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 Performance"
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- ItemAcademic Performance Between Foster Children and Pupils in General Population in Selected Primary Schools of Save Our Souls Children’s Villages Rwanda(Kampala International University, college of Education,open and distance -learning., 2011-09) Dusingizimana, VincentThis study focused on Foster Children and academic performance in selected Primary Schools of Save Our Souls (SOS) Children’s Villages Rwanda. The study was guided by the following objectives: (1) to find out the profile of respondents in terms of age and gender; (2) to determine the category of SOS foster children; (3) to determine the level of academic performance of SOS foster pupils and pupils in general population; (4) to establish the significant difference between SOS foster pupils’ level of academic performance and pupils in general population. The study utilized both descriptive comparative and ex post facto research designs. The data were collected from the sample of 152 pupils of both groups’ SOS foster pupils and pupils in general population, frequencies and percentage distributions have been used to determine the profile of pupils. The means have been used to compare the level of academic performance of SOS foster pupils and pupils in general population. Then t-test was used to determine the difference in the level of academic performance between SOS foster pupils and pupils in general population using Statistical Package of Social Sciences (SPSS). The findings of the study were retrieved as following: (1) the majority of the SOS Foster Pupils were 10 years old while Pupils in General Population were 12 years. Age did not significantly correlate with any of school performance tests; (2) more than 50% of SOS Foster Pupils were male while Pupils in General Population were female and gender did not have a significant effect on performance; (3) A significant number of SOS Foster Pupils exhibited different infections comparing to Pupils in General Population; (4) majority of SOS Foster Pupils are double orphan; (5) majority of Pupils in General Population excelled than SOS Foster Pupils. It was concluded that (1) the hypothesis of no significant difference between the levels of academic performance of Save Our Souls (SOS) foster children and pupils in general population was rejected; (2) the hypothesis of no significant relationship between the levels of academic performance x between SOS Foster Pupils and Pupils in general population was confirmed because SOS Foster Pupils regress. Based on the findings of this study, the recommendations were drawn to these aspects: (1) teachers in SOS primary schools should be re-trained to use more practical-oriented approach to teaching pupils with emotional and behavioural or low intellectual ability problems such SOS foster pupils in particular. This will make them realize the importance of the lessons taught and not regard them as abstract. Interest will therefore be created in the foster pupils and their desire to be in school would be increased. Teachers need to motivate the children. When these are working at full power in an individual, remarkable feats of learning can be achieved. It is therefore in the teacher’s interest to take the trouble to see that the child’s interest and appropriate desires are aroused before trying to teach him/her; (2) to strengthen the efforts in providing positive psychosocial and educational counseling support to foster children especially in the area of foster care centres such as SOS Children’s Villages and (3) to introduce compensatory academic support to fostered children in their early years of schooling even in the absence of evidence of psychosocial problems.
- ItemCorrelates of Academic Performance of Orphaned Students in Selected Secondary Schools in Musanze District, Rwanda(Kampala International University, School of Education, Open and Distance and E-learning, 2010-11) Daniel, DushimumuremyiThe researcher’s purpose is to identify and examine the correlates of orphaned students’ academic performance (academic achievement) in selected secondary schools in Musanze District, Rwanda. Chapter One of this research work is devoted to portraying the background of this study, emphasizing on the present life of orphaned students in Rwanda. This includes mainly these students’ academic performance. Chapter Two, emphasis is laid on factors affecting academic performance in general, and mainly on those affecting the academic achievements of orphaned students that include psychological, social and economic factors. With regard to Chapter Three, the methodology adopted to do this research is described. To verify the factors which are behind the poor performance, a survey was carried out in 7 secondary schools of Musanze District, a questionnaire and interviews as instruments were subjected to the respective respondents for data collection. In Chapter Four, the collected data were presented, analyzed and interpreted. The data were analyzed using descriptive analysis, and Pearson correlation of Statistical Package for Social Sciences (SPSS). Lastly, the findings, conclusions and recommendations of this work were given in Chapter Five. The researcher found that all psychological, social, and economic factors are positively related to orphaned students’ academic performance. Thus, this research revealed that the great majority of the respondents do not get timely and sufficient school fees and necessary scholastic materials. They suffer various great hardships during holidays, and are sometimes psychologically harassed by their colleagues. In spite of many efforts made by the Government and Non-Governmental Organizations to give a leg-up to orphaned students, a big number of them remain without any financial back-up, making them desperate, as the continuation and completion of their studies are not ensured. The recommendations made were mainly focused on identifying all needy orphaned students, and equip their respective homes with necessary means of improving their welfare and academic success.
