Department of Education Planning and Management

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Browsing Department of Education Planning and Management by Subject "Academic achievement"

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    Classroom antecedents and learner attainment in mathematics in universal secondary schools: a case of Kampala city, Uganda
    (Kyambogo University(Unpublished work), 2025-07) Mugerwa, Moses
    The classroom antecedents in secondary school are the elements that are known to affect learners’ learning and attainment in Mathematics. The major objective of this study was therefore to ascertain the influence of classroom antecedents on attainment in mathematics by firstly to find out the availability of classroom infrastructure regarding the subject and finding out the factors that influence adequacy. Classroom management and teacher commitment were also examined to establish their influence on attainment in mathematics. The study also provides some of the learners’ behaviors as a result of their use of infrastructure towards attainment in Mathematics and would further in assisting the learners to advance a progressive attitude towards attainment which is a process for improved in the mathematics. The research was conducted in 10 secondary schools in Kampala city and the focus population was Mathematics learners in senior three, attending the new lower secondary curriculum. The purposive and random sampling techniques were employed in selecting the schools; learners from those schools were selected randomly with the use of learner’s questionnaires as a method of data collection. The questionnaires were designed to capture the learners’ comprehension and understanding which were grouped according to themes Factual knowledge, Conceptual, knowledge, Procedural, knowledge Meta-cognitive, knowledge regarding mathematics as subject, learners’ mathematical ability and achievement. The learners responded to the questionnaires and data was collected, calculated and converted into percentages. Based on the study, the majority of students had positive attitude towards mathematics and thought it was important, practicable, and learnable, but this did not convert into basic scores. The results also demonstrate that learners' ability levels were impacted by their perceived learning capacities and competences, comprehension and understanding, and prior mathematical performance, which resulted in poor performance.
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    Walberg’s factors and students’ academic performance in Madi-Okollo district Secondary schools
    (Kyambogo University (Unpublished work), 2024-02) Adiga, Benard
    The study intended to examine Walberg’s Factors and Students' Academic Performance in Madi-Okollo District secondary schools. It specifically aimed at examining the association between Student Motivation (SM), Quality of Teaching and Learning (QTL), Home Environment (HE), Classroom Environment (CE), and Students' Academic Performance (SAP). A Mixed methods Research Approach was adopted with the Quantitative Approach being dominant and a mixed concurrent research design where descriptive, survey, correlation, simple linear regression and Multiple Regression Analysis were used. Self-administered questionnaires and interview guides were used to collect data and a sample of 210 students of senior 3 and 4 selected from 5 government-aided secondary schools and the only private school in the district; the District Inspector of Schools (DIS), 3 members of BOG, 3 PTA members, 3 Headteachers, and 4 Teachers. Descriptive Statistics was used to Analyze data with the aid of SPSS version of statistical package and transcription of participant voices. The findings showed that there existed strong Positive correlation between the four independent variables under study that is Student Motivation, Quality of teaching and learning, Home environment, classroom environment, and Students' Academic Performance with all significance values at (P < 0.05). It was Concluded that there was a significant positive Correlation between the four IVs, and Students' Academic Performance. The study recommended for Schools and local government education committees to give awards to the best-performing students, give scholarships to teachers to acquire higher qualifications, and Parents to be in position to encourage their children to read and do their homework at home.