in Kakumiro District.\u0000Methodology:\u0000The study used a descriptive case study design with both quantitative and qualitative approaches. A sample of 373 respondents participated in the study with 302 teachers, 56 head teachers, and 15 District Education Officials. Simple random, census, and purposive sampling techniques were used. The response rate was 97.8%. Structured interviews.\u0000Results;\u0000The study results from the correlation show a weak, positive, and statistically significant relationship between staff housing and performance of government-aided primary schools at PLE at .351(*) given by Pearson correlation (p-value) of 0.003. The regression results further revealed that staff housing accounts for a change in the performance of government-aided primary schools at PLE at 1.9% which is a small change. \u0000Conclusion:\u0000It is also concluded that both variables change in the same direction whereby better staff housing is related to improved performance of government-aided primary schools at PLE, and poor staff housing leads to poor performance of government-aided primary schools at PLE. \u0000Recommendations: \u0000Kakumiro District local government should allocate more money in its budget estimates for the construction of teachers’ houses in primary schools to solve the staff housing problem. It is important to note that building or improving staff housing would be to the benefit of pupils to easily access their teachers.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"156 1-3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492459","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 sought to investigate the relationship between parents’ level of education and pupils’ academic performance in primary schools. Methodology: A mixed-method research approach was used in this study to generate data. Using questionnaire and interview guide tools, data was collected from the study respondents including pupils, teachers, head teachers, parents as well and the Area Education Officer. Results: Findings revealed that parents’ level of education influences pupils’ academic performance. Tool items such as parents checking books and home works (M=1.70, SD=1.042), parents assisting in doing homework (M=2.43, SD=1.355), parents reading and replying to letters from schools (M=2.01, SD=1.131) and pupils having enough time at home to study (M=1.97, SD=1.050), were found to be among major factors that determine pupils’ performance. Conclusion: Parental level of education was statistically significant towards pupils’ academic performance in Palisa District. The educational attainment of their children in both rural and national samples was easily influenced by their conducive home study environment. Recommendation: Parents are advised to pay full attention to their children’s education at home. They should make a timetable for their children regarding homework and studies. In this way, their academic performance will be improved.
{"title":"RELATIONSHIP BETWEEN PARENTS’ LEVEL OF EDUCATION AND PUPILS’ ACADEMIC PERFORMANCE; IN PRIMARY SCHOOLS IN IPALLISA DSTRICT, UGANDA.","authors":"Hellena Namukose, Mohammed Sendagi","doi":"10.51168/ss2wnw60","DOIUrl":"https://doi.org/10.51168/ss2wnw60","url":null,"abstract":"Background:\u0000This study sought to investigate the relationship between parents’ level of education and pupils’ academic performance in primary schools.\u0000Methodology:\u0000A mixed-method research approach was used in this study to generate data.\u0000 Using questionnaire and interview guide tools, data was collected from the study respondents including pupils, teachers, head teachers, parents as well and the Area Education Officer.\u0000Results:\u0000Findings revealed that parents’ level of education influences pupils’ academic performance. Tool items such as parents checking books and home works (M=1.70, SD=1.042), parents assisting in doing homework (M=2.43, SD=1.355), parents reading and replying to letters from schools (M=2.01, SD=1.131) and pupils having enough time at home to study (M=1.97, SD=1.050), were found to be among major factors that determine pupils’ performance.\u0000Conclusion:\u0000Parental level of education was statistically significant towards pupils’ academic performance in Palisa District. The educational attainment of their children in both rural and national samples was easily influenced by their conducive home study environment.\u0000Recommendation:\u0000Parents are advised to pay full attention to their children’s education at home. They should make a timetable for their children regarding homework and studies. In this way, their academic performance will be improved. ","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"6 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492932","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}
Pub Date : 2024-01-25DOI: 10.51168/sjeducation.v1i1.3
Cyprian Okedia Okaso, Mohammed Ssendagi
Background This study aims to examine the relationship between planning in USE and students’ performance in rural secondary schools in the Serere district. Methodology The research was conducted using both quantitative and qualitative approaches using Survey, Correlation, and Case study as Research Designs. Data was collected using Questionnaires Interviews and records targeting BOG and PTA Members, Teachers, and Head teachers as respondents from a sample size of 164 in Serere District USE schools. Data was analyzed using the Statistical Package for Social Scientists where conclusions were drawn from tables and figures from the Package. Results Of the respondents 103 were males and 72 were females. It can be seen the low participation of females was because the number of educated female teachers employed for teaching in secondary schools located in rural areas (Serere district) is low. From the study findings, the majority do agree that planning was vital for the rural schools but rash to say that all the activities are done at the ministry rather than at school levels. The school management Plans its activities under given guidelines, they are funded, and then implementation is done. Conclusion From the results attained, it is evident that the planning of USE Influences students’ performance in rural secondary schools in Serere district. USE Schools whose planning is done by the ministry and more generalized as opposed to those schools that are planned for by the administrators and managers who implement policies perform poorly than those that had an established local planning unit or committee. This was possible because they planned for their scarce resources and got the best out of it. Recommendations Serere district council, parents, and other educational stakeholders should put forward strategies for constructing laboratories and combating the shortage of well-stocked libraries in district secondary schools.