- ItemCurriculum trends and academic performance of learners in selected primary schools in Wareng District, Kenya(Kampala International University. College of Humanities and Social Sciences, 2011-08) Linah, MbaiThe study was to establish the relationship between curriculum trends and academic performance of learners in selected primary schools in Wareng district, Kenya. The study was guided by the four objectives, which included; I) to determine the profile of the respondents in terms of age, gender, qualification, and teaching experience, ii) to determine the level of curriculum trends in selected primary schools in Wareng district, Kenya, iii) to determine the level of academic performance of learners in selected primary schools in Wareng district, Kenya, and iv) to determine the relationship between curriculum trends and academic performance of learners. The research employed descriptive correlative survey design. The researcher administered questionnaires to 133 teachers and their responses were analyzed using frequencies, percentages and means. The findings indicated that male teachers dominated the study and the performances were generally above average due to the curriculum trends. A positive significant relationship between curriculum trends and academic performance was recorded in the study. The researcher concluded that the qualification of the teachers average since they were dominated by diploma holders. The researcher later
- ItemAn Exploration into the Relationship between Schools Factors and Students’ Academic Performance in K.C.S.E in Mombasa District(Kampala international University college of Education open and distance learning, 2010-04) Kissira, Kassim Bakare.It was on 24th February 2009 when K.C.S.E. Results in secondary Schools were announced: But when they were being analyzed Provincial Wise, coast province was the second least. This made me uninterested with that announcement which made me ponder over the year’s results. In the 7 — 4 -2- 3 system of education in Kenya students used to do very well. Schools at the coast used to be known beyond their provincial boundaries. Students used to feel proud when they were being associated with their schools. Old boys and girls’ associations used to flourish and they were very active. Those were the hey days for students who were thirsty of education. Educators were also regarded with great esteem and teaching was truly regarded as a noble profession. Schools were centers of excellence. Challenges were there but very minimal. Students in secondary schools were matured by the time they were admitted in Secondary Schools. Teachers and Schools used to compete in producing distinctions in their areas of specialization and used to do it rotationally and departmentally. Now came the new (which of course is no longer new) Education system of 8- 4-4 which was introduced in 1985 in primary schools and that was the first lot of the 8-4-4 educational system that sat for K.C.P.E. instead of C.P.E. This 1 change of the education system gave birth to really fires. Writing and rewriting of course books, lack of course books and syllabi in some of the subjects (like Humanities), lack of qualified staff, rampant in discipline cases, drug and substance abuse, burning of dormitories by students with some students inside, domestic child cases also are brought to schools because the parents are. Unable to handle them, especially single parents and widows and parents are even boxing their children in schools but funny enough they don’t do it when they are at home. Parents, teachers and stake holders are interested to know why that one is happening. Is it the effects of the new educational system adopted? Which could be the contributing factor (s)? Is that a dosage from God as a result of man’s un ethical life on this earth? And several other questions that are relevant to address the issue. On the other hand the former students of these schools received the news unbelievable but without concrete answers. Some directed their accusing fingers to teachers, teachers and parents, parents, parents and their children or all the three — teachers, parents and their children. Others accused the Ministry of Education for implementing policies without considering their human, material financial resources and physical facilities. This is because even educational policies are also politicized by the elites for their own gains at the expense of weak, poor and the children who are the majority of the 2 population. In reference to all what is discussed above, this has made the researcher to look for the answers and solutions to all those problems that propped in and interfered with the past glory of the coast schools that used to be known in all over the country in both curricular and co-curricular activities. By doing this the researcher will have restored all the good names and prestigious positions of the coast schools.
