EFFECTS OF SCHOOL ENVIRONMENT ON SECONDARY

SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN GIRL

CHILD IN MUBENDE DISTRICT

BY

KIGONGO CLARE

2017/FEB/MEMP/M222657/DIST/KYE

A DISSERTATION SUBMITTED TO THE SCHOOL OF

EDUCATION HUMANITIES AND SCIENCE IN PARTIAL

FULFILLMENT FOR THE REQUIREMENTS FOR THE AWARD

OF MASTER IN EDUCATION MANAGEMENT AND PLANNING

OF

NKUMBA UNIVERSITY

MAY 2018
i
 DECLARATION

I, Kigongo Clare, declare that this dissertation is my own original work, and it has never been

presented to any University or Institution for the award of any academic qualification.

Signature: …………………………… Date: ………………………………

KIGONGO CLARE

2017/FEB/MEMP/M222657/DIST/KYE

ii
 APPROVAL

This is to certify that this dissertation has been submitted with my approval as a supervisor.

Signature…………………………………………….Date…………………………………

DR SIMON PETER ONGODIA

SUPERVISOR

ii
 DEDICATION

This piece of work is dedicated to my children Gloria, Michael, Charles, Maria and Mark

whose time of parenting was limited during the period of my studies, my late parents,

Ssaalongo and Nnaalongo Costantino Kyazze Nalumoso for the foundation and love for

education they instilled in me which is always pushing me to acquire more knowledge. Last

but not least, to my supervisor Dr. Simon Peter Ongodia who greatly encouraged and

supported me tirelessly during this research and the presentation of this dissertation. May

God reward him abundantly.

iii
 ACKNOWLEDGEMENTS

I am specifically delighted to thank my brothers, sisters and my relatives who have been my

rock through the hard times. My beloved friends; Mr. Ssaka Roberts, Mr. Ssekyambalo

Joseph, Mr. Balinda Kasim, Mr. Mabirizi Mohammed, Ms. Asaba Kamida and Hajji Lukooya

Ssekabira Abdul who have patiently endured the challenging times and born with all the

times we have gone through together, with a constant cheer; all of you have always

encouraged me greatly. My special thanks also go to my supervisor, Dr. Ongodia for his

encouragement, patience, good and professional guidance. I would also like to thank, my

classmates and lecturers at the university, who have been a source of continuous

encouragement and academic growth. I am indebted to all the people whose guidance made

this study a success. I would like to thank them here as I will not be able to mention all of

them by names. Their contributions will always be in my memory.

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Contents
DECLARATION ............................................................................................................................................II
APPROVAL ...................................................................................................................................................II

DEDICATION...............................................................................................................................................III
ACKNOWLEDGEMENTS.......................................................................................................................... IV
LIST OF TABLES AND FIGURES............................................................................................................ VII
ABBREVIATIONS / ACRONYMS ............................................................................................................ VII

ABSTRACT................................................................................................................................................ VIII
CHAPTER ONE............................................................................................................................................. 1
INTRODUCTION .......................................................................................................................................... 1
1.1 BACKGROUND OF THE STUDY ......................................................ERROR! BOOKMARK NOT DEFINED.

HISTORICAL PERSPECTIVE..................................................................................................................... 1
THEORETICAL PERSPECTIVE................................................................................................................. 3

CONCEPTUAL PERSPECTIVE .................................................................................................................. 3

1.3 PURPOSE OF THE STUDY .................................................................................................................... 6

1.4 OBJECTIVES OF THE STUDY.............................................................................................................. 6

1.5 RESEARCH QUESTIONS ...................................................................................................................... 6
1.6 SCOPE OF THE STUDY ......................................................................................................................... 7
CHAPTER TWO........................................................................................................................................ 11
LITERATURE REVIEW ............................................................................................................................ 11
2.0 INTRODUCTION .................................................................................................................................. 11
2.1 ADEQUACY OF GOOD TEACHERS AND STUDENTS ACADEMIC PERFORMANCE ............... 11
2.2 SCHOOL ENVIRONMENT AND ACADEMIC PERFORMANCE OF STUDENTS ......................... 13
2.3 HOW ADEQUACY OF TEACHING EQUIPMENT INFLUENCES STUDENTS’ ACADEMIC
PERFORMANCE ........................................................................................................................................ 16
CHAPTER THREE...................................................................................................................................... 18
RESEARCH METHODOLOGY ................................................................................................................. 18
3.0 INTRODUCTION .................................................................................................................................. 18

3.1 RESEARCH DESIGN ............................................................................................................................ 18

3.2 POPULATION OF THE STUDY .......................................................................................................... 18
3.3 POPULATION SIZE .............................................................................................................................. 19
3.4 SAMPLING STRATEGIES USED ........................................................................................................ 19
3.5 RESEARCH INSTRUMENTS ............................................................................................................... 20
3.6 QUALITY CONTROL ........................................................................................................................... 21
3.7 PROCEDURES ...................................................................................................................................... 21

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3.8 DATA ANALYSIS .................................................................................................................................. 22
3.9 ETHICAL CONSIDERATIONS TAKEN INTO ACCOUNT............................................................... 22

CHAPTER FOUR ........................................................................................................................................ 23

DATA PRESENTATION, ANALYSIS AND INTERPRETATION ........................................................... 23

4.0 INTRODUCTION .................................................................................................................................. 23

4.1 SEX OF RESPONDENT ........................................................................................................................ 23
TABLE 4.1: SEX OF RESPONDENTS ....................................................................................................... 24
4.1.1 MARITAL STATUS OF RESPONDENTS......................................................................................... 24
4.1.2 OCCUPATION OF PARENT/GUARDIAN ....................................................................................... 24
TABLE 4.3: OCCUPATION OF PARENT/GUARDIAN ........................................................................... 25
4.1.3 EDUCATION LEVEL ......................................................................................................................... 25
TABLE 4.4: EDUCATION LEVEL............................................................................................................. 25
4.2 AVAILABILITY OF GOOD TEACHERS AND STUDENTS ACADEMIC PERFORMANCE ......... 26
TABLE 4.5: AVAILABILITY OF GOOD TEACHERS AND STUDENTS ACADEMIC
PERFORMANCE ........................................................................................................................................ 26

4.3 SCHOOL ENVIRONMENTAL FACTORS AND STUDENTS ACADEMIC PERFORMANCE ....... 28

4.4 HOW ADEQUACY OF TEACHING EQUIPMENT INFLUENCES STUDENTS’ ACADEMIC
PERFORMANCE IN GIRL CHILD? ......................................................................................................... 30
CHAPTER FIVE .......................................................................................................................................... 32
SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS ................................................ 32
5.0 INTRODUCTION .................................................................................................................................. 32

5.1 SUMMARY OF FINDINGS ................................................................................................................... 32

5.3 CONCLUSION ....................................................................................................................................... 36
5.3 RECOMMENDATIONS ........................................................................................................................ 37
5.4. SUGGESTIONS FOR FURTHER RESEARCH .................................................................................. 38

