College of Humanities and Social Sciences

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Browsing College of Humanities and Social Sciences by Subject "Academic Performance"

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    Psycho Social Effects of Poverty on Academic Performance of Students in Sheema District of Western Uganda
    (Kampala International University, College of Humanities and Social Sciences, 2021-04) Amanya, Antony
    This study was carried out to examine the psychosocial effects of poverty on academic performance of students in Sheema District. The study aimed at achieving three main objectives: examining the effect of negative perception, less confidence and fear on academic performance of students in Sheema district of Western Uganda, find out how mental instability inform of depression, anxiety and stress can affect academic performance of students in Sheema district of Western Uganda and to investigate how children raised in environment of low socio-economic status are performing in school. The study was based on Fischer’s (1996) Individual deficiencies theory who stated that poverty can be eradicated by and making better choices which sometimes control psychological issues. The study was underpinned on cross sectional. The study population comprised of 890 respondents of which 276 was the sample size. Stratified and random sampling methods were used to collect information and both questionnaire, interview and observation data research tools were employed. The study findings found that psychosocial effects of poverty on academic performance of students are negative perception, less confidence and fear, mental instability inform of depression, anxiety and stress and environment of low socio-economic status. This implies that once a family is well prepared and participating in projects, the students pays school fees in time thus increases the academic performance in long run. The study recommends that society members should work hand in hand with the schools for the betterment of the academic performance of the students in Sheema district. The study recommends that school administrators should implement better measures to help students from poor backgrounds to study well, attend seminars, organize workshops and build their confidence. Families of low social economic status qualify for health care assistance, and the cost of practical coverage is outrageously expensive. The social welfare system should help in finding work and food benefits should encourage healthy eating. There is no an easy answer for how to accomplish this, but perhaps welfare programs could include staff or volunteers that help recipients write letters and resumes, find affordable childcare for working parents, and providing public transit to get to work. Anxiety affects the society in general. They create disparities within public school system and this affects the students learning abilities especially those under looked. If the social problem is society, then the solution needs to involve the whole. The larger fix cannot fall primarily on the schools, although the schools can help. This means that society members should always work hand with schools and parents to look on the welfare of the students.
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    Universal Primary Education and Academic Performance of Pupils in Selected Primary Schools of Masulita Sub-County Wakiso district, Uganda
    (Kampala International University, School of Humanities and Social Sciences, 2010-11) Rwabuhihi, Emmanuel Festus
    This study established the relationship between Universal primary education and academic performances of pupils’ in Masulita Sub County Wakiso district Uganda. Specifically, the study wanted to establish (i) the relationship between teaching/learning resources (ii) teacher pupil ratio (ii) pupils’ attendance and academic performance of pupils in Masulita Sub County Wakiso district. The study was descriptive and co-relational in nature based on quantitative approach involving 52 teachers and 225 pupils’ selected from five schools in the Sub County using stratified random sampling Primary data on school resources, teacher pupil ratio and pupils attendance were collected using self-administered questionnaires and analyzed by summary statistics (e.g. Means and standard deviations) and Pearson Linear Co-efficient. Data on pupils’ performance were obtained from the selected school with permission of school administrators and summarized using the same statistics. The study found significant relationship between teaching/learning resources; teacher pupil ratio and pupils’ academic performance while the relationship between pupils’ attendance and their academic performance was found to be insignificant. From these findings appropriate conclusions and recommendations were made. The recommendations form the study were; (i) Government and other relevant stakeholder should ensure that there is provision of the basic teaching/learning resources to enable teachers be well equipped to enhance their delivery in order to bring about improvement in performance of pupils (ii) There is a need to hire teacher basing on the number of pupils in the school and to determine the maximum pupil per teacher beyond which pupils can be divided into streams to bring about closeness between the teacher and the pupil and to enable teacher to cater for individual attention (iii) There should be a joint effort by teachers’ parent and other stake holders in encouraging pupils to always attend classes as missing classes mean missing to get what will constitute the assessment and in turn this brings poor performance, and (iv) School feeding programmes need to be established in all UPE schools in Masulita Sub County to attract pupils stay at school throughout the day since being hungry makes some pupils leave school before time to go and get what to eat from homes.