Socio-Economic factors that influence teaching and Learning Achievements in Secondary Schools in Eastern Region of Uganda a Case Study of Kaliro District
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Date
2019-05
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Kampala International University, School of Education, Open and Distance and E-learning
Abstract
This study investigated the socio-economic factors that influence teaching and learning
achievements in secondary schools in Eastern Uganda, Kaliro district focusing on senior Iwo
students. The objectives of the study were; to find out how students’ home and frimily background
determine their learning achievements, to investigate the effect of students’ characteristics on
learning, to study the effect of teacher characteristics on students’ learning achievement anti to
examine the effect of school characteristics on students’ learning achievements. Southern
African Consortium for Monitoring Education Quality III 2007 data set wasutilizedin this study
The data was collected using a stratified two-stage cluster sample design. The levels of data
analysis include dunivariate where frequency tables and descriptive statistics were used to
explain background information. At Bivariate level, statistical sign~licance of the association
between the dependent variable and the independent variables were established using Pearson
chi-square test with the significance level fixed at 5%. Exploratory factor analysis was used to
come up with latent variables that were finally be fitted in the linear regression model, with
student ‘s performance as the dependent variable. Empirical results reveal that grade repetition
(‘p= 0.002), place ofstay (p 0.020), use of information communication technology ‘p 0.048).
parents’ education level ~= 0.000), experience of the Head teachers ~= 0. 036). distume 10
social service centers (p= 0.017) and access to instructional and learning materials (p~ 0.00(1)
are each important in influencing learner performance in secondary schools in Uganda. On the
other hand, students ‘ characteristics, socio-economic status, availability of meals a! home,
homework help and teachers’ characteristics were significant in influencing students ‘learning
achievements in Uganda. The government of Uganda through the education sector should
procure enough learning and instructional materials/or all secondary schools, and also allocate
resources towards the development of boarding sections in secondary schools which is currently’
under developed. It will be also recommended that the Ministry of Gender and Social
Development develops strategies for strengthening adult literacy campaigns.
Description
A Research Report Submitted to the College of Education Open and Distance E- Learning In Partial Fulfillment of the Requirement for the Award of Bachelors Degree of Arts In Education of Kampala International University
Keywords
Teaching and Learning, Achievements in Secondary Schools, Kaliro District