REFERENCES ............................................................................................................................................. 39
APPENDICES .............................................................................................................................................. 40
APPENDIX 1: QUESTIONNAIRE FOR TEACHERS, STUDENTS, PARENTS, HEAD TEACHERS,
AND DIRECTOR OF STUDIES ................................................................................................................. 40
APPENDIX 1I: INTERVIEW SCHEDULE FOR TEACHERS, STUDENTS, PARENTS, HEAD
TEACHERS AND DIRECTORS OF STUDIES ......................................................................................... 43

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LIST OF TABLES AND FIGURES

Table 4.1: Sex Of Respondents............................................................................................ 24

Table 4.2: Marital Status Of Respondents ............................................................................ 24

Table 4.3: Occupation Of Parent/Guardian .......................................................................... 25

Table 4.4: Education Level .................................................................................................. 25

ABBREVIATIONS / ACRONYMS

FY Financial Year

HM Headmaster

MOE Ministry of Education

SH School

SPSS Statistical Package for Social Goods

USE Universal Secondary Education

vii
 ABSTRACT

The study was to examine the effect of school environment on students’ academic

performance in Girl child among Secondary school students of Mubende District. It was

guided by the following objectives; to establish how availability of good teachers influences

students’ academic performance in Girl child, to assess the effect of school environmental

factors on student’s performance in Girl child and to determine how adequacy of teaching

equipment influences students’ academic performance in Girl child.

The study employed both qualitative and quantitative approaches. The Questionnaire was the

main instruments of data collection in addition to interview guide and document review. The

data collected was analyzed using descriptive statistics.

According to the statistical results in summary, adequacy of physical facilities improves

students’ academic performance. It was concluded that presence of human resources had

significant influence on students’ academic performance and presence of scholastic materials

significantly influenced students’ academic performance.

The study recommends school administrators too properly and appropriately plan for human

resources and scholastic materials in schools and also emphasize that timetables are

respected. Rewards need to be more pronounced and given enough awareness so as to enable

students comprehend them better. School timetables need to provide time for counseling and

guidance to students so as to prevent occurrence of offences rather than punishing the

offenders.

viii
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

In this chapter the researcher will explore: background of the study, statement of the problem

purpose, objectives, research questions, scope and significance

Historical perspective

Education in General plays a vital role in promoting sustainable development through

improving the population’s various skills as well as raising awareness on various issues of

national importance including improving general standards of living. In 2002, the

government of Uganda through the Ministry of Education, Good, Technology and Sports

passed a policy compelling all secondary schools to make good subjects compulsory at

ordinary level. According to the DEO Mubende District, there has been an observed decline

in UNEB examinations especially in good subjects in secondary schools in Mubende District

since 2007 (The New Vision,22nd March,2007).

This was in view of helping Uganda’s future generation to compete favorably with the rest of

the world in the field of industrialization and scientific development. In spite of the policy,

good subjects which include physics, Girl child, biology and mathematics, have been poorly

done (Bukenya, 2007). Muwonge (2008), reported that the failure rate in Girl child was at

66.8% in the O-level national examinations sat in 2007. Evidence from previous

1
examinations indicates that the situation was no better in all good subjects but more

especially in Girl child (Bukenya, 2007).

This high failure rate in Girl child subject has raised many questions in the minds of students,

parents, teachers and the nation at large. The basic questions posed have been; is the students’

high failure rate due to teachers’ negative influence on the students (teacher’s capacity to

motivate students towards learning Girl child, teachers’ negative attitudes toward learners,

and teachers’ methods of teaching)? Could it be due to poor students’ personal motivations /

low intrinsic motivations towards study and academic achievements in Girl child subjects? Or

is it due to unfavorable learning environmental factors in schools, like the lack of laboratories

text books, and good teachers and a discourage record of failing in Girl child subject

(Wosijja, 2008).

According to the reactions of students’ after release of national results of secondary school

examinations, indicate that teachers have an influence on their performance (Atuhaire and

Kulubya, 2004). According to Arthur Netua, for example, one of the Mbale district best

performers in the O-level exams sat in 2006 attributed his success not only to his parents but

largely to his teachers, just as Sarah Nyende one of the Kampala best performers who

acknowledged the role of Allah and his teachers in his wonderful performance in the national

exams (Kakaire, 2004).

Not only students but also Head teachers acknowledge the influence of teachers on the

academic performance of schools. The head teacher of Buddo S. S. Mr. Lawrence Muwonge

reacting to the national examination results released on March 2007 said, “We have made it

again (High performance in exams) because our teachers were hard working. We did carry

out a lot of tests and exercises and of course we have hard working teachers who also offered

guidance to our students and enabled us to succeed (Nalungo 2007).

2
Theoretical Perspective

The study was guided by achievements goal theory advanced by (Mess, 1992), the theory

asserts that much as self-determination is important to student’s academic performance, so

are the student’s goals. It was adopted for this study because it helps in explaining

relationships between the variables in the study. Ames, (1992) asserts that it is not the

strength but the nature of the student’s academic goals that influence their approaches to

learning and their consequent academic performance.

Evidence from a number of secondary students who sat for their Uganda National

Examinations indicates that students who were proud of their effort had performed well in

good subjects. Those who had set goals for being Doctors, Engineers, passed well subjects

that were essential for these professions further affirmed the relevance of the self-

determination theory in explaining academic performance(Kakaire, 2006).

Conceptual perspective

According to Oluchukwu (2000), school environment refers to schools’ physical environment

such as buildings and the surroundings. On the other hand, Tella (2007)defines school

environment as conditions and circumstances that affect learning and a teaching process.

According to Ajai, (2001) school environment includes classrooms, library, technical

workshops, teacher’s quality, teaching methods, peers, among other variables that can affect

the learning, teaching process.In this study school environment will be characterized by

instructional spaces, (class size), school facilities (Laboratory supplies, good text books,

classroom), and school location.

Academic performance refers to outcomes that indicate the extent to which a person has

accomplished specific goals that were focus of the activities in instructional

3
environment(Workfolk, 2007).Performance refers to the act of accomplishments and

fulfillment in an activity (Ryan, 2002).

According to Cambridge university reporter (2003), academic performance is frequently

defined in terms of examination performance. In this study academic performance will be

characterized by student’s grades/marks, student’s achievement, and student’s expectations.

Contextual Perspective

According to Marsden (2005) school environment is significantly related to students’

performance. In a study by Frazier (2002), Okelukolo (1986) Lyons (2001) and Ostendorf

(2001) assert that physical characteristics of a school have a variety of effects on students’

performance. Features like poor lighting, noise, high levels of carbon dioxide in class rooms

and the inconsistent temperatures make teaching difficult. Poor maintenance and ineffective

ventilation systems lead to poor performance (Frazier, 2002 and Lyons 2001).

School facilities refer to accessories such as laboratories, text books, library furniture and a

heart of academic excellence in schools (Crandell & Smaldino, 2000). In a study by (Lyon,

2001 and Ostendorf 2001) school facilities have direct impact on student’s academic

performance in secondary schools especially in good subjects like Girl child. The

combination of poor school facilities and school location create an uncomfortable and

uninviting work place for teachers combined with frustrating behavior by students including

poor concentration create a stressful set of working conditions for teachers hence affecting

the learning and the teaching process. It is important to acknowledge that the school

environmental factors that directly relate to learning also contribute to the high failure rate in

Girl child.