{"title":"THE RELATIONSHIP BETWEEN PLANNING IN USE AND STUDENTS’ PERFORMANCE IN RURAL SECONDARY SCHOOLS IN SERERE DISTRICT.","authors":"Cyprian Okedia Okaso, Mohammed Ssendagi","doi":"10.51168/sjeducation.v1i1.3","DOIUrl":"https://doi.org/10.51168/sjeducation.v1i1.3","url":null,"abstract":"Background\u0000This study aims to examine the relationship between planning in USE and students’ performance in rural secondary schools in the Serere district.\u0000 Methodology\u0000The research was conducted using both quantitative and qualitative approaches using Survey, Correlation, and Case study as Research Designs. Data was collected using Questionnaires Interviews and records targeting BOG and PTA Members, Teachers, and Head teachers as respondents from a sample size of 164 in Serere District USE schools. Data was analyzed using the Statistical Package for Social Scientists where conclusions were drawn from tables and figures from the Package.\u0000 Results\u0000Of the respondents 103 were males and 72 were females. It can be seen the low participation of females was because the number of educated female teachers employed for teaching in secondary schools located in rural areas (Serere district) is low. From the study findings, the majority do agree that planning was vital for the rural schools but rash to say that all the activities are done at the ministry rather than at school levels. The school management Plans its activities under given guidelines, they are funded, and then implementation is done.\u0000Conclusion\u0000From the results attained, it is evident that the planning of USE Influences students’ performance in rural secondary schools in Serere district. USE Schools whose planning is done by the ministry and more generalized as opposed to those schools that are planned for by the administrators and managers who implement policies perform poorly than those that had an established local planning unit or committee. This was possible because they planned for their scarce resources and got the best out of it. \u0000 Recommendations\u0000Serere district council, parents, and other educational stakeholders should put forward strategies for constructing laboratories and combating the shortage of well-stocked libraries in district secondary schools. ","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140496055","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 sought to establish the relationship between Classroom observation and teachers’ effectiveness in primary schools in Kamuli municipal council, Kamuli district, Uganda. Methodology This research employed descriptive correlation design to describe the association and relationship between variables and a quantitative research approach was used. Given a population of 120 respondents, the sample was 92 respondents determined using Krejecie and Morgan (1970) table. The researcher applied purposive sampling alongside a simple random sampling technique. Results The majority of respondents in this sample ranged between 20-30 years of age, this also implied that the majority of respondents in this sample were in their middle adulthood and constituted 47%, these were followed by those between 31-40 years of age constituting 20%, hence indicating that these were in their early adulthood. It showed a higher relationship between classroom observation and teachers’ effectiveness in selected primary schools in Kamuli district, Uganda, since the sig. value (0.000) was less than 0.05 which is the maximum level of significance required to declare a relationship in social sciences. Conclusion There is a high level of relationship between classroom observation and teachers’ effectiveness in the selected primary schools in Kamuli district, Uganda (r=.830; SigO.000), hence concluding that high levels of classroom observations contribute to teachers’ effectiveness in the selected primary schools in Kamuli district, Uganda. Recommendation The head teachers should always inform their teachers when they need to observe their class lessons, and this will help them supervise well. This will help them perform their duties effectively.
