School of Education

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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(Kyambogo University(Unpublished work), 2025-07) Mugerwa, Moses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.
Information communication technology and pre-service teachers’ academic performance in science subjects : a case of primary teachers’ colleges, Iganga district, Uganda
(Kyambogo University (Unpublished work), 2024-10) Magenge, Andrew
The study investigated the relationship between use of Information Communication Technology and pre-service teachers’ academic performance in science subjects: A Case of Primary Teachers’ Colleges in Iganga District, Uganda. The objectives of the study were to; explore the ICT resources available to facilitate the teaching/learning of Science subjects in Primary Teachers’ Colleges, to examine pre-service teachers’ interest towards use of available ICT resources in Science subjects in Primary Teachers’ Colleges and to establish the relationship between the use of available ICT resources and pre-service teachers’ academic performance in Sciences in Primary Teachers’ Colleges in Iganga District. A cross-sectional survey design was adopted and the study employed qualitative and quantitative data collection methods and used correlation and descriptive approaches. From the questionnaires and interviews, a response rate of 95.2% was obtained from a sample of 229 respondents. Key findings showed that among the types of ICT equipment owned by pre-service teachers were laptops, Personal Computers, Desktop computers and smartphones for use in ICT lessons among others. The study found out that pre–service teachers had interest in using ICT to do given class assignments, this was achieved by use of computers, phones, internet among other ICT resources to do given Science assignments. According to pre service teachers, ICT eases the process of doing assignments and it also helped in research to ease the attempt of assignments in Science subjects. ICT also eased communication whereby fellow students communicated among themselves and also communicated to tutors concerning their Science studies using emails, whatsApp, facebook, google among others. On the relationship between the use of available ICT resources and Pre-service teachers’ academic performance in Sciences in Primary Teachers’ Colleges, the study found out that at Bishop Willis Core PTC, a weak positive correlation as per Spearman’s correlation coefficient of r=0.174r = 0.174r=0.174 (p = 0.026), suggesting that access to functional computers and other ICT resources was positively associated with academic performance. In Walugogo PTC, a strong negative correlation, r=−0.669r = -0.669r=−0.669 (p = 0.000), indicating that the number of functional computers was associated with lower academic performance. The regression analysis revealed that Bishop Willis Core PTC demonstrated a strong relationship with an R2R^2R2 of 0.798. The presence of a well-equipped computer lab had a significant positive effect on academic performance (p < 0.001).While using ICT to facilitate teaching also contributed positively to academic performance (p = 0.003), the number of functional computers was not a significant predictor (p = 0.109. In Walugogo PTC, a moderate relationship with an R2R^2R2 of 0.647 was found. Similar to Bishop Willis, the availability of a well-equipped computer lab was significantly associated with better performance (p < 0.001), but neither ICT integration in teaching (p = 0.720) nor the number of functional computers (p = 0.339) significantly influenced academic outcomes. It was concluded that ICT plays a very important role in improving the academic performance in science subjects since it encourages research among the students, saves time, facilitate teaching and learning through creative presentations with simple animation functions among others but it is not an ultimate predictor. It was recommended that government should encourage and implement the use of ICT resources by tutors and pre-service teachers in the public and private Primary Teachers’ Colleges not only in ICT teaching but also in Science subjects so as to make teaching and learning an easy and enjoyable process. The pre-service teachers should be acquainted with the skills and competences to teach using ICT infrastructure. They need to be acquainted with online assessment, conducting online classes and giving feedback to the learners to improve academic performance in science subjects. The teacher trainers (tutors) need to integrate the limited available ICT resources in their teaching/learning process.
Parental involvement in the education achievement of children with Down syndrome : a case of two inclusive primary schools in Moroto district, Karamoja sub-region
(Kyambogo University (Unpublished work), 2026-10) Ajumo, Stella
Children with Down syndrome (DS) experience specific learning challenges that require significant involvement from their parents. While it has been demonstrated that parental involvement can improve educational outcomes for children, there is limited knowledge about its affects the academic achievements of learners with DS in underprivileged areas such as Karamoja, Uganda. The purpose of the study was to explore how parental involvement contributes to the education achievement of children with DS in the two selected inclusive primary schools in Moroto District, Karamoja Sub-region. The objectives of the research were to: establish the forms of parental involvement in the educational achievements of their children with DS; examine the benefits of parental involvement towards the education achievement of children with DS; and find out the factors that hinder parent’s involvement in the education achievements of their children with DS. The research was informed by the theory of parental involvement and utilized a qualitative approach with a case study design. Data was gathered from 23 participants, comprising 8 teachers and 15 parents, selected from two inclusive primary schools located in Moroto District. Data collection involved semi-structured interviews and focus group discussions, with participants chosen using purposive sampling. The reliability of the findings was assured through measures of credibility, dependability, confirmability, and transferability. This was accomplished by pretesting the interview questions with a small group of individuals not part of the main study to enhance clarity and relevance, validating the data with participants, maintaining consistent coding practices, seeking expert reviews, and employing purposive sampling to obtain rich and trustworthy insights. The findings of the study indicated that parents offered financial, healthcare, and academic assistance while also nurturing their children’s emotional, social, and educational development. They were actively involved in their children’s education, advocated for their rights, and included them in family and entrepreneurial endeavors to encourage independence. Additionally, the findings indicated that parental involvement was crucial in influencing the educational success and overall well-being of children with Down syndrome. It contributed to improved academic performance, literacy, numeracy, and cognitive abilities, while promoting peer interactions, social growth, and independence. This engagement also cultivated essential life skills, enhancing the children’s confidence, self-esteem, and sense of belonging. Lastly, the study identified various hindrances to parental involvement, including attitudinal, socio-economic, and logistical challenges such as societal stigma, poverty, food insecurity, and safety concerns. The study recommends strategies like improving teacher-parent communication, fostering community engagement, and providing specialized support and economic empowerment to enhance parental involvement and create inclusive educational environments.
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.

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