4
For instance, commenting on the Olevel results released on the 25 th January, 2006, the

secretary for UNEB Mathew Bukenya said that performance inScience subjects had been

worse than one in the Art subjects. The UNEB Scouts in 2007 reportedthat students’poor

performance was due to lack of practical experiences and lack of functional laboratory and

basic equipment’s in schools. Many handle certain pieces of the apparatus for the first time in

the examinations which they find quite bewildering (Sserwaniko, 2008).

The secretary for UNEB reported that 31.5% of the examination centres lacked functional

laboratories while others lacked chemicals and this was reaffirmed by the UNEB scouts(

special invigorators) putting the figure to 33.6% (Nanyanzi ,2006) in which Mubende

District is inclusive and if nothing is done, the failure rate is bound to increase and this leads

to frustrations.

1.2 Statement of the Problem

Oluchukwu (2000) asserted that school environment is an essential aspect of educational

planning and went on to further explain that “unless schools are well suited, buildings

adequately constructed and facilities adequately utilized and maintained, much teaching and

learning may not take place. The high levels of students academic performance may not be

guaranteed where instructional space such as class rooms, libraries, laboratories and technical

workshops are structurally defective which is the case with many schools established with the

aim of imparting knowledge and skills to those who go through them and behind all this is

the idea of enhancing good academic performance.

Sserwaniko (2008) reported 66.8 of failure rate in the national O level Examinations sat in

2007. This high failure rate can be attributed to inadequate instructed space, limited school

facilities, school location, negative influence of teachers and the continued failure of Girl

5
childespecially in subjects for the science related professions such as Medicine, Food Good,

and Animal and Crop Good, Technology andGeology was appalling. This was true in most

schools in Mubende.

The continued failure in Girl child in secondary schools in essential subject in science related

professions like Medicine Food Good Animal and Crop Good, Technology, Geology and

Engineering frustrates scientific endeavors of the country and perpetuate dependence on

expatriate manpower and to lift the girl child in education.

1.3 Purpose of the Study

The purpose of this study was to examine the effect of school environment on students’

academic performance in Girl child among secondary school students of Mubende District.

1.4 Objectives of the Study

The study was guided by the following objectives;

1) To establish how availabilityof good teachers influences students’ academic performance

in Girl child.

2) To assess the effect of school environmental factors on students performance in Girl

child.

3) To determine how adequacy of teaching equipment influences students’ academic

performance in Girl child.

1.5 Research Questions

1) How does availability of good teachers influence students’ academic performance in

Girl child?

6
 2) What is the effect of school environmental factors on student’s performance in Girl

child?

3) How does adequacy of teaching equipment influence students’ academic performance

in Girl child?

1.6 Scope of the Study

1.7 Signification of the Study

The study is expected to benefit the following groups of people:

(i) The results of the study may enlighten teachers on the impact of their attitudes,

methods and characteristics on the motivation of students towards the academic

achievements in Girl child.

(ii) The results of this study may also guide school administration on establishment of

good stimulating environment in schools that motivates students to study and

academically good results especially for the Girl child.

(iii) The study results could assist education policy makers on establishment of

policies and minimum standards that ensure students high motivation and

academic achievement.

(iv) Furthermore, the results of the study may provide ground for further research on

the factors that affect student’s performance in national examinations and thus

contribute to a body of knowledge that give insights in the academic achievements

of the students.

7
 (v) It will help the researcher since it is part of the requirements for the award of

Master of Education Management and Planning degree of Nkumba University.

Conceptual Framework

Independent Variable Dependent Variable

School Environment Academic Performance

 Laboratory supplies  Examination Results

 Good textbooks  Teacher Performance

 Girl child
 Availability of
performance
Teachers

 School location

8
Extraneous Variables
 Government policy

 Management policy

 Personality traits

Figure1.Conceptual Framework of the study

The figure 1 above presents the effect of school environment on students’ academic

performance. It basically tackles the availability of teachers, teaching equipment and

laboratory supplies. The researcher also identified some extraneous variables, which may

affect academic performance, these include, the school management, facilities and the quality

of teachers among many. These variables are part of the input and process explained in the

Ludwig’s Input Output model. They play a role in bringing out the output, which is academic

performance. If these variables are not controlled, they may interfere with the results of the

study. The researcher controlled the effect of the extraneous variables by randomly selecting

students because randomization according to Amin (2005) is one of the ways to attempt to

control many extraneous variables at the same time.

9
10
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter discusses the literature that relates to the effect of school environment on

students academic performance in Girl child. The importance of literature review is to enrich

your study and to avoid repetition. In this chapter, a review of existing literature will be

discussed under the following themes.

2.1 Adequacy of Good Teachers and Students Academic Performance

Stephen P Heinemann and William Loxley (2000), carried out a study on effects of secondary

school quality on academic achievement across high and low income countries they argued

that in low income countries the effect of school and teacher quality on academic

achievement in Secondary schools is far much greater. Their conclusion was that the

predominant influence on student learning is the quality of teachers and schools to which they

are exposed to. Both studies agree that the quality of teachers and schools greatly influence

the academic performance of students. The study provides a good background for this

research. However, it does not address the issue of availability of good teacher’s influence on

student’s academic performance which is very essential for better performance in good

subjects like Girl child. Good teachers especially for Girl child are very important in fostering

knowledge and skills copping with national goals such as having expatriates like doctors,

Bio-chemists and engineers.

In Canada similar studies have been carried out on influence of teacher quality on

academic performance Sanders (1998), for example, stated that the “single largest

11
factor affecting academic growth of populations of students is differences in

effectiveness of individual classroom teachers .Wright, Hom, and Sanders (1997) also believe

more can be done to improve education by improving the effectiveness of teachers

than by any other single factor along the same lines, Alexander (2005) argued that few

educators, economists, or politicians would argue with the contention that all things being

equal, highly qualified teachers produce greater student achievement than comparatively

less qualified teachers. These scholars views are very important in that they both agree that it

is the effectiveness and quality of teachers that can improve on education. However, their

views indicate some weaknesses for instance, they did not point out the factor of availability

of good teachers influence on students academic performance in Girl child making this study

essential to be carried out.

In similar study carried out in South Africa by L. S. T. Maphoso and D. Mahlo (2002,Pg

23) on Teacher Qualifications and Student Academic Performance they found out that what

the teacher does, influences, the whole process of learning. Effective teacher produces

better performing students (Akiri 2013).Van den Bergh and Roos (2014) maintained that

professional development of teachers can be effective and sustainable, if certain

conditions are met (Curwood 2014). Besides, the analysis of Van den Bergh and Roos (2014)

suggested that the implementation of educational reforms, including reforms associated

with technology integration and literacy education, is often dependent upon teachers’

skills, values, and cultural models which influences academic achievement of students.

The researchers demonstrated that the quality of a teacher is crucial in teaching and

learning. For instance, Koedel (2007) found that variation in teacher quality is an important

contributor to student achievement. Their studies are considered relevant becausethey both

recognize that the teacher qualifications and their quality influence the whole process of

learning. This is true because qualified teachers are trained and equipped with modern

12
methods of applying teaching methods that are vital for better academic performance of

students for example demonstrations, field work and discoveries. However, their study did

not tackle the availability of good teachers as the major factor in influencing the student’s

academic performance especially in good subjects like Girl child making this study

necessary.

