College of Education, Open & Distance Learning
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Browsing College of Education, Open & Distance Learning by Subject "Academic achievement"
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- ItemParental support and the academic achievement of student in advanced level secondary schools in Nakaseke District, Uganda(Kampala International University, College of education, open distance and e-learning., 2023-11) Sserunkuuma, AnnetThis study was carried out to investigate the level of parental support to their children studying in Advanced-Level secondary schools in Nakaseke district of Uganda; to find out the state of children’s academic achievement in Advanced-Level secondary schools in Nakaseke district of Uganda, as well as to assess the perceived influence of parental support on the academic achievement of children in Advanced-Level secondary schools in Nakaseke district of Uganda. Out of the 172 questionnaires distributed to the S.6 students as respondents, 150 questionnaires were returned. Therefore, quantitative data was analyzed from the responses of 150 people. In addition, five teachers and 20 students were asked oral questions. The study was carried out in eight secondary schools out of the 24 secondary schools in Nakaseke district. It was found out that parental support is generally low, students’ performance is generally good, and that many students perceive their parents not to influence their (children’s) academic progress significantly. Based on the findings of the study, it is concluded that though in rural areas like Nakaseke people are fond of producing children, and although they desire their children to become very important persons, many parents do not adequately support their children in educational-related matters. This is mainly due to poverty, low level of education, men having many children and wives/women, as well as the perception some parents have that during the days they were studying, they used to walk so many miles to and from school moreover barefooted. Secondly, the A-level students in Nakaseke district are, on average, good performers academically. This is due to the availability of pamphlets which students usually read showing how questions should be answered satisfactorily. Other schools make use of resourceful persons like the UNEB examiners. Schools also organize seminars for the candidates to attend and be taught by experienced teachers from other schools on the satisfactory way of answering questions. Lastly, many students feel that though their parents’ support of their education is necessary, it does not have much influence on their (students’) performance; other factors are determining. These include teacher quality (especially being taught by teachers who are UNEB examiners), the level of students’ seriousness, as well as school managers’ ability to cause teachers to perform. The researcher recommends that there is need for the government, religious leaders and civic leaders to constantly urge parents to do to the best of their ability to support their children’s education both at home and at school instead of thinking that the teachers and the government will do everything for them. Secondly, school managers should invest more in the use of resourceful persons as well as in training their teachers in aspects like UNEB marking style since it was unearthed that teachers who are UNEB examiners are more likely to cause students to pass than their counterparts who are not UNEB examiners. In addition, there is need to urge parents, teachers and headteachers to be more serious in performing their education-related tasks because, these put together, can have tremendous impact on students’ academic progress.
- ItemPeer influence on academic achievement of mentally challenged learners in Kilifi County Primary Schools, Kenya(Kampala International University,school of Postgraduate studies and research, 2017-11) Kadzo, Thoya WinfridaThe main purpose of the study was to compare the effect on peer teaching and conventional teaching on academic achievement among mentally challenged learners in selected primary schools in Kilifi County Kenya, It was guided by two objectives which were to investigate whether there is a significant difference in academic achievement between experimental and control group of mentally challenged learners among selected schools in Kilifi County. The research design followed quantitative approach. The study was a quasi-experimental investigation that employed the descriptive, comparative survey design. The design was suitable for the study in that the researcher was able to determine the level of academic achievement among mentally challenged learners and carry out a comparative analysis between teaching methods (peer and conventional teaching) and academic achievements among mentally chaflenged learners, Data collected through this design enabled the researcher to prevent the level of academic achievement and investigate differences between teaching methods (conventional or peer teaching) and academic achievement among mentally challenged learners in Kilif county, Kenya. Findings showed that the overall mean of academic achievemen: of mentally challenged learners among selected schools in Kilif county was very slightly above 40 percent (40,04%) with standard deviation of (Std Dev=5,778), The maximum work was 55% and the lowest was 30% giving a range of 25%. The study concluded therefore that peer teaching should be applied since it showed that there is slightly high performance rate than conventional methods. This is evident with regard to the discussion of this study and that there is need to orient, develop and train teachers of mentally challenged learners and thus improve them with respect to teaching methods.
