Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/3014
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dc.contributor.authorKayanga, Perina-
dc.date.accessioned2019-11-14T06:29:20Z-
dc.date.available2019-11-14T06:29:20Z-
dc.date.issued2019-05-
dc.identifier.urihttp://hdl.handle.net/20.500.12306/3014-
dc.descriptionA research proposal 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 Universityen_US
dc.description.abstractThis study investigated the socio-economic factors in teaching and learning achievements in secondary schools in Uganda focusing on senior two students. The objectives of the study were; to find out how students ‘home and family background determine their learning achievements, to investigate the effect of students ‘ characteristics on learning and to examine the effect of school characteristics on students’ learning achievements. Southern African Consortium for Monitoring Education Quality III 2007 data set was utilized in this study. The data was collected using a stratified two-stage cluster sample design. The levels of data analysis included univariate were frequency tables and descriptive statistics were used to explain background information. At Bivariate level, statistical significance 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 fitted in the linear regression model, with student ‘s performance as the dependent variable Empirical results reveal that grade repetition (p- 0.002,), place of stay (p 0.020,1, use of information communication technology (p - 0.048,), parents’ education level (p’- 0.000,), experience of the Headteachers (p 0.036), distance to social service centres (‘72’-’ 0.0 17) and access to instructional and learning materials (p 0.000) are each important in determining learner performance in secondary schools in Uganda. On the other hand students’ characteristics, socio economic status, availability of meals at home, home work help and teachers’ characteristics are significant in determining students ‘learning achievements in Uganda. The government of Uganda through the education sector should procure enough learning and instructional materials for all secondary schools, and also allocate resources towards the development of boarding sections in secondary schools which is currently under developed. It is also recommended that the Ministry of Gender and Social Development develops strategies for strengthening adult literacy campaigns.en_US
dc.language.isoenen_US
dc.publisherKampala International University,College of Educationen_US
dc.subjectSocio and economicen_US
dc.subjectlearning achievementsen_US
dc.subjectNamutumba Districten_US
dc.titleThe socio and economic factors and their effects on teaching and learning achievements in selected secondary schools in Namutumba Town Council, Namutumba District.en_US
dc.typeOtheren_US
Appears in Collections:Bachelor of Arts with Education

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