- ItemAn Investigation on Multiple Intelligences and Students Academic Performance at Kampala International University (A Case Study of Faculty of Education).(Kampala International University, School of Education, 2006-04) Kiggundu, Zaharah FaridahToday one of the factors affecting students learning abilities in institutions of higher learning in Africa is that of the rigid curriculum. Particularly, poor teaching methods, poor learning environment and rigid curriculum among others have ignored students’ multiple intelligences since the colonial era in Africa. Since then, the Ministry of Education and Sports in Uganda has undergone difficult times, coupled by frequent changes in government policies which have still ignored the multiple intelligences of students in regard to Education. Of particular concern to this study is the different learning abilities of students in Universities a case of Kampala International University which due to the rigid curriculum has made multiple intelligences of students ignored for decades on end. Continually student’s intelligences have continued to remain isolated, ignored and unprotected leading to poor performances in Universities. In the context of the rigid curriculum, this study entitled An Investigation on Multiple Intelligences and students Academic Performance at Kampala International University, delves into an investigation of Students intelligences and their performance. The study was guided by a number of objectives. Particularly, the study determined the different kinds of intelligence, influence of multiple intelligences on students’ level of performance and the relationship between the levels of intelligences and students academic performance. A total of 400 students, were ,~JOiV~ /~ ‘Ill %. xlv l~POSTGRADUATE f~ ~ .5/ 110 were considered for the study. The primary data was collected using a self administered questionnaire and secondary for literature review. Slovene’s formula was used to select the sample size determination of the respondents together with a cross sectional survey design and random sampling. The findings of the study reveled that; students were multiply intelligent; there are no significance differences in the types of multiple intelligences between males and females, that MI has no influence on student’s performance. There was no significant relationship between the multiple intelligences of students and individual students and their academic performance. The study recommended that lecturers and curriculum developers need to adopt a policy or instruction that favors the different intelligence of each student and teachers should make learning student-centered. Conclusion drawn indicated that poor performance of students may be affected by other factors other than multiple intelligences.
- ItemPerception of students and teachers on academic performance in selected molo secondary schools, Kenya(Kampala International University ,College of Education, 2010-10) James Mungai Mbiu, MbiuThe purpose of the study is to assess the perception of students and teachers on academic performance in selected Mob Secondary schools in Kenya. The specific objectives of the study were; to determine the relationship between Poverty and performance of Students in national examinations, to determine the relationship between School facilities and performance Of Students in national examinations, to determine the relationship between the quality of teachers and performance of Students in national examinations, to determine the relationship between Indiscipline and performance Of Students in national examinations and to determine the relationship between Home environment and performance of Students in national examinations. The methods of data collection were questionnaires and interviews. The study revealed that school facilities are important for Students to perform well in examinations. The study revealed that unqualified teachers do not teach well and this leads to poor performance in national examinations. The study revealed that children who are indiscipline perform poorly in national examinations. Finally, the study revealed that parents who encourage their children contribute positively to children’s performance. School facilities should be provided in schools so that children understand what they are taught. More teachers should be trained to cater for the growing number of Students due to Free Secondary Education. The school environment should be made conducive for the Students for example a clean environment should be emphasized and security provided. Parents should be sensitized on the importance of participating in their children’s education and school activities.
- ItemPoverty and Academic Performance of Students in Selected Secondary Schools in Imenti North District, Kenya(Kampala International University, College of Education, Open & Distance Learning, 2010-09) Monicah, M MathiuThe purpose of the study was to examine extent of poverty on academic performance of high school students in Imenti North District. This study used descriptive research to establish a causal relationship between the two variables by means of descriptive analysis. A total of 200 Students and 10 headteachers was used. The findings revealed that there is a positive relationship between parents’ income and academic performance of students (r = 0.155 sig. = 0.000 Thus, parent’s unemployment greatly contributes to academic performance of the students significantly correlated, at 0.05 level of significance. The findings also revealed that there is a positive relationship between parents’ educational level and academic performance of students
- ItemPunishment and Rewards on The Academic Performance of Female Students in Selected Secondary Schools of Gasabo District, Kigali City, Rwanda.(Kampala International University ,College of Education, Department of Open and E-distance Learning, 2011-09) Musengimana, Régine.This study focuses on “Punishment and Rewards on the Academic Performance of female students in selected schools of Gasabo district, Kigali City in Rwanda”. The objectives of this study were the following: to; Determine the profile of respondents in terms of age, gender, combinations and classes in selected secondary schools of Gasabo District. Determine the degree of punishment of female students in selected secondary schools of Gasabo District. Determine the level of rewards of female students in selected secondary schools of Gasabo District. Examine the level of academic performance of female students in selected secondary schools of Gasabo district. Determine the relationship between the degree of punishment and female students’ Academic Performance in selected secondary schools of Gasabo District. Determine the relationship between the level of rewards and female students’ Academic Performance in selected secondary schools of Gasabo District. The population of the study comprised female students picked from 10 selected schools of Gasabo District. The sample also participated in research was 2O4 female students picked from those 10 selected schools. Thus by computing coefficient of determination, we found that punishment level contribute more significantly to academic performance (62.8%) while rewards level is 19.6%.Indeed, the recommendations have been suggested to Government, education managers, parents and further research in order to increase the students’ Performance. Recommendations for teachers and school managers Teachers should reward commonly the weak and shining students equally after the desirable behavior.Teachers should be informed that smiling students is needed and necessary after good behavior as a kind of motivation. Teachers should increase also the level of rewards as they increase the degree of punishment to contribute more on the level of Academic Performance. Recommendation for parents ,Follow up their female students in order to identify the cause of their low or high performance for remedying some problems they are meeting at school. Suggestions for further research, it is the task of the further research to find out other factors that affect Academic Performance in secondary schools of Rwanda.