{"title":"THE RELATIONSHIP BETWEEN CLASSROOM OBSERVATION AND TEACHERS’ EFFECTIVENESS IN PRIMARY SCHOOLS IN KAMULI MUNICIPAL COUNCIL, KAMULI DISTRICT, UGANDA. A CROSS SECTIONAL STUDY.","authors":"Ivan Wakabi, Mohammed Ssendagi","doi":"10.51168/a9ym1q54","DOIUrl":"https://doi.org/10.51168/a9ym1q54","url":null,"abstract":"Background\u0000The study sought to establish the relationship between Classroom observation and teachers’ effectiveness in primary schools in Kamuli municipal council, Kamuli district, Uganda.\u0000 \u0000Methodology\u0000This research employed descriptive correlation design to describe the association and relationship between variables and a quantitative research approach was used. Given a population of 120 respondents, the sample was 92 respondents determined using Krejecie and Morgan (1970) table. The researcher applied purposive sampling alongside a simple random sampling technique.\u0000 \u0000Results\u0000The majority of respondents in this sample ranged between 20-30 years of age, this also implied that the majority of respondents in this sample were in their middle adulthood and constituted 47%, these were followed by those between 31-40 years of age constituting 20%, hence indicating that these were in their early adulthood.\u0000It showed a higher relationship between classroom observation and teachers’ effectiveness in selected primary schools in Kamuli district, Uganda, since the sig. value (0.000) was less than 0.05 which is the maximum level of significance required to declare a relationship in social sciences. \u0000 \u0000Conclusion\u0000There is a high level of relationship between classroom observation and teachers’ effectiveness in the selected primary schools in Kamuli district, Uganda (r=.830; SigO.000), hence concluding that high levels of classroom observations contribute to teachers’ effectiveness in the selected primary schools in Kamuli district, Uganda. \u0000 \u0000Recommendation\u0000The head teachers should always inform their teachers when they need to observe their class lessons, and this will help them supervise well. This will help them perform their duties effectively. ","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140502547","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 was about the relationship between incentives and `staff performance in government-aided primary schools in Maliba Sub-County a case study in Kasese District- Uganda. Methodology Data was obtained from 107 respondents including teachers and administrators in three secondary schools, where 80 teachers and 27 administrators participated in the survey which was part of the data collection required for the study. A correlational descriptive research design was used through both qualitative and quantitative approaches. The qualitative approach was used to describe variables that are not measurable in quantitative terms while the quantitative approach was used in testing the hypotheses using inferential statistical measures. The study adopted a mixed-method approach to be able to address the objectives of the study. The study used both self-administered questionnaires and structured interviews as data collection instruments. Results The dominant age group was 30 to 39 years with 38.3 percent, closely followed by the 30 to 40 years age group with 29.9 percent, the third was the 40 to 49 years age group with 18.7 percent. A Pearson correlation coefficient, r = 0.168, p-value > 0.05, for the relationship between incentives and teachers’ performance was observed. However, the Pearson correlation was not flagged as significant. The correlation between personal characteristics and teachers’ performance was r = 168; p-value = 0.085, which was not flagged as significant. Conclusion Incentives impact teachers’ job performance, so much so that school performance in terms of enrolment, and national examination results show a never-ending decline each year. Recommendation There is a need for urgent increments of allowances and other fringe benefits for staff to boost their morale and performance. The administration should consider setting up a regime of packages to be given to exceptional performers, which can encourage meaningful beneficial competition among the staff.
