Faculty of Education (FEDU)

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Factors affecting Academic Performance of Primary Schools in Ikumba Subcounty, Kabale District.
(Kabale University, 2013) Christopher, Musinguzi
This study was designed to investigate factors affecting academic performance of primary schools in Ikumba sub-county. Emphasis was put on trying to establish the effect of parents’ provision of scholastic materials, teacher quality and homework on pupils’ academic performance in primary schools in Ikumba sub-county Kabale district. The study employed a cross sectional survey design. It ensured that sub groups within the population were represented proportionally within the sample. The validity and reliability of research instruments was established and data was collected from 186 respondents consisting of 120 pupils, 60 teachers and 6 head teachers using the simple random sampling method. To analyze data chi square goodness of fit (x2) test was used with the aim of establishing the relationship between parents’ provision of scholastic materials, teacher quality, homework and academic performance of pupils in primary schools in Ikumba sub-county. The findings showed the existence of a significant relationship between parents’ provision of scholastic materials, teacher quality, homework and academic performance. On the basis of the findings, the study concluded that If all the parents of Ikumba sub-county provided scholastic materials, the children could perform well because these helped the children acquire knowledge, skills, and make learners ready to learn. Quality teachers did also matter. Committed, competent and knowledgeable teachers produced better learning and pupils benefit a lot from them. Most parents helped pupils in doing homework which was very important for academic performance of children because it improved the children’s weak areas and sharpened their minds. Head teachers should regularly conduct school based continuous professional development courses (CPDs) for teachers in order to maintain and update the quality and competence of teachers. Parents should provide conducive places for pupils to do home work from home in order to help them concentrate and do their homework well.
The Influence of Students’ family background on Academic Performance in Secondary Schools in Kamuganguzi Sub-County, Kabale District
(Kabale University, 2014) Franco Jack, Tumuhimbise
This study was undertaken to assess the influence of students’ family background on their academic performance in secondary schools in Kamuganguzi Sub-county, Kabale district. The objectives of this study were to examine the effect of parents’ financial status, level of education and occupations on students’ academic performance. A total of 285 respondents participated in the study. Interviews and questionnaires were the major methods used for data collection. The findings of the study show that parents’ level of education had no effect on academic performance of students while parents’ financial status and occupations had strong influence on students’ academic performance as those who earn high income can cater for their children’s educational needs better than those with low income. Besides, the financial and moral support a child receives from his/her parents’ affect his thinking, which is reflected in his performance in school. At the same time, students whose parents have better jobs and higher levels of educational attainment and who are exposed to more educational and cultural resources at home tend to perform better than their counterparts without such opportunities. The study recommended that in order to solve the recurrent issue of poor academic performance in secondary schools, government and corporate institutions should help increase incomes of parents in line with economic conditions and provide educational materials to enable parents meet the educational needs of their children and promote income generating projects for poor parents. Schools should also be provided with adequate books and facilities to bridge the gap between children from the rich and the poor families in the society.
Effect of one Laptop per Child Policy on academic Performance in Social Studies in Ruhango District, Rwanda.
(Kabale University, 2015) Jean, Libanje Pierre
The project “One Laptop per Child” has been implemented in Rwanda since 2008 to bridge the digital divide between urban and rural and remote communities and also provide solution to the challenges facing Rwanda’s education in addition to improvement in academic performance. The purpose of the study was to evaluate the effect of one laptop per child policy on academic performance in social studies in Ruhango District so as to propose necessary strategies to improve teaching-learning social Studies. The specific objectives were to examine whether the children who used One Laptop per Child in P4-p5 perform better in their Social Studies than those who did not; to investigate challenges faced by teachers in Ruhango primary schools in teaching Social Studies and to suggest solutions and recommendations to the challenges. A survey study was done. The study population was 3,984 and Krejcie & Morgan’s table for determining sample size was used to get the sample size of 351 respondents. Therefore the study was mainly based on data from 351 respondents including 36 teachers of social Studies; 288 P4 and P5 pupils from both Schools using and not using OLPC Laptops; 18 head teachers from both schools using and not using OLPC laptops and 9 Sector Education Officers (SEOs).The researcher adopted both qualitative and quantitative methods of data collection through self- administrated questionnaire, interview guide, interpretations of the results in Social Studies and library search. The findings revealed that in general, schools with OLPC laptops perform better than schools without OLPC laptops. This was because teachers using OLPC in class had access to a greater range of resources to use with their pupils as well as diversify their lessons using the laptops. Among the challenges facing teachers was the time per week allocated to the course which is not enough for pupils in primary schools to cover the content and carry further Research to improve their knowledge in the subject. It was also found out that parents do not assist their children in learning and revising their lessons at home. One major recommendation was that the Ministry of Education should motivate the teachers by improving their lifestyle so that they should fully use their time in improving the teaching-learning process through updated materials and new teaching methods, including the integration of OLPC based learning as this requires extra time.
