Browsing by Author "Asiimwe, Deogratias"

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    Boarding facilities and students’ academic performance in selected secondary schools in Kyenjojo district Uganda
    (Kampala International University, Faculty of Education, 2008-11) Asiimwe, Deogratias
    The purpose of this study was to determine the relationship between beading facilities and students academic performance in selected secondary schools in Kyenjojo district It employed a cross-sectional survey design to evaluate the extent to which lack of boarding facilities retards students' performance in examinations. Five out of the fourteen schools were selected for the study using systematic list sampling. The study further considered senior four classes in all the selected schools and a sample of 26 teachers took part in the study selected using simple random sampling. Finding of the study revealed that there is a significant difference in performance of day and boarding students in the district and those schools with enough boarding facilities perform better than those with out enough facilities. The study concluded that Students' academic performance in boarding sections is better than in day sections. There is a significant difference between the academic performance of boarders and that of day students. There is a relationship between boarding facilities and students' academic performance. Lack of boarding facilities in most schools is to a great extent responsible for poor students' performance in examinations. The study recommended that the ministry of education and sports through the education service commission (esc) should undertake staffing by recruiting enough teachers, especially graduate teachers in to schools. The government of Uganda through planning unit of the ministry of education and sports should provide special development grant to secondary schools, especially in the rural, for the construction of libraries, laboratories, furniture and others. The structures should be stocked with textbooks, chemicals and equipment's. The head teachers, school inspectors and teachers should be more analytical and supportive while examining problems of and dealing with children in day and boarding schools.
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    Motivation and Teacher Absenteeism in Selected Public and Private Secondary Schools in Kyenjojo District Uganda.
    (Kampala International University, School of Education, 2011-10) Asiimwe, Deogratias
    The purpose of this study was to examine the relationship between teacher motivation and teacher absenteeism in selected public and private secondary schools. In gathering information, the research study employed both primary and secondary sources. The study was guided by the following objectives; To determine the demographic characteristics of teachers as to age, gender, education qualifications and teaching experience. To determine the level of teacher’s motivation in selected secondary schools. To determine the level of teacher’s absenteeism in selected secondary schools. To establish the relationship between teacher motivation and absenteeism. The primary source was mainly through the distribution of questionnaires and the secondary sources were journals, periodicals, news papers and articles on the internet. The study used descriptive correlation and comparative survey design. Ten secondary schools from Kyenjojo District-Uganda were selected to serve as sample schools, using a systematic list sampling method. 150 teachers (including head teachers) were selected; (ten teachers from each school) to act as respondents. Tables were used in organizing the data and the Pearson’s co-efficient of correlation was the technique employed in analyzing the data. The findings indicated that most respondents were aged between 20-29 years, majority were males, majority were diploma holders and over 30% had an experience of 3-7years and above. There was a low level of motivation. However, the level of motivation was found to be highest on the behavior of students in class. The level of teachers’ absenteeism was also found to be generally high. The findings also indicated a positive significant relationship between motivation and teacher absenteeism, indicating that an improvement in motivation of teachers reduces their absenteeism at school.