{"title":"RELATIONSHIP BETWEEN INCENTIVES AND `STAFF PERFORMANCE IN GOVERNMENT AIDED PRIMARY SCHOOLS IN MALIBA SUB-COUNTY A CASE STUDY IN KASESE DISTRICT- UGANDA. A CROSS-SECTIONAL STUDY.","authors":"Jospehine Kabaanyoro, Mohammed Ssendagi","doi":"10.51168/x6gcq853","DOIUrl":"https://doi.org/10.51168/x6gcq853","url":null,"abstract":"Background\u0000The study was about the relationship between incentives and `staff performance in government-aided primary schools in Maliba Sub-County a case study in Kasese District- Uganda.\u0000Methodology\u0000Data was obtained from 107 respondents including teachers and administrators in three secondary schools, where 80 teachers and 27 administrators participated in the survey which was part of the data collection required for the study. A correlational descriptive research design was used through both qualitative and quantitative approaches. The qualitative approach was used to describe variables that are not measurable in quantitative terms while the quantitative approach was used in testing the hypotheses using inferential statistical measures. The study adopted a mixed-method approach to be able to address the objectives of the study. The study used both self-administered questionnaires and structured interviews as data collection instruments. \u0000Results\u0000The dominant age group was 30 to 39 years with 38.3 percent, closely followed by the 30 to 40 years age group with 29.9 percent, the third was the 40 to 49 years age group with 18.7 percent.\u0000A Pearson correlation coefficient, r = 0.168, p-value > 0.05, for the relationship between incentives and teachers’ performance was observed. However, the Pearson correlation was not flagged as significant. The correlation between personal characteristics and teachers’ performance was r = 168; p-value = 0.085, which was not flagged as significant. \u0000Conclusion\u0000Incentives impact teachers’ job performance, so much so that school performance in terms of enrolment, and national examination results show a never-ending decline each year.\u0000Recommendation\u0000There is a need for urgent increments of allowances and other fringe benefits for staff to boost their morale and performance. The administration should consider setting up a regime of packages to be given to exceptional performers, which can encourage meaningful beneficial competition among the staff. ","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"485 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140502622","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}
Pub Date : 2024-01-19DOI: 10.51168/sjeducation.v1i1.1
Catherine Namudhiba, Muhamad Ssendagi
Aim To determine the relationship between head teachers’ support supervision and teachers’ classroom Instruction and management in Primary schools in Kigulu North constituency, Iganga District Methods A descriptive cross-sectional study was used, with both quantitative and qualitative methods of data collection and analysis. Questionnaires were used for the teachers and administrators while in-depth interviews were done for upper-class pupils. Descriptive statistics were used to analyze the findings and quantitative data were analyzed by SPSS version 22. Results The findings revealed a strong positive significant relationship between head teachers’ supervision and teachers’ classroom Instruction and management (r=0.553). This was reflected by a correlation that is significant at the 0.01 level (2-tailed). 0.01 level (2-tailed). Conclusion The findings reflect that head teachers’ support supervision influences teachers to track teachers' lesson plans daily and give constructive feedback; to ensure that schemes of work and lesson plans are approved before the teaching and learning process; and that required scholastic materials are provided, all the teachable units for every class and term are schemed as a way of monitoring syllabus coverage, required learning aids are provided. Recommendation Headteachers should not shy away from supervising teachers’ schemes of work and lesson plans. This should be emphasized during appraisal sessions to help improve teacher effectiveness and hence student learning. There is a need to ensure that teachers are always supervised daily to instill commitment and hard work which would in turn lead to improved teachers’ performance in primary schools.