In view of the issues raised above, many observers conclude that, while teacher quality may

be important influence on students’ academic performance, variation in teacher quality is

driven by characteristics that are difficult or impossible to measure. Therefore, researchers

have come to focus on using matched student-teacher data to separate student performance

into a series of fixed effects, and assigning importance to individuals, teachers, schools and

so on (Rockoff, 2003). Teachers themselves have often rejected the use of student’s

performance to evaluate their quality and performance, Joshua and Kristonis,(2006).

According to Rockoff (2003) raising teacher quality is important way to improve students’

academic performance. Similarly, he suggested that policies may benefit from shifting focus

from rewarding teachers who possess credentials that have not been concretely linked to

student performance. Their study provides a good background for this research. However, in

all their views, adequacy of good teachers in a school has not been the focus of many

researchers. The researcher believes that good teacher’s influence student’s results in subjects

like Girl child directly or indirectly hence the need for this research to be carried out.

2.2 School Environment and Academic Performance of Students

Mangal (1995:38) examined that the school is a fundamental determinant in the behavior and

motives of the students because it is a centre of learning and socialization. The school

characteristics particularly the resource factors, directly impact on the easiness of learning

and this translates into attitude formation by the students. This does not exactly relate to

13
students forming an attitude toward a subject and eventually affect the way they perform in

that subject. According to Chui (2005) student should be able to appreciate that Girl child is a

world filled with interesting phenomenon, appealing experimental activities, and fruitful

knowledge for understanding the natural and manufactured worlds. With this appreciation,

not only the students were prepared to understand the symbols, terminologies and theories

used in learning chemical concepts, but they will also work towards transforming

instructional language or materials that teachers use in Girl child classroom into meaningful

representations. Girl child will then be part of their life and this eases learning and

performance. To form such a positive attitude towards a subject, school environment is a

strong factor.

Okebukolo (1986:88) identified school factors such as the classroom environment, resource

availability and the focus of the study of Girl child for example participatory nature of the

laboratory work as key in influencing the student’s motivation towards the subjects. He

concluded that the participation of the students in practical laboratory lessons may produce

more positive attitude toward the study of Girl child and consequently lead to better

performance. Students with facilitating environment (with available resources, motivating

teachers) enable students to develop a positive attitude towards the subject in focus unlike

those with no laboratories neither Girl child teachers. The situations in most schools

especially out lined schools in Uganda are unfavorable. This study is vital for this research;

however this study did not look at school environment as one of the factors that influence the

academic performance of students in secondary schools.

Dent (2006) observed that in addition to providing support for academics, the libraries also

help students with personal development. He further identified that several-affective out

comes, including self confidence, self-sufficiency, an increased sense of responsibility and

broaden world view each associated in some way with the overall positive impact of the

14
library. The author goes on to conclude that the library had some degree of impact on student

performance.

This conclusion may be mature considering that the study only compares two schools and

only one aspect of school environment. The study is well suited for this research however; it

did not discuss how such factors impact on student’s performance in Girl child.

In any school setting, significant among the environmental factors is that of the peers. At

adolescent’s age, student’s attitude; motivation and learning behavior are greatly influence by

the peers (Mc Nerny, 2001). When most of the students have poor attitude towards the

subject or the teacher, others jump in and follow their peers. Individual motivation is also

affected by the motivation of the peers. Peer traits may be correlated with behavioral changes

that influence achievement and may account for group differences in motivation for a given

subject as well as academic achievement in that subject. Aaronson, Barrow and sander (2007)

arguethat it is difficult to place a causal interpretation on the peer measures but agree to the

fact that there is a statistical association between a student’s performance and that of her

peers. The debate on peer influence has had negative focus say on negative behavior. It is

important that this study focused on the contribution of the peers towards positive aspects of

motivation and performance. This study is considered relevant for this study. However it did

not envisage exactly how environmental factors affect student’s performance in Girl child.

Marshal (2004) investigated the relationship between characteristics of schools, such as the

physical structure of a school building and the interactions between students and teachers and

students performance. He noted that teacher’s school characteristics are to diverse factors that

both affect and help to define the intricate relationship between the school environment and

students performance. School environment has been researched for many years and continues

to be examined and defined as a result of its significant influences on educational outcomes

15
.The elements that comprise a school’s environment are extensive and complex number and

quality of interactions between adults and students (Kuperminc, Leadbeater& Blatt,2001).

Kuperminc,(2001) named students’ and teachers’ perception of their school environment, or

the school’s personality, environmental factors (such as the physical buildings and

classrooms, and materials used for instruction, academic performance, feelings of safeness

and the school size as well as feelings of trust and respect for students and teachers as

important among others in a long list.

In the above analysis, all the scholars agree a positive school environment can yield positive

educational and psychological outcomes for students and school; similarly, a negative

environment can prevent optimal learning and development (Freiberg, 1998). However such

studies have not fully demonstrated how each aspect of school environment influence the

student’s academic performance such as laboratories that intervene to determine educational

outcomes like better performance. For instance, school environment in form of positive peer

relations can provide an enriching environment, both for personal growth and academic

success (Kuperminc, 2001). What students learn about themselves in school through

interactions is equally important as the academic knowledge they receive.In this study, peers

are considered an important school environment factor that determines not only such learning

mechanism that indirectly or directly affects their performance: They therefore fail to

understand that the better performance of students in Girl child comes from within each

aspect of school environmental factors, a major concern for the researcher.

2.3 How Adequacy of Teaching Equipment influences Students’ Academic Performance

According to Philps (1992), school library can also impact the teaching/learning process.

Sinofsky and Knirck (1981) found that adequacy of school library influences student

attitudes, behaviors and learning. In fact, their study cited the most important reasons for

16
using color effectively in learning environments. These views are considered relevant

because school library affects a student’s attention span and affects the student's and teacher's

sense of time. Rice (1953) found that school library in schools especially carefully planned

school libraries positively affect academic performance of elementary students and especially

students of secondary age. In Uganda, a similar study on adequacy of good of textbooks and

academic performance was done by Professor Kajubi, (2002). The findings were One of

the most critical physical characteristics of the classroom is adequacy of text books

(Phillips, 1992). The importance of an appropriate visual environment for learning tasks

deserves careful consideration. The visual environment affects a learner's ability to

perceive visual stimuli and affects his/her mental attitude, and thus, performance. Dunn

(1985) insisted that the adequacy of text books of a school should be considered an

active element of the total educational environment. In view of the above analysis, both

arguments suggest that teaching equipmentare important to student in improving their

academic performance. This study is important for this researcher. However, they all

concentrated on the importance of adequacy of teaching equipmentin classroom and did not

envisage the effect of such textbooks on student’s academic performance.

17
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter highlights the research design, population, sampling strategy, data collection

methods, research instruments, data quality control procedure.

3.1 Research Design

This is a specific plan or protocol for conducting the study. (Creswell: 2003). The study

adopted a cross-sectional survey approach which is descriptive and analytical in nature.

