Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/2418
Title: actors affecting writing skills of secondary school students in Kampala Central
Authors: Ndagire, Justine Helena
Keywords: Writing Skills
Issue Date: Aug-2018
Publisher: Kampala International University ,College of Education
Abstract: This was an exploratory study about the factors affecting the writing skills of secondary school students in Kampala Central. This was after the realization that the grades in national exams especially in rural areas were consistently not the best owing to poor writing skills. Yet, writing skills are a key subject crisscrossing both the sciences and humanities and as such it has far reaching implications for career development. The study specifically sought to achieve the following objectives: to identify the factors that influence the writing skills of students in Kampala Central; and to examine the ways of improving the writing skills of students in Kampala Central.To achieve the stated objectives, the study was guided by the following research questions: what factors influence the writing skills of students in Kampala Central? Which ways can improve the writing skills of students in Kampala Central? The study design took the form of a case study. The study also involved purposive sampling in which the data sought were qualitative. Sixty respondents were purposively selected for the study from six secondary schools. Each school was represented by 10 respondents who included five students and five teachers. The data were collected using interviews and observations for primary data and documents analysis for secondary data. The data were analyzed qualitatively through the literal description and narrations of the emerging issues out of which authentic conclusions were drawn.The study found out that writing skills are influenced by multifaceted factors that include remuneration of teachers, teacher training, external forc~s, workplace conditions, in-service training, motivation to teach and emotional factors. The study also found out that improving writing skills needs a multifaceted approach (e.g., by paying attention to the welfare of teachers [salaries and stipends]). The study concludes by noting that writing skills will for some time be of mediocrity not until the factors that influence performance of the teachers are redressed by the government, education planners and policy makers. The me├žliocrity will continue not until those who wield influence and power realize the importance of teachers and education in nation building. The study also concludes that improving writing skills calls for a multifaceted approach that incorporates all stake holders such as teachers, parents, students, government policy makers and syllabus designers who should come up with a formula that addresses the plight of education and teachers in Uganda.The study recommends that the government, education planners, policy makers and other stakeholders should consider job satisfaction of teachers
Description: A dissertation submitted in partial fulfillment of the requirements for the award of the degree of bachelor of arts with education of Kampala International University
URI: http://hdl.handle.net/20.500.12306/2418
Appears in Collections:Bachelor of Education

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