{"title":"THE RELATIONSHIP BETWEEN HEAD TEACHERS’ SUPPORT SUPERVISION AND TEACHERS’ CLASSROOM INSTRUCTION AND MANAGEMENT. A CROSS-SECTIONAL STUDY IN PRIMARY SCHOOLS IN KIGULU NORTH CONSTITUENCY, IGANGA DISTRICT.","authors":"Catherine Namudhiba, Muhamad Ssendagi","doi":"10.51168/sjeducation.v1i1.1","DOIUrl":"https://doi.org/10.51168/sjeducation.v1i1.1","url":null,"abstract":"Aim\u0000To determine the relationship between head teachers’ support supervision and teachers’ classroom Instruction and management in Primary schools in Kigulu North constituency, Iganga District\u0000 Methods\u0000A descriptive cross-sectional study was used, with both quantitative and qualitative methods of data collection and analysis. Questionnaires were used for the teachers and administrators while in-depth interviews were done for upper-class pupils. Descriptive statistics were used to analyze the findings and quantitative data were analyzed by SPSS version 22.\u0000 Results\u0000The findings revealed a strong positive significant relationship between head teachers’ supervision and teachers’ classroom Instruction and management (r=0.553). This was reflected by a correlation that is significant at the 0.01 level (2-tailed). 0.01 level (2-tailed).\u0000 Conclusion \u0000The findings reflect that head teachers’ support supervision influences teachers to track teachers' lesson plans daily and give constructive feedback; to ensure that schemes of work and lesson plans are approved before the teaching and learning process; and that required scholastic materials are provided, all the teachable units for every class and term are schemed as a way of monitoring syllabus coverage, required learning aids are provided.\u0000 Recommendation\u0000 Headteachers should not shy away from supervising teachers’ schemes of work and lesson plans. This should be emphasized during appraisal sessions to help improve teacher effectiveness and hence student learning. There is a need to ensure that teachers are always supervised daily to instill commitment and hard work which would in turn lead to improved teachers’ performance in primary schools.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"95 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140502424","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}
Pub Date : 2024-01-19DOI: 10.51168/sjeducation.v1i1.5
Benon Katurebe, Harriet Nalukwago
Background This study aims to establish the influence of a competency-based curriculum on students’ self-discovery in selected government-aided secondary schools of Wakiso District, Uganda. Methodology The study applied descriptive research design with qualitative and quantitative research approaches. Data was collected randomly from 10 head teachers, 30 class teachers, and 120 students using both self-administered questionnaires and key informant interview guides. Results Both class teacher and student respondents agreed that a competency-based curriculum has highly promoted students’ competency in self-discovery in selected government-aided secondary schools of Wakiso District, Uganda. According to the class teachers, CBC students discover personal abilities, realize their life interests, discover their sports talents, and know their career choices after school. This is also supported by the responses given by the students who believe that the CBC program helps students discover their abilities, realize their life interests, or want to achieve in life, discover their sporting talents, and make their future career choices. Findings show that there is a high positive linear relationship between competency-based curriculum and students’ competency in self-discovery in selected government-aided secondary schools of Wakiso District, Uganda at a correlational coefficient r=0.740**, P value 0.000<0.01). About government-aided secondary schools in Wakiso District, the results mean that, when CBC improves, students’ competency level in terms of self-discovery improves as well Conclusion Based on the study findings, it was concluded that a competency-based curriculum highly promotes students’ competency in self-discovery in selected government-aided secondary schools of Wakiso District, Uganda. Recommendation Since the CBC promotes students’ self-discovery, innovativeness, and practicability government should ensure that all necessary facilities in terms of sporting equipment, Science laboratories, and computer labs are available in each school and are not only available but are well equipped with requirements including books, reagents, and other facilities.
{"title":"THE INFLUENCE OF COMPETENCY-BASED CURRICULUM PROMOTED STUDENTS’ SELF-DISCOVERY IN SELECTED GOVERNMENT-AIDED SECONDARY SCHOOLS OF WAKISO DISTRICT, UGANDA. A CROSS-SECTIONAL SURVEY.","authors":"Benon Katurebe, Harriet Nalukwago","doi":"10.51168/sjeducation.v1i1.5","DOIUrl":"https://doi.org/10.51168/sjeducation.v1i1.5","url":null,"abstract":"Background\u0000This study aims to establish the influence of a competency-based curriculum on students’ self-discovery in selected government-aided secondary schools of Wakiso District, Uganda.\u0000Methodology\u0000The study applied descriptive research design with qualitative and quantitative research approaches. Data was collected randomly from 10 head teachers, 30 class teachers, and 120 students using both self-administered questionnaires and key informant interview guides.\u0000Results\u0000Both class teacher and student respondents agreed that a competency-based curriculum has highly promoted students’ competency in self-discovery in selected government-aided secondary schools of Wakiso District, Uganda. According to the class teachers, CBC students discover personal abilities, realize their life interests, discover their sports talents, and know their career choices after school. This is also supported by the responses given by the students who believe that the CBC program helps students discover their abilities, realize their life interests, or want to achieve in life, discover their sporting talents, and make their future career choices.