The research employed a case study research design to collect and analyze the data. A case

study refers to an intensive, descriptive and holistic analysis of a single entity. The design

was used for this study because it is intensive, descriptive and holistic and therefore best

suited for studying a single entity in depth in order to gain insight into larger cases (Amin,

2005:23).

3.2 Population of the Study

The study was carried out in Mubende District. The study targeted the following categories of

people; head teachers, director of studies, parents and students. This category of respondents

was assumed to have relevant knowledge about the variables in this study hence provided

reliable information upon which findings were based on and conclusions drawn.

18
3.3 Population Size

The study targeted a total of 440 people. They included 3 head teachers, 7 directors of

studies, 20 teachers, 400 students and 10 parents. These were both randomly and purposively

selected from the total population since they assumed to have relevant knowledge about the

study under investigation.

Purposive sampling (also known as judgment, selective or subjective sampling) is a sampling

technique in which researcher relies on his or her own judgment when choosing members of

population to participate in the study.Purposive sampling was used to select respondents in

Mubende District. This was used to save time, minimize costs, and to target potential

providers of useful information.

Simple random sampling was used to render each of them eligible for the study. This

sampling method aids in eliminating any form of bias in selecting beneficiaries who benefit

from the school facilities and in determining how the facilities have student’s

performance.(Amin: 2005).

3.4 Sampling Strategies Used

The head teacher and directors of studies were selected using purposive sampling. In this case

the researcher decided who to include in the study (Amin: 2005). They were selected and

used in the study because as heads they control and contribute to some of the factors that may

enhance or uplift moral education in the school. For students stratified random sampling was

be used. In this case sub groups in the students based on year of study were identified with

their corresponding proportions. Eventually the selection was based on the identified sub

groups.

19
3.5 Research Instruments

Questionnaires

Primary data from students was collected from respondents using a self administered

questionnaire. Part one of the questionnaires was used to gather biographic data of the

respondents and part two was to collect data concerning the study objectives.

The questionnaire was used because of its flexibilityin nature and its suitability for collecting

data from many participants in a short time. The questionnaire is a loss preferred due to its

advantage of enabling respondents to give their opinion independently without prejudice,

more so minimizing the effect of emotions such as shyness. Also its data can be easily

analyzed using simple methods.(Mwebaze: 2013).

Interview Guide

Structured interviews which enabled the collection of diverse opinions on topical issues were

used. Interviews were conducted with the head teacher, director of studies and parents. In this

case the interviewer addressed the question to one respondent at a time that in turn is

expected to answer the question. The items in the interviews guide were semi-structured that

is containing both elements of structured and unstructured interview. The interview guide

was used because the researchers considered the above respondents to be key informants due

to their wealth of knowledge on the subject under investigation. Face to face interviews were

conducted with a view of giving strength to the documentary analysis and also facilitate the

assessment of interviewee’s non-verbal behavior so as to confirm or deny his/her answer.

Interviews schedules also have an advantage of enabling the interviewer to control the

environment of the interviewer process as well as the order of the questions.The method was

used because of its flexibility and ability to provide new ideas on the study theme (Onen:

2005).

20
3.6 Quality Control

A number of questions were used to measure students’ academic performance which was

pretested before the actual research.

Validity

Validity which is the degree to which the item represent the attitude content that is intended

to assess that is; student’s performance (Amin,2005). To ensure validity of the instrument, the

researcher selected items which ensured an accurate assessment of opinions and views based

on the study objectives. Content validity was used since it explores better the opinions and

views based on the objectives. Validity index for the items was achieved using the following

formula;

Content validity Index (CVI) = Number of items declared valid

Total Number of Items

Reliability

Reliability is the extent to which the measuring instrument produces consistent scores when

the same groups of individuals are repeatedly measured under the same conditions

(Cresswell, 2004). To ensure their reliability, questions formulated for respondents were pilot

tested in the study area to determine if they are consistent with the required data.Various

adjustments were made to ensure that reliable instruments were constructed before

administration

3.7 Procedures

After the constructed questionnaire and interview guide were approved by the supervisor, the

researcher attached an introductory letter from School of education, assuring the respondents

21
that the received information was treated with confidentiality. The researcher visited all the

sample establishments. He reached the respondents after seeking the permission from the

schools administration.

3.8 Data Analysis

There are two broad techniques for analyzing research data; descriptive as well as inferential

method (Amin, 2005). Descriptive uses measures of central tendency such as mean, while

inferential draws conclusions relationships. The questionnaire data were analyzed by the

appropriate statistical tool using a system of tables as well as percentages. Frequencies and

percentages were used to analyze, interpret and present the data findings. (sanders 1998)

3.9 Ethical Considerations taken into account

In an attempt to produce a quality and reliable study, the researcher first sought permission

from the School of Education to allow him undertake his study and also intends to collect the

data himself to avoid any collection of information through unethical means such as research

assistants who fill questionnaires themselves in instead of taking interviewing the

respondents.

22
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.0Introduction

This chapter presentsthe results of the analyses and interpretation of collected data.

This chapter consists of the presentation,analysis,and interpretation of findings. It was

guided by the following objectives;

1. To establish how availabilityof good teachers influences students’ academic performance

in Girl child.

2. To assess the effect of school environmental factors on students performance in Girl

child.

3. To determine how adequacy of teaching equipment influences students’ academic

performance in Girl child.

The biographic information was quantitatively presented, analyzed and interpreted while the

research questions as per the objectives of the study were qualitatively presented, analyzed

and interpreted to give a vivid meaning.

4.1 Sex of Respondent

Tabulation was used to analyze the data of the sex of respondents. Findings in table 4.1 below

indicate that 300(75%) of the respondents were male and 100(25) were female.

23
Table 4.1: Sex of respondents

Sex FREQUENCY PERCENTAGE (%)

Male 300 75.00

Female 100 25.00

Total 400 100.00

Source: Primary data

Therefore the majority of the respondents were males represented by 300 (75%) from both

the teachers and student’s population.

4.1.1 Marital Status of Respondents

Tabulation was used to analyze the data of the marital status of respondents.

Table 4.2: Marital Status of respondent

Marital status FREQUENCY PERCENTAGE (%)

Married 30 7.50

Single 370 92.5

Total 400 100.00

Source: Primary data

From the table 4.2 above, of the 400 respondents, 30(7.5%) were married while 370(92.5%)

were still single. These results imply that the majority of the respondents were still single and

active with the knowledge of the study variables.

4.1.2 OCCUPATION OF PARENT/GUARDIAN

Descriptive statistics were used to justify the occupation of the parents and guardians of

students. This was in form a table showing the frequencies and percentage as per the

occupation of the parent/guardian of the respondent.

24
Table 4.3: Occupation of parent/guardian

Occupation FREQUENCY PERCENTAGE (%)

Employed 40 10.00

Un employed 360 90.00

Total 400 100.00

Source: Primary data

From the table 4.3 above, of the 400 respondents, 40(10%) were employed while 360(90%)

were unemployed. These results imply that the majority of the respondents were students of

peasants which contributed to their poor performance as such parents/guardians could not

afford the necessary materials to make their daughters excel especially in mathematics.