- ItemSchool Environment and Academic Performance of Pupils in Selected Public Primary Shools In Butula Division, Butula District, Kenya(Kampala International University, college of Education,open and distance -learning., 2011-08) Canuti, Onyango MetaThis study explored the school environment and academic performance of pupils In Selected Public Primary Schools in Butula Division, Butula district, Kenya. The central research questions were “i) what is the profile of the pupils as to; age, gender, rank in the family and level of learning? ii) What is the level of school environment of the pupils? iii) What is the level of academic performance of the pupils? iv) Is there a significant relationship between the level of school environment and academic performance of pupils in Butula division”. To answer these questions, data were collected from teachers in 10 government primary schools in Butula division. A total number of 550 questionnaires were sent out and successfully responded to. The study employed a descriptive correlation survey design and expo facto whereby both the Qualitative and quantitative paradigms were used for research design. Simple statistical methods like frequency analysis, percentages were used for data analysis. The findings of this study are imperative for educational planning and management that environment had a negative impact on the student performance and this opinion was found to be true by the teachers’ perceptions about school environment and academic performance of pupils. The study recommended; Environmental considerations should be embedded in teacher education and in school management training, so that these important elements are not relegated to the ‘background noise’ of educational discourse and Environmental improvement in schools should be locally driven, user-led and embedded in pedagogy.
- ItemSocio-Economic Status of Parents and Academic Performance of Learners in Selected Secondary Schools in Burera District, Rwanda(Kampala International University, School of Education, Open and Distance and E-learning, 2011-10) Manirakiza, VitalThis study intended to explore the relationship between parents’ socio-economic status in terms of occupation, education, family access and income and academic performance of learners in selected secondary schools in Burera district, Rwanda. This study seeks also to determine other factors responsible to the academic performance differences among learners. In the literature review, concepts, ideas, and opinions from scholars regarding the variables under study are used and this focused on the study variables by reviewing literature under the sub-themes which synchronize with the research objectives or questions or hypotheses. The researcher employed descriptive correlation design and using SLOVEN’s formula, the respondents of this study included 202, from 410 targeted populations and the sampling was done by the use of simple random sampling, students of senior three and their parents or guardians from six selected secondary schools of Burera district, Rwanda, This study used both qualitative and quantitative methods. The man-made questionnaires have been used to get data. Frequency, percentage and Pearson Correlation were used to analyze data. The findings have revealed that the parents’ socio-economic status in terms of level of education (Mean=104 which means that most of parents have the primary level), parents’ income (Mean=1.64 which means that it is very low), parents’ employment (Mean=1.82 or disagree according to Likert scale), family access (Mean=1.66 which is very low) have a closer relationship to the academic performance of their children (Mean=1.67 which is very poor) in the study area. And other factors such as school environment and natural factors determine also the academic achievement differences among students in science subjects. The researcher recommends to different people namely the government, educational planners, curriculum designers, head teachers and teachers. The government and education planners should plan effectively for its people and put into consideration the socioeconomic status of parents, especially in Burera District. The curriculum designer must provide relevant materials corresponding to the program and provide the education which is linked with the socioeconomic needs of society. In conclusion, the analysis and interpretation of data gathered using the questionnaire, document have revealed that the parents’ socioeconomic status in terms parent education, income, employment and family access had a close relationship to the academic performance of learners in selected secondary schools. Therefore, the objectives of this study have been achieved.