Masters of Educational Management and Administration - Main and Ishaka Campus
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Browsing Masters of Educational Management and Administration - Main and Ishaka Campus by Subject "Academic"
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- ItemIntegrated approach and pupils’ academic achievement in Kalungu Sub County: a case study of Stenseera Primary school Kalung District, Uganda(Kampala International University.College of Education, 2012-10) Ugole, AmuzataThis study was focused on integrated approach versus people’s academic achievement in Kalungu Sub-County, Kalungu District. A case study of Stenseera Education Center in Kalungu District. It was based on how teaching methods help in academic achievement and specifically guided by these objectives; To determine the profile of the respondents in terms of age and gender. To determine the level of pupil’s academic achievement under the integrated approach in Kalungu sub-county in Kalungu District. To determine if there is a significant difference in level of academic achievement respect to age and gender of learners. To determine whether there is a significant difference in the level of the academic achievement with respect to teaching approaches. Besides the research design employed was experimental since it included the physical observation of the respondents and a total population of 60 pupils sampled and 50 were divided equally to 25 for integrated approach and 25 for lecture method. Furthermore, the data analysis was done using frequence counts, percentages, mean and tea distribution, The random sampling technique and the record sheets were completed after teaching using the either methods and the results were entered, The study was guided by the following findings; there was a slight disparity between female and male and this class was dominated by the age group 10-11 years, results also indicated that integrated approach and lecture methods (control method) had mean of 39.5 and 26.727 and was no significant difference between people’s scores and their age whereby the significant value was greater than the level of significance hence the null hypothesis accepted. In addition, the researcher recommends that there is need to improve the teaching strategies, uplift the frequency of instructional supervision in order to boost the academic achievements in schools, Finally the researcher concludes that female learners out competed the male in academic performance despite the various activities endowed by them after school time.
- ItemPsycho-social factors and academic achievement of public secondary school students in Nyamaiya zone Nyamira county Kenya(Kampala International University,College of Education Open and Long Distance Learning, 2014-10) Vitoria, Kanini; KibweaThe study sought to establish the relationship between psychosocial factors and students’ academic achievement in secondary schools in Nyamaiya Zone, Nyamira district. It was motivated by the fact that the academic achievement of most students was low so it was not clear whether psychological factors were responsible or not. Three specific objectives guided the study; to determine the relationship between motivation, social control and self regulation of students and their academic achievement. Using descriptive correlational survey research design, a mix of both qualitative and quantitative approaches and sample size of 254. Data was collected using questionnaires and interview guide and analyzed using SPSS version 16.The study findings indicate that there exists a significant positive relationship between students’ motivation, social control and self regulation and their academic achievement. It was therefore concluded that based on this academic achievement is highly supported by the psychosocial factors. The study therefore recommended that the teachers, teachers and parents need to remain a learning environment that ensures continued motivation of the students. Students should be encouraged to continue exercising their satisfactory or even more than their currently exercised satisfactory level of selft regulation since this help them to perform better. The study recommends that Individualized Education Programs (IEP) for at-risk or gifted students, should be designed to cater for the variation in the PSF basing on the students’ varied backgrounds this will be further more useful and needed to design targeted interventions
- ItemPsycho-social factors and academic achievement of public secondary school students in Nyamaiya zone Nyamira County Kenya(Kampala International University,College of Education Open and Long Distance Learning, 2014-10) Victoria, Kanini; KibweaThe study sought to establish the relationship between psychosocial factors and students’ academic achievement in secondary schools in Nyamaiya Zone, Nyamira district. It was motivated by the fact that the academic achievement of most students was low so it was not clear whether psychological factors were responsible or not. Three specific objectives guided the study; to determine the relationship between motivation, social control and self regulation of students and their academic achievement. Using descriptive correlational survey research design, a mix of both qualitative and quantitative approaches and sample size of 254. Data was collected using questionnaires and interview guide and analyzed using SPSS version 16.The study findings indicate that there exists a significant positive relationship between students’ motivation, social control and self regulation and their academic achievement. It was therefore concluded that based on this academic achievement is highly supported by the psychosocial factors. The study therefore recommended that the teachers, teachers and parents need to remain a learning environment that ensures continued motivation of the students. Students should be encouraged to continue exercising their satisfactory or even more than their currently exercised satisfactory level of selft regulation since this help them to perform better. The study recommends that Individualized Education Programs (IEP) for at-risk or gifted students, should be designed to cater for the variation in the PSF basing on the students’ varied backgrounds this will be further more useful and needed to design targeted interventions.
- ItemSchool management practices and students ‘academic performance in selected private Secondary Schools in Bosaso, Puntland Somalia(Kampala International University, College of Education, Open and Distance Learning, 2011-03) Abdirahman, Said; FarahThe study investigated the relationship between school management practices and student’s academic performance in selected private secondary schools in Bosaso District, Puntland Somalia. The study objectives included; determining the profile of the respondents, the relationship between teacher motivation and student’s academic performance, the relationship between student’s motivation and student’s academic performance, the extent to which school education quality control has influenced student’s academic performance.The study employed a cross-sectional correlation research design using mainly a quantitative approach on a sample of 153 subjects selected from three private secondary schools of Hamdan secondary school, Najahsecondary School and Shafi’e secondary School in Bosaso District consisting of head teacher, teachers, and students. Data was collected using a questionnaire scored on five point likert scale. Data collected was processed using SPSS and was analyzed using frequency, percentages, graphs, correlation and regression analyses. The study found that teacher motivation; student’s motivation and education quality control had a significant relationship with student’s academic performance. The study concluded that teacher motivation, student’s motivation and education quality control are prerequisites for student’s performance. The study recommended that to achieve good student’s academic performance in secondary education, the government of Puntland, private VII school administrators, teachers, NGOs and other stakeholder should ensure that there is effective teacher and student’s motivation, and education quality control. Other studies need to be carried out to examine the extent to which learning environmental has influenced student’s performance.