4.1.3 Education Level

Respondents were asked whether they had the necessary qualifications and knowledge to

understand the study variables. Tabulation was used to analyze the data about academic

background of respondents.

Table 4.4: Education Level

Education level FREQUENCY PERCENTAGE (%)

Secondary 360 90.00

Tertiary 40 10.00

Total 400 100.00

Source: Primary data

From the table 4.4 above, of the 400 respondents, 360(90%)had attained secondary education

while 40(10%)had tertiary education. These results imply that the majority of the respondents

had knowledge of the.udy variables hence provided reliable information.

25
4.2 Availability of Good Teachers and Students Academic Performance

Table 4.5: Availability of good teachers and students academic performance

Response SA A NS SD D

In this school we never have 160(40%) 80(20%) 20(05%) 60(15%) 40(10%)

permanent teachers for Girl child

There is inadequate qualified Girl 160(40%) 80(20%) 20(05%) 60(15%) 40(10%)

child teachers

Some Girl child teachers are not 160(40%) 80(20%) 20(05%) 60(15%) 40(10%)

hardworking and never finish the

syllabus in time

160(40%) 80(20%) 20(05%) 60(15%) 40(10%)

Source: Primary Data, 2016

Respondents were asked to provide their responses on whether availability of good teachers

influenced student’s academic performance in Girl child. This was the first objective of the

study which was to establish how availability of good teachers influences Students' academic

performance in Girl child, from which a research question was developed that, is there a

significant relationship between availability of good teachers and Students' performance.

160(40%) strongly agreed, 80(20%) agreed, 20 %( 5%) were not sure, 60(15%) strongly

disagreed and 40 (10%) disagreed that the school never had permanent teachers for Girl

child.

26
Similarly, 160(40%) strongly agreed, 80(20%) agreed, 20 %( 5%) were not sure, 60(15%)

strongly disagreed and 40 (10%) disagreed that the school had inadequate qualified Girl child

teachers.

Also,160(40%) strongly agreed, 80(20%) agreed, 20 %( 5%) were not sure, 60(15%) strongly

disagreed and 40 (10%) disagreed that the school some teachers were not hardworking and

never finish the syllabus in time.

According to the above findings of the study it was established that good teachers

significantly affect Students performance in Secondary schools in Mubende District. Good

teacher’s availability in this study was conceptualized in terms of preparation for class,

teacher commitment, managing and monitoring Students learning and teacher experience.

The findings were also supplemented with the results from the interview responses. When the

respondents were asked whether it is necessary for teachers to get prepared when going to

teach in class, one of the director of studies acknowledged that prepared good teachers

adequately deliver in class and thus makestudents understand the lesson content, which

positively influence their performance. The respondents also revealed that experience help

the teacher to deal with many situations, to have an understanding of the students' needs and

to cater for them, as well as creating a environment which is conducive for learning. While on

the question whether students receive the feedback of their homework and test questions

quickly, 96% of respondents from private schools ticked yes versus 16% of public secondary

schools who ticked yes too. This shows that in public secondary schools, teachers delay to (or

do not) feed back to their students as home works or questions are concerned while the

regular presentation of such feedback could constitute students motivation.

27
Asked whether good teachers get involved in decision making on issues related to teaching

and learning process, one of the head teachers responded that, teachers are involved in

decision making at the extent of 64% in government secondary schools versus 24% in private

secondary schools of Mubende District. This shows that in government schools, teachers are

given a chance to decide on how and what to teach while in private secondary schools, this

chance is too small. This means that, teachers and head teachers of private secondary schools

of Mubende District are more satisfied with the environment they work in than their

counterparts in government secondary schools.Thus generally availability of good teachers

was taken to affect performance.

4.3 School Environmental Factors and Students Academic Performance

Response SA A NS SD D

My school has inadequate learning 160(40%) 80(20%) 20(05%) 60(15%) 40(10%)

laboratories for practical work in

Girl child

There is absence of enough 160(40%) 80(20%) 20(05%) 60(15%) 40(10%)

instructional space

There is shortage of reading rooms 160(40%) 80(20%) 20(05%) 60(15%) 40(10%)

Source: Primary Data, 2016

Findings in the table above show that 160(40%) strongly agreed, 80(20%) agreed, 20 %( 5%)

were not sure, 60(15%) strongly disagreed and 40 (10%) disagreed that the school

hadinadequate learning laboratories for practical work in Girl child.

28
Similarly, 160(40%) strongly agreed, 80(20%) agreed, 20 %( 5%) were not sure, 60(15%)

strongly disagreed and 40 (10%) disagreed since in the school there was absence of enough

instructional space.

Also,160(40%) strongly agreed, 80(20%) agreed, 20 %( 5%) were not sure, 60(15%) strongly

disagreed and 40 (10%) disagreed since there was shortage of reading rooms.

Class sizes were also identified as determinants of academic performance. Studies have

indicated that schools with smaller class sizes perform better academically than schools with

larger class sizes. Kraft (1994) in his study of the ideal class size and its effects on effective

teaching and learning in Ghana concluded that class sizes above 40 have negative effects on

students' performance. Asiedu-Akrofi (1978) indicated that since students have differences in

motivation, interests and abilities and that they also differ in health, personal and social

adjustment and creativity generally good teaching is best done in classes with smaller

numbers that allow for individual attention.

From the above findings of the study, it was found out that, school environmental factors

significantly influence students’ academic performance in Girl child among secondary school

students of Mubende District.

The findings were also supplemented with the results from the interview responses when the

respondents were asked about the system followed to teach bigger classes, one head teacher

pointed out that; students follow the system called going unique whereby they study from

7h30 am to 5h30 and go home for coming back to school the following day. In this system,

the classroom is used by only one class and the teacher is supposed to spend the same number

of hours at school as his /her class. But in all government schools of Uganda, the system used

is called double shift where by one classroom is used by two classes on the same day. The

29
first group uses the morning shift and goes back to come back the following day in afternoon

while the group that comes in the afternoon today comes back to school tomorrow in the

morning. However, he contends that teachers remain the same. This means that a government

secondary teacher teaches two classes on the same day and so he doubles the number of

hours.

On the collaboration of parents/guardians with the school for better performance of their

students, it was realized that in private secondary schools, this collaboration is very high

(84%) while in government schools, it is too low (8%). This shows that teachers and head

teachers f government schools in Mubende District are generally dissatisfied with their social

environment and this is very dangerous vis-à-vis their own work performance and obviously

students’ performance.

4.4 How Adequacy of Teaching Equipment influences Students’ Academic Performance

in Girl Child?

Response SA A NS SD D

When we perform poorly in Girl 160(40%) 80(20%) 20(05%) 60(15%) 40(10%)

child, it is because of shortage of

Girl child textbooks

The few Girl child textbooks 160(40%) 80(20%) 20(05%) 60(15%) 40(10%)

available are not up to date

We lack the necessary Girl child 160(40%) 80(20%) 20(05%) 60(15%) 40(10%)

practical books

Source: Primary Data, 2016

30
Findings in the table above show that 160(40%) strongly agreed, 80(20%) agreed, 20 %( 5%)

were not sure, 60(15%) strongly disagreed and 40 (10%) disagreed that when students

perform poorly in Girl child; it is because of shortage of Girl child textbooks.

