Diploma in Primary Education

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https://testir.kiu.ac.ug/handle/20.500.12306/3023

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Browsing Diploma in Primary Education by Subject "Academic"

Now showing 1 - 3 of 3
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    Attendance and academic performance of pupils: a case study of Oburin Parish Serere Constituency Soroti District
    (Kampala International University, College of Education, Open and Distance Learning, 2009-11) Ebwosu, Stephen
    The study aimed at finding out about attendance and poor academic performance in Oburin parish Serere constituency, Soroti District. It was realized that in other parts of Uganda good attendance and academic performance had deeply taken place while us in Serere it has not. In this research, a combination of both quantitative and qualitative design were used for this study. Also purposive sampling as a method in research was used to find out the necessary information as pertains the study. The findings revealed that the child education in Serere constituency which included negative attitudes of the community, unclear policies, lack of sensitization, natural calamities among others. The findings indicate the need for increased sensitization, formulation of clear policies, guidance and counseling, improve on teaching methods, teachers should go for re-refresher courses. However, it is hoped that another research should be carried out to find more factors affecting attendance and academic performance of pupils in the study area.
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    Pupil, age and academic performance in pre-school:a case study of Jonglei State, Bor County
    (Kampala International University, College of Education, Open and Distance Learning, 2009-11) Majur, David; Gal
    The education performance and consequential impacts of age in a Southern Sudan's state of Jonglei demonstrated in time extend of a great diversity of pre-school studies and performance hallmarks. In particular, a great look into a diverse information classification as well as ideal concepts of underscoring performance that persistently controlled the level of growth of the pupil and an inclusion brought about a classic Lmclerstanding of age versus academic performance. The overall major academic strategies m the years of schooling and other resultant consequences showed largely an examinable study into the performance trends as well as one of the highest benchmarks in the scale of determining these results. The involvement of parents in the performance of the pupils at the pre-school level could not be overlooked or avoided due to the delicate situations of the kids at this level. Hence the involvement of parents took a centre stage in mentoring; monitoring and supporting the teachers towards achieving a goal of enabling the kids enjoy their studies. In particular the research looked at other key factors such as financial stability of the parents. teacher and parent interactions and parents greatly examining the participation of their kids from clay to clay. Ideally. therefore. the conversion of the all these key factors from the ideal levels to educational levels created a closer and immeasurable performance improvement among the pupils at the pre-school level. In conclusion. the presence of key factors which age depends on for performance greatly influenced the actual determination of performance of a pupil at the pre-school level.
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    Teacher’s motivation and academic performance of pupils in Kamuyange Parents Primary School, Mabaale Sub-County,Kibaale District of Uganda
    (Kampala International University, College of Education, Open and Distance Learning, 2011-04) Abigaba, Annet
    This study was carried out to investigate teachers' motivation and academic perfonnance of students. To establish the types of motivation used in Kamuyange Parents primary school. To determine whether the methods of motivation used contribute to academic performance in the school. From the research study, it was evident that there existed a notable relationship between a teacher motivation and academic performance of students in the subject handled by the same teacher. It was note -wmihy that rewards given to teachers boosted their morale and this subsequently improved student's performance. Verbal praises have noted to be almost trivial as compared to material rewards, promotions and financial rewards. From the study, it was found that when teachers were rewarded, they worked harder and this motivated disinterested !eamers to leam and also preserved and fostered the enthusiasm of those who were interested in leaming. Therefore, extrinsic motivation plays significant role in determining the performance of students in academic. The study recommended that the govemment, through the TSC, should work closely with the heads of schools (both primary and secondary) in order to ear mark industrious teachers for promotions. Ptize giving ceremonies should be held in schools on term basis to reward teachers and students for their good performance. The govenunent and the heads of schools should over-relie on extrinsic motivation as opposed to intrinsic motivation