Performance of Secondary Schools in Rukungiri District.
(Kabale University, 2015) Alphonse, Byamukama
The study examined performance of secondary in Rukungiri District. The study was conducted in the district using cross-sectional study design that covered eight secondary schools; government and church founded from four sub-counties of Nyakagyeme, Rukungiri Municipality, Kebisoni and Nyarushanje; with each sub-county providing two schools. The researcher discovered a number of factors which relate to school discipline, climate and quality of students as having a considerable effect of students’ academic performance at UCE. Lack of motivation by teachers and students delayed fees payment and remittance of teachers due allowances, inadequate teaching materials and limited strategies to improve academic performance by school authorities and students level of discipline were said to be some of the main reasons why schools perform averagely and poorly at UCE. It recommended improved welfare for teachers in order to attract and retain experienced and qualified teachers in respective schools, committed by the schools’ administration to improve academic performance at both local and national level examinations, student’s involvement and participation to improve their own academic performance and admission of students with good grades in senior one and upper especially candidate classes as a way of reducing on the number of failures at UCE.
Performance of Secondary Schools in Rukungiri District
(Kabale University, 2015) Alphonse, Byamukama
The study examined the performance of secondary schools in Rukungiri District. The research was carried out in the district using a cross-sectional study design that included eight secondary schools founded by the government and the church from four sub-counties: Nyakagyeme, Rukungiri municipality, Kebisoni, and Nyarushanje, with each sub-county providing two schools. The researcher discovered a number of factors related to school discipline, climate, and quality of students as having a considerable effect on students' academic performance at UCE. Lack of motivation by teachers and students, delayed fee payment and remittance of teachers' due allowances, inadequate teaching materials, limited strategies to improve academic performance by school authorities, and students' level of discipline were said to be some of the main reasons why schools performed averagely and poorly at UCE. It recommended improved welfare for teachers in order to attract and retain experienced and qualified teachers in respective schools; commitment by the schools' administration to improve academic performance at both local and national level examinations; students' involvement and participation to improve their own academic performance; and admission of students with good grades in senior one and upper level, especially candidate classes, as a way of reducing the number of failures at UCE.
Distance Learning and the Quality of teacher Education in Rwanda: A case Study of Byumba.
(Kabale University, 2015) Anastase, Mvuyekure
This study examined the contribution of Distance Learning to the Quality of Teacher Education in Rwanda. The study was conducted to establish whether the teachers, their experiences and qualifications acquired through the Distance Learning Programme adequately led to quality education. The study was guided by three objectives, namely to investigate the effect of Distance Learning on the teaching- learning process; to examine the academic relevance of resources used in Distance Learning Programme in Rwanda; and to evaluate whether the graduates from Distance Learning programme had the skills, knowledge and attitudes required for qualitative, effective and efficient education.Simple random sampling techniques were used and data was collected using questionnaires, interview and documentary review.The distance Learning Programme (second intake) which started in 2011 was chosen for study. The rationale to select this intake was that the students were still following the programme and were familiarized with it regarding the time they had already covered. Besides, the tutors who were assisting the teacher trainees in the programme, the lecturers from Kigali Institute of Education who were appointed to take part in the training and the head teachers whose teachers were following the programme were also involved. In accordance with the number of respondents, the Cochran’s formula of sample size was used and the formula gave a sample size of 58 respondents. Two types of questions were used: Closed-ended questions and open-ended questions. In closed-ended questions, participants were allowed to choose from a pre-existing set of dichotomous answers, such as yes/no. A small number of leading questions that required answers like strongly agree or disagree were also used to get an opinion from the respondents in limited words. Concerning Open-ended questions, the respondents were motivated to explain their answers by reacting to the question in order to obtain the quality of their thinking and the reality of their answers. The interview also was used as a data collection instrument. The study found that Distance Learning Programme in Rwanda gave rise to effective and efficient outcomes in terms of quality education. This was reflected in the positive change in learners’ performance in class and the national examinations before and after the implementation of the programme. However, the Distance Learning Programme could be improved, and the study suggests that the Ministry of Education should plan and provide in-service Distance Learning Programme to a bigger number of teachers including primary school teachers. It also suggested that Distance Training Centres should be increased in number in order to enable a greater number of beneficiaries to have access to the programme. Lastly, attempts should be made to use Information Communication Technology (ICT) to deliver the Distance Learning Programme
Distance Learning and the Quality of Teacher Education in Rwanda: A Case Study of Byumba Distance Learning
(Kabale University, 2015) Anastase, Mvuyekure
This study examined the contribution of distance learning to the quality of teacher education in Rwanda and was conducted to establish whether the teachers' experiences and qualifications, acquired through the distance learning program, adequately led to quality education. The study was guided by three objectives: namely, to investigate the effect of distance learning on the teaching-learning process; to examine the academic relevance of resources used in the distance learning program in Rwanda; and to evaluate whether the graduates from the distance learning program had the skills, knowledge, and attitudes required for qualitative, effective, and efficient education. Concerning the sample and methods used in this study, the simple random sample technique, Questionnaires, interviews, and a documentary study were used. A simple random sample was used to enable each and every individual or case in the entire population to have an equal opportunity to be selected for analysis. Distance Learning Program; intake two, which started in 2011, was chosen as a targeted population. The rationale for selecting this intake is that the students were still following the program and were familiar with it based on the time they had already covered. All of these make them good sources of information about the program. Besides the tutors who were assisting the teacher trainees in the program, the lecturers from the Kigali Institute of Education who were appointed to take part in the training, and the head teachers whose teachers are following the program were also involved. In accordance with the number of respondents, Cochran's formula for sample size was used, and the formula gave a sample size of 58 respondents. As far as the data collection instruments are concerned, questionnaires were chosen because they are easy to administer and save time. Two types of questions were used: closed-ended questions and open-ended questions. In closed-ended questions, participants were allowed to choose from a pre-existing set of dichotomous answers, such as yes or no. A small number of leading questions that required answers like "strongly agree" or "strongly disagree" were also used to get an opinion from the respondents in limited words. Concerning open-ended questions, the respondents were motivated to explain their answers by reacting to the question in order to obtain the quality of their thinking and the reality of their answers.