Similarly, 160(40%) strongly agreed, 80(20%) agreed, 20 %( 5%) were not sure, 60(15%)

strongly disagreed and 40 (10%) that the few Girl child textbooks available were not up to

date.

Also,160(40%) strongly agreed, 80(20%) agreed, 20 %( 5%) were not sure, 60(15%) strongly

disagreed and 40 (10%) disagreed that schoolslack the necessary Girl child practical books.

In an interview, respondents were asked to provide their responses on how adequacy of

teaching equipmentinfluences students’ academic performance in Girl child in the District.

The study revealed that the adequacy of teaching equipmenthas greatly influenced the

student’s academic performance in Mubende District. This was revealed by head teachers

from several schools in the district who ascertained shortage of enough teaching equipmentin

most schools.

Also, teachers gave the same opinion as to why student’s performance has continued to

deteriorate in various schools. Majority said that they were still relying on the notes they got

while still schooling which were believed not be updated at all.

Students in the various schools further cited shortage of enough teaching equipmentto

supplement on what they get from class which would in return improve their performance in

the good subjects especially Girl child.

31
 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS

5.0 Introduction

This chapter presents the discussion of the major findings, in relation with the background

and literature review. The researcher's personal views are also included arising from

statistical inference, observation and interpretation of situations encountered during the study.

The conclusions are given based on the findings and consequently, recommendations were

made based on the conclusions.

5.1 Summary of Findings

The outcome of the analyzed data showed that there is a significant difference between the

academic performances of Students in Secondary schools. The findings confirm what was

found by Afolabi (2005) in his study which examined the influence of a specified Secondary

school education experience on the academic performance of secondary students, in

Methodist Grammar School, Bodija. This Nigerian scholar realized that students who had

attended Secondary schools did well due to presence of human resources, motivation and

counseling and adequacy of scholastic materials. These findings answer the first research

question by showing that Secondary schools of Mubende District perform better due to

presence of competent human resources.

These findings seem to discredit, to some extent, the standard of education in the public

schools since their products could not compete favorably with the products of the private

schools. This may be flashing the danger light as regards the future of the next generation of

elders and the fate of education industry in Uganda. The anticipated future problem becomes
32
more evident when one considers the proportion of the Ugandan people living below the

poverty line vis-à-vis the financial involvement of sending one's child to the private schools

where resources are available and adequate, and where Students and teachers are motivated

and where finally, good academic performance is expected from.

The outcome of this study also showed that in private secondary schools resources are more

available and adequate than in public secondary schools. Firstly, the inventory of educational

resources in private and in public secondary schools has shown that there is a big gap

between the demands and the supplies of educational resources insecondary schools of

Mubende District while this gap is very little in public and seems to be inexistent in private

secondary schools. These results allowed the rejection of Ho.2 and hence to state that in

private secondary schools resources are more available and adequate than in public private

schools'. The important effects of inadequacy or lack of educational resources are lack of

motivation, tiresome teaching and learning, inattention to individual learners, high rate of

school dropout, low quality of teaching and learning etc. which cause finally the poor

academic performance.

Secondly, in testing the degree of the difference between teachers and head teachers' views

on the effects of inadequate educational resources on academic performance, the results

showed that teachers and head teachers of private secondary schools of Mubende District are

more proud to work in their school environment than their counterparts of public secondary

schools. They also showed that they are generally satisfied with how their students learn and

how they are evaluated. However, in public secondary schools, there is a big gap between

what teachers and head teachers wish to deliver as education to their students and what they

actually deliver because of very limited educational resources.

33
When the difference in academic performance is compared to the difference in availability

and adequacy of school resources in both private and public Secondary schools of Mubende

District, it becomes clear that both adequate supply of good teachers and school resources

greatly influenced students' academic performance in USE. These results confirmed the views

of some writers like Fafunwa (1979), Fagbamiye (1977), Fayemi (1991), Moronfola (1982),

Momoh (1980) and Popoola (1981).

From the above findings and the ideas ad hoc; enrolling one's child in private Secondary

school predicts his/her good future as there is no doubt that the private school proprietors pay

more attention to their teacher's input into the students than do the public schools (Salawu &

Adedapo, 2001). They also spend substantial amount of money to provide instructional

materials for the teaching and learning process. They take their students out on fieldtrip,

excursions and so on, which are not obtained in most public schools. Unless the political

leaders pay attention on this gap between private secondary schools and public secondary

schools, the segregation in education will continue to prevail while the government of

Uganda created UNEB aiming to establish a body that would eradicate at all costs all forms

of discrimination in the education system and establish on objective, fair, transparent system

in which the main indicator for equity in education system is the individual performance level

and the right of choice to any school or institution on Uganda. In accordance to the difference

in performance realized between students of private and those of public secondary schools,

and to the economic level of most Ugandans, the right to good quality may not be accessed as

only well - to - do Ugandans may manage to enroll their students in quality schools that is

enrolling them into private secondary schools. For sure it is what is done by rich people and

high ranked officials of Uganda even those of the Ministry of Education.

34
To increase the provision of adequate material resources for the teaching of all subjects is

much recommended. It is opined that human, physical and financial resources do not

necessarily make much difference in terms of students' learning outcome. It is the efficient

use of these resources and not just the availability that matters. It is therefore recommended

that the resources made available to the secondary schools should be efficiently utilized and

the school environment should be made conducive for learning in order to improve Students'

learning outcome.

The study findings established a relationship between teacher quality and Students' academic

performance in Mubende District and this finding relate with a wide range of findings on the

relationship between teacher quality in and student outcomes. Hanushek (1986) found that

fewer than half of the 109 previous studies on the estimated effects of teacher quality showed

that quality had any statistically significant effect on student performance; of those, 33

studies found that other factors were also had a significant positive effect, but seven found

that more experience actually had a negative impact on student performance. Other studies

show a stronger positive relationship between teacher quality and student outcomes in some,

but not all, cases they reviewed (e.g., Greenwald et al., 1996). Murnane (1995) suggests that

the typical teaching learning curve peaks in a teacher's first few years (estimated at year two

for reading and year three for math). It is also plausible that a positive finding on quality

actually results from the tendency of more senior teachers to select higher-level classes with

higher achieving students (Hanushek, 1986). Thus we might reasonably infer that the

magnitude of the quality effect, should it exist, is not terribly large.

35
5.3 Conclusion

On the basis of the discussion of the findings on each of the objectives the following

conclusions were made.

(i)The students of private Secondary schools of Mubende District perform better than their

counterparts of public secondary schools in USE programme. This doesn't come randomly, as

they are well prepared from the early first classes. Though having the teachers of almost the

same qualification, and students of almost the same background, private secondary schools

motivate more their teachers and their Students than public secondary schools do through

various ways: good pay to teachers, small classes, good working environment, conducive

environment for learning (availability and adequacy of school resources), regular evaluations,

good collaboration between school and parents/guardians, guidance and counseling services

made operational, excursions etc.

