Faculty of Management Sciences

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Browsing Faculty of Management Sciences by Subject "Academic performance"

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    The Effects of Domestic Violence on the Academic Performance of Pupils: A Case Study of Primary Schools in Laroo Division, Gulu Municipality
    (Advances in Social Sciences Research Journal, 2021) Okite, Apio Sarah
    Study findings on the effects of domestic violence on academic performance have shown that individual academic performance levels are affected by a host of factors outside of the classroom including home environments. A cross-sectional study design was adopted where both qualitative and quantitative research approaches were used. Three schools out of 08 and a total of 42 respondents were sampled purposively or randomly to constitute study samples. Questionnaire and interview methods were used to collect primary and secondary data. Quantitative data were analyzed using SPSS V16 while content analysis was used for the qualitative data. A total of 50% of the respondents who are the majority said less concentration span is the effect of domestic violence on the school attendance. The study reveals that majority of the pupils identified to be affected by domestic violence are isolated, depressed and violent as indicated by 58% which affects their class participation. 71% of the respondents said the school performance of pupils deteriorates. The study reveals that 60% of the respondents said poverty is the major cause of high drop out among pupils. It was concluded that high rate of poverty and drunkardness is the major cause of domestic violence and greatly affects the academic performance. It was recommended that the Government should pass ordnances on alcoholism as to reduce on the rate of domestic violence and improve academic performance of pupils from affected families.
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    Funding and Academic Performance in Universal Primary Education Schools in Aboke Subcounty Kole District, Uganda
    (Society for Science and Education (United Kingdom), 2021) Okite, Apio Sarah
    Study findings on the effects of education funding on student performance have been inconsistent. Some have indicated that it is how money is spent and not how much is available that determine academic outcomes. In Uganda, poor performance of Universal Primary Education (UPE) schools has partly been blamed on ineffectively utilization of UPE funds disbursed by government. This study aimed at establishing the relationship between funding and academic performance of such schools in Aboke sub-county, Kole District, northern Uganda. A cross-sectional study design was adopted where both qualitative and quantitative research approaches were used. Six schools out of 13 and a total of 165 respondents were sampled purposively or randomly to constitute study samples. Questionnaire, interview and documentary review methods were used to collect primary and secondary data. Tool validity was ensured through pre-testing while reliability was tested using Cronbach’s alpha test of reliability. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) while content analysis was used for the qualitative data. A total of 85.7% agreed on the availability of instructional materials. The role of the SMC in academic performance was established as not being clear (48.7%) while on average, majority of the respondents (53.5%) supported the statements about PTA. The Pearson Correlation findings indicate positive strong and statistically significant relationships between the size of financial disbursement and academic performance; timing of disbursement and academic performance; accountability and academic performance; and between accountability and funding. The regression analysis indicated that the funds size, disbursement timing and funds utilization have a significant combined effect on academic performance of UPE schools. It was concluded that low level of funding leads to poor performance of schools and that the size of funding greatly affects the academic performance compared to the timing of disbursement. It was recommended that the Government should improve UPE funding so as to improve academic performance of UPE schools
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    Stakeholder participation and academic performance: A study among primary schools in Alebtong District, Uganda
    (American Journal of Education and Learning, 2023) Elepu, Catherine; Acanga, Alfred; Mwesigwa, David
    The overarching goal of this study was to establish the link between stakeholder’s partcicpation in planning, monitoring and implementation of school activities and the academic performance of pupils in Abako Sub County, Alebtong district. The study embraced a cross-sectional survey study design using a mixed methods approach. Structured questionnaires were developed by the researcher for data collection from 142 respondents. Measures of central tendency (Frequency, Percentages, Mean and Standard Deviations) were used to describe the variables while correlation and regression analyses were used to establish the direction and strength of the link between study variables. The findings revealed that stakeholder’s participation in monitoring (p=0.015,β=0.326) and participation in implementation (p=0.23,β=0.334) significantly affect pupils’ academic performance in Abako Sub County, Alebtong district. However conducting monitoring, planning and implementation of activities, by stakeholders, accounts for 63.4% variation of all the possible factors that are likely to account for pupils’ academic performance in Alebtong district (Adjusted R2= 0.634). This study valorizes efforts of school management to promote involvement of parents and other significant stakeholders in the planning, monitoring and implementation of activities as a pathway to enhanced pupil performance