School environment and curriculum management in private secondary schools in Busiro County, Wakiso District Uganda
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Date
2017-05
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Publisher
Kampala International University,College of Education
Abstract
The purpose of the study was to assess the influence of school environment on the
curriculum management in private secondary schools in Busiro County, Wakiso District.
To achieve this, specific study objectives were adopted. They included i) to assess the
quality of school environment of selected private secondary schools in the county; ii) to
examine the success of curriculum management in such private secondary schools, and
iii) to determine the relationship between quality of school environment and the extent of
curriculum management success in the same schools in the county. Literature review
exposed several research gaps in previous literature related to the objectives above,
namely conceptual, contextual, temporal, scope and approach gaps, among others. To fill
these gaps, the study adopted a descriptive correlational research design based on the
quantitative and qualitative approach for data collection and analysis. Data was collected
using a quantitative method of the questionnaire survey and the qualitative technique of
oral interviews. For quantitative data, computer programmes namely, the Statistical
Package for Social Scientists (SPSS) and Microsoft excel were sought for data analysis
using frequency distribution, arithmetic mean, Pearson’s correlations and standard
multiple regression. Qualitative data including mainly interview responses were analysed
using the interpretive technique. The findings of the study were that among private
secondary schools of study, school classrooms, library, and science laboratory facilities
received more attention than the computer workshop environment. However, despite this
advantage, all the facilities were in some respects less conducive for curriculum
implementation mainly centred on student class academic activities, On average, school
physical facilities and learning materials were of good quality only in 25% of the schools
investigated. In 40% of these schools, such learning services were fairly good while in
the rest of the schools they were poor for student academic activities. Besides, teacher
management was good only in less than 50% of such schools. The study also found out
varying situations with regard to teacher and student performance in class as the heart of
curriculum management in a school system. While teachers and students performed well
in some private secondary schools, in many similar schools of study in the county
performances of such primary stakeholders were largely average. There were also a few
of such schools in which results show that teachers and students performed poorly in
class activities respectively. Generally, the findings indicated that the quality of school
learning facilities in private secondary schools in the county posed a significant effect on
student learning particularly the classroom, library and science laboratory. Teacher
management in almost 50% of the private secondary schools of field survey was not
positively enabling enough for successful student learning. The conclusion reached was
that the more the school environment was good enough, the more curriculum
management particularly student class academic learning would be successful and vice
versa. As result, it was recommended that education development agencies and school
managers associated with private secondary schools in the county should ensure to
improve on the quality of classroom, school library, science laboratory and computer
laboratory services for successful curriculum management.
Description
A dissertation submitted to college of education as partial
fulfilment for the award of a Degree of Master of education Management and administration of Kampala International University
Keywords
Curriculum management, School enviroment, Wakiso District