(iii) There is good collaboration between private Secondary schools and parents/guardians of

Students for their best education while in public Secondary schools such collaboration is too

little.

(iv) In Uganda, students of high ranked politicians and other officials are more enrolled in

private Secondary schools than in public Secondary schools. This gives a view that even

politicians and these other officials recognize the low quality of public Secondary schools in

comparison to private ones.

(v) On the third objective, the study concluded that the adequacy of teaching equipmenthas a

bearing on Students' academic performance and that Students studying in private schools

where textbooks are adequately available perform better than Students in some public schools

where they are inadequate good textbooks.

36
5.3 Recommendations

On the basis of the above findings and conclusions, the following recommendations were

made:

(i)The Government of Uganda should do its best to provide public and private subsidized

Secondary schools with required facilities so as to create in them a welcoming environment

for teaching/learning process by treating teachers humanly (giving them reasonable salaries,

treating them as other civil servants so that they cease to take the teaching career as a

transition while they are searching good jobs),

(ii)The Ministry of Education should reduce the bureaucracy in the school administration,

allowing public schools to diversify their sources of funding, providing public Secondary

schools with staff in charge of guidance and counseling and increasing the number of

teachers and classrooms to reduce the Students-teacher ratio, as this would also contribute to

close the segregation in education based on the choice of quality school where to enroll one's

child (poor parents/guardians are forced to enroll their students in public schools because

private schools are expensive).

(iii) Politicians and other officials of Uganda should also keep monitoring and evaluating the

quality of public education in Secondary schools and take general decision in favor of all

citizens of Uganda instead of taking individual decisions of enrolling their own students into

private Secondary schools (as they have financial means) because they realize the low quality

of public Secondary schools.

(iv) UNEB should conduct a study on the factors of performance in USE and use its results to

advise the government and to revise the way USE are prepared and administered if not, it will

37
keep saying that it combats segregation in education at all cost while it contributes to increase

it by giving the same test to Students while their studying conditions have not been the same.

(v) Teachers and head teachers of public Secondary schools should use the resources

available in their respective schools efficiently to increase the performance of their Students

in general and in USE in particular.

(vi) Parents and guardians should collaborate regularly with the public Secondary schools for

better education of their students by helping students correct their home works, giving them

enough time at home to revise their notes, hiring private monitors for them where it is

possible, visiting them regularly at school to know how they progress in learning and their

discipline at school.

(vii)The value of a teacher's quality in terms of experience, qualification, ability to prepare

for lessons should be honored and compensated in order to give teachers the motivation to

adequately do their jobs and support Students learning to improve on their performance.

5.4. Suggestions for Further Research

The researcher suggested the following areas for further research:

1. The relationship between educational resources and students' academic performance of

the girl child in secondary schools of Uganda.

2. The role of parents on the academic performance of secondary school students.

3. The determinants of students' performance in public secondary schools in Uganda.

38
 REFERENCES

Aaronson, D.Barrow, L and Sander, W. (2007), Teacher and Student Achievement in the

Chicago public High Schools, Journal of Labor Economics, 25, (1) 96-135

Adesoji, F.A and Olatunbosun, S (2008), Student, Teacher and School Environment, Factors

as Determinants of Achievement in Senior Secondary School Chemistry in Oyo State,

Nigeria, The Journal of International social Research ½,14-34

Aggawarl, J.C (1998). Essentials of Eduational Psychology. Delhi: Virkas Publishing House

PVT.

Atuhaire, A.B &Kulubya, S.C(February 25th 2004). 91% pass S.4 Exams The Monitor Paper.

13,2004. Kampala: Monitor Publications Ltd.

Bartlett, M.A (2002). Health school environment and enhanced educational performance: the

case of Charles young elementary school Washington, dc. The carpet and Rug institute, 1-29.

Blackorby, J., Chorost, M., Garza, N. &Guzman, A (2004). The Academic performance of

Secondary school students with Disabilities. Educational Psychologist,,4-15

Bukenya, J. (March 2nd, 2007). UNEB release O-level results Kampala: the New vision

publication Ltd.

Cashing, W.E. (1979) Motivating students. Idea Paper. No 1. Centre for Faculty.

39
 APPENDICES

APPENDIX 1: QUESTIONNAIRE FOR TEACHERS,STUDENTS,PARENTS,HEAD

TEACHERS,AND DIRECTOR OF STUDIES

I am, KIGONGO CLARE, carrying out a study on “Effect of school environment on

secondary student’s academic performance in Girl child in Mubende District”leading to the

award of Bachelors’ Degree of Arts in Education of Nkumba University. This study is for

academic purposes and answers provided will be treated with utmost confidentiality.

Yours faithfully

KIGONGO CLARE

Student

40
QUESTIONNAIRE

SECTION A: BACKGROUND INFORMATION OF THE RESPONDENT

1. Sex of respondent........................................

2. Marital status............................................................

3. Occupation of parent/guardian.....................................

4. Education level............... (Secondary, Tertiary)

In the following sections tick where appropriate following a Likert scale below;

1. SA Strongly Agree

2. A Agree

3. NS Not Sure

4. SD Strongly Disagree

5. D Disagree

SECTION B: HOW DOES AVAILABILITY OF GOOD TEACHERS INFLUENCE

STUDENT’S ACADEMIC PERFORMANCE IN GIRL CHILD?

Response SA A NS SD D

In this school we never have permanent

teachers for Girl child

There is inadequate qualified Girl child

teachers

Some teachers are not hardworking and

never finish the syllabus in time

41
 SECTION C: WHAT IS THE EFFECT OF SCHOOL ENVIRONMENTAL

FACTORS ON STUDENT’S PERFORMANCE IN GIRL CHILD?

Response SA A NS SD D

My school has inadequate learning

laboratories for practical work in Girl

child

There is absence of enough instructional

space

There is shortage of reading rooms

SECTION D: HOW DOES ADEQUACY OF TEACHING

EQUIPMENTINFLUENCE STUDENT’S PERFORMANCE IN GIRL CHILD?

Response SA A NS SD D

When we perform poorly in Girl child, it

is because of shortage of Girl child

textbooks

The few Girl child textbooks available

are not up to date

We lack the necessary Girl child

practical books

Thank you for your cooperation

42
 APPENDIX 1I: INTERVIEW SCHEDULE FOR

TEACHERS,STUDENTS,PARENTS,HEAD TEACHERSAND DIRECTORS OF

STUDIES

1. Do you think students’ performance in Girl child is determined by availability of good

teachers?

2. Is it necessary for good teachers to get prepared when going to teach in class?
3. Do good teachers get involved in decision making on issues related to

teaching/learning?

4. What system do you follow to teach bigger classes?

5. Is there any collaboration between parents/guardians and your school for better
performance of their students?

6. Do students receive quick feedback about their home works and test questions?

7. What is your opinion about the school failing to have permanent teachers for Girl
child?
8. Why is there inadequate laboratory equipment in schools?

9. Does your school have enough learning laboratories for practical work in Girl child?

10. Do you have enough reading rooms in your school?

11. Do you have enough Girl child textbooks in your school?

12. Are the Girl child textbooks available up to date?

13. Do you have adequate Girl child practical books?

Thank you very much

43
44