- ItemPhysical and psychological aspects of sex education on academic achievement of learners with visual impairment in Masaba North District Nyamira County-Kenya(Kampala International University, College of Education,Open and Distance -Learning., 2012-08) Mochache, Leah K.The study was carried out to come up with findings on physical and psychological aspects of sex education on academic achievement of learners with visual Impairment. The study was guided by four objectives. In the study, a sample of 184 teachers was used. The study employed descriptive co relational and expose facto design. Findings indicated that majority of teacher respondents were diploma holder grades. They fell in the age bracket of 41 years and above. Their working experience exceeded 6 years. The study also found out that the level of academic achievement of visually impaired learners was low. The study further found out that there is a significant relationship between physical and psychological aspects of sex education and learners academic achievement. The study recommended that there was need for practicing teachers to be given more training on how to handle cases of visual impairment. This can be done by conducting regular refresher courses There was need to provide better and more teaching aids relevant like Braille for the visually impaired learners in this area. This could enable teachers to have better output in their teaching. More male teachers need to be given encouragement to join in the teaching of visually impaired learners. This will motivate male learners.
- ItemSchool environment and academic achievement of pupils in selected primary Schools of Ntungamo Municipality(Kampala International University, 2012) Tukundane, MosesThe study was about school environment and academic achievement of pupils in selected primary schools. The study was carried out in Ntungamo Municipality. The study’s main objective was to find out the influence of school environment on the academic achievement of pupils in Ntungamo Municipality. Specifically the study was aimed at; finding out the contribution of the school environment on the academic achievement of pupils in selected primary schools, establishing factors outside school environment that influence academic achievement and establishing strategies for improving the school environment for pupils’ academic achievement. The study relied on a number of methods and techniques. A cross-sectional survey design was used in the study, and both qualitative and quantitative methods were used in the research design.
- ItemSchool factors and academic achievement of hearing impaired children in selected schools Igembe District Kenya.(Kampala International University, School of Education, 2012-08) Auce Ncororo, KaberiaThe study was about school factors and academic achievement of the hearing-impaired learners in Igembe District Kenya. It was guided by four objectives; determining the profile of the respondents, the level of school factors, the level of academic achievement of the hearing-impaired learners and to determine the relationship between school factors and the academic achievement of the hearing-impaired learners. The study employed descriptive correlational survey research design and expost factor research design. Using a sample of 92 pre teachers, the study found out that there are more male than female teachers in Igembe District, the study also found out that the level of school factors is fairly adequate. The study further found out that the level of academic achievement of the hearing-impaired learners is low. The study further found a strong positive relationship between school factors and academic achievement of the hearing-impaired children. The study recommended that There is a need for ECDC to make provisions for the hearing-impaired children! pre-scholars. The government and the stake holders need to give preschools attention as far as facilities like hearing aids, special equipment for the hearing-impaired children. The government needs to give ample attention to preschool concerning all aspects. A clear-cut policy should be put forward for preschools just like it has policed for the primary education. The parents who have children with hearing impairment should give them extra attention as far as their studies are concerned. Preschool in Kenya has little or no attention from government and because of this, the section is lagging behind in so many aspects.
- ItemTeacher characteristics and academic achievement in english and kiswahili of pupils in selected primary schools in Kabarnet municipality Baringo county Kenya(Kampala international University college of Education open and distance learning, 2013-12) Chepkiyeng, C. Julius KaraneiThe study sought to establish the relationship between Teachers’ qualification and their academic achievement in selected Primary schools of Baringo County Kenya, it also sought to identify whether there was a significant difference in academic achievement of pupils in public and private selected Primary schools of Baringo County Kenya. This study was guided by four specific objectives namely; to determine the level of teacher characteristics of the respondents in terms of gender age, marital status and education qualification, ii) to determine the level of pupils achievement in English and Kiswahili, iii) to establish whether there is a significant difference in academic achievement of pupils in public and private schools in selected Primary schools of Baringo County Kenya, iv) To establish whether there is a significant relationship between Teachers’ qualification and the academic achievement of their pupils in the selected Primary schools of Baringo County Kenya. The research employed descriptive correlational design to describe the relationship between the variables. The findings revealed the following;the majority of respondents in this sample were male, between 31-40 years of age, these had P1 certificates as their highest education qualification and had spent over 5 years in their current schools. The researcher concluded that in both English and Kiswahili subjects the performance was average withEnglish p;sting a mean of 53 and Kiswahili 47. There was a positive and insignificant difference in academic achievement between public and private pupils in selected Primary schools of Baringo County Kenya. There was no significant relationship in Teachers’ education qualification and students’ achievement in public and private selected Primary schools of Baringo County Kenya. The researcher recommended that there is need by the schools’ administrations to employ more competent and experienced English teachers sincefew pupils are scoring.