\u0000Findings show that there is a high positive linear relationship between competency-based curriculum and students’ competency in self-discovery in selected government-aided secondary schools of Wakiso District, Uganda at a correlational coefficient r=0.740**, P value 0.000<0.01). About government-aided secondary schools in Wakiso District, the results mean that, when CBC improves, students’ competency level in terms of self-discovery improves as well\u0000Conclusion\u0000Based on the study findings, it was concluded that a competency-based curriculum highly promotes students’ competency in self-discovery in selected government-aided secondary schools of Wakiso District, Uganda.\u0000Recommendation\u0000Since the CBC promotes students’ self-discovery, innovativeness, and practicability government should ensure that all necessary facilities in terms of sporting equipment, Science laboratories, and computer labs are available in each school and are not only available but are well equipped with requirements including books, reagents, and other facilities.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"433 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140502728","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}
Pub Date : 2024-01-19DOI: 10.51168/sjeducation.v1i1.2
Kintu Manisuuri, Edmand Bakashaba, Muhammad Ssendagi
Background This study aims to document the feeding practices of pupils in primary schools in Kayunga district, central Uganda. Feeding is the provision of meals to a person or animals. In children, feeding occurs in the context of the caregiver-child dyad. Feeding practices in this context are arrangements of providing food to school children. For this study, feeding practices are home-packed food, school-prepared food, and commercialized food outlets. Feeding practices are an important determinant of children’s nutritional status, which is directly related to the risk of becoming sick and dying. Kayunga district is one of the districts in the central region of Uganda with many pupils as the leading population of learners. Therefore, feeding is one of the basics to support an education. Therefore, this study seeks to assess the feeding practices of pupils in primary schools in Kayunga district, central Uganda. Methodology This study used a descriptive cross-sectional correlational survey design and adopted a mixed research approach. Results The findings showed that 59% of the pupils were getting meals prepared at school, 36% of the pupils get meals from home and 5% of the pupils are getting meals from food outlets. Conclusion There were three main feeding practices in primary schools in Kayunga District. Namely; package food from home, school arranged feeding and food from outlets like canteen and restaurants. The study documented that among the three main feeding practices, most pupils are fed from school on the school management arrangements in Kayunga District. Recommendation Schools should also provide storage places for meals of students. This will help students to have meals at the appropriate time and use available time to read without interruptions.
{"title":"A CASE STUDY TO EXAMINE THE FEEDING PRACTICES OF PUPILS IN PRIMARY SCHOOLS IN KAYUNGA DISTRICT, CENTRAL UGANDA. A DESCRIPTIVE CROSS-SECTIONAL SURVEY STUDY.","authors":"Kintu Manisuuri, Edmand Bakashaba, Muhammad Ssendagi","doi":"10.51168/sjeducation.v1i1.2","DOIUrl":"https://doi.org/10.51168/sjeducation.v1i1.2","url":null,"abstract":"Background\u0000This study aims to document the feeding practices of pupils in primary schools in Kayunga district, central Uganda. Feeding is the provision of meals to a person or animals. In children, feeding occurs in the context of the caregiver-child dyad. Feeding practices in this context are arrangements of providing food to school children. For this study, feeding practices are home-packed food, school-prepared food, and commercialized food outlets. Feeding practices are an important determinant of children’s nutritional status, which is directly related to the risk of becoming sick and dying. Kayunga district is one of the districts in the central region of Uganda with many pupils as the leading population of learners. Therefore, feeding is one of the basics to support an education. Therefore, this study seeks to assess the feeding practices of pupils in primary schools in Kayunga district, central Uganda.\u0000Methodology\u0000This study used a descriptive cross-sectional correlational survey design and adopted a mixed research approach.\u0000Results\u0000The findings showed that 59% of the pupils were getting meals prepared at school, 36% of the pupils get meals from home and 5% of the pupils are getting meals from food outlets.\u0000Conclusion\u0000There were three main feeding practices in primary schools in Kayunga District. Namely; package food from home, school arranged feeding and food from outlets like canteen and restaurants. The study documented that among the three main feeding practices, most pupils are fed from school on the school management arrangements in Kayunga District.\u0000Recommendation\u0000Schools should also provide storage places for meals of students. This will help students to have meals at the appropriate time and use available time to read without interruptions.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"394 1-3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140503056","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}
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