Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/4026
Title: School environment and academic performance of pupils in selected public primary shools in Butula Division, Butula District, Kenya
Authors: Canuti, Onyango Meta
Keywords: School environment
Academic performance of pupils
Selected public primary schools
Butula Division
Butula District, Kenya
Issue Date: Aug-2011
Publisher: Kampala International University,school of Postgraduate studies and research
Abstract: This 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.
Description: A Thesis Presented to the School of Postgraduate Studies and Research Kampala International University Kampala, Uganda.In Partial Fulfillment of the Requirements for the Degree Master of Educational Management and Administration
URI: http://hdl.handle.net/20.500.12306/4026
Appears in Collections:Masters of Educational Management and Administration - Main and Ishaka Campus

Files in This Item:
File Description SizeFormat 
img01511.pdfFull text3.76 MBAdobe PDFThumbnail
View/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.