Career Guidance and Academic Performance in Secondary Schools in Kisoro District; A case Study of Namirembe and Nyanamo Comprehensive Secondary Schools in Bukimbiri Sub-County.
(Kabale University, 2016) Robert, Mwesigwa
The study investigated the influence of career guidance on academic performance of Secondary School Students in Bukimbiri Sub County, Kisoro district; a case study of Namirembe and Nyanamo Comprehensive Secondary Schools.The study was guided by four objectives namely: to identify the various career guidance programmes initiated in secondary school students in Bukimbiri Sub County; to determine the attitude of secondary students towards career guidance in Bukimbiri Sub County; to examine the ways in which career guidance has influenced academic performance of secondary students in Bukimbiri Sub-County; and to suggest strategies for effective career guidance initiatives for sustainable academic performance of secondary students in Bukimbiri Sub-County, Kisoro district. The study was both qualitative and quantitative in nature. The literature that was reviewed for the study was gathered from different textbooks, manuals, reports, journals and from internet. Both simple random sampling and purposive sampling were used to select a total of 256 respondents respectively for the study. To gather primary data for the study during the field, the researcher used, questionnaire, interview observation guides and focused group discussion guide and the documentary review for secondary data respectively. Data was finally analysed using Microsoft Excel later presented in tables, pie-charts, and graphs.The study findings revealed that the majority of respondents (99%) wereaware of the various career guidance programmes initiated in the study area. It was found out that the majority of respondents (95%) were aware of the various career guidance programmes initiated geared towards improving academic performance in the study area. It was further noted that students’ attitude towards career guidance geared at improving academic performance was positive in the study area. It was found out that 29% of the respondents considered career guidance as a means to help students to broaden their knowledge; skills and abilities; though on the hand sighted irregularities that career guidance was meant for the rich who had the capacity to facilitate their children’s future the way they wished; and that career guidance was irrelevant at schools since it never provided anything new that they would get from their family members and their religious backgrounds. Among the suggestions included the need to review the student support programmes and the need to take the lead in planning and implementation of life programmes. Basing on the study findings, conclusions were made.
Board of Governors’ roles and students’ academic Performance in Secondary Schools in Kikagate Sub-County, Isingiro District.
(Kabale University, 2017) Wilson Mukombe, Bagarukayo
The study was about “Board of Governors’ roles and students’ academic performance in Isingiro District. The study was guided by a set of specific objectives which include; To find out whether there is a difference in the level of academic performance across the selected secondary schools in Kikagate Sub-County, To establish the relationship between the Board of Governors’ (BOG) supervisory role and academic performance in Secondary Schools and To examine the relationship between the Board of Governors’ (BOG) budgeting role and academic performance in Secondary Schools. The study employed a cross-sectional survey design where by data was collected from several respondents at one point in time. Out of a target population of 167 respondents, the study used a sample size of 113 respondents. Questionnaires, observation guide, documentary analysis and interview guides were used to collect data from the field. The study employed both Simple Random Sampling and purposive sampling technique. Quantitative data was analyzed using one- way analysis of variance (ANOVA) and Pearson correlation coefficient (r) while qualitative data was analyzed by generating themes from participants’ voices. The study findings indicated that Kamubeizi secondary school performs lower (μ=18.08) than the other schools, while Kyezimbire secondary school performs better (μ=22.18) than the other three secondary schools, followed by Kikagate secondary school (μ=22.11) and Rwamurunga community secondary school (μ=22.07), with students’ scores ranging from 8 (Minimum) to 48 (Maximum) aggregates. The study findings also indicated that board of governors has helped in supervision of the schools’ activities. The study concluded that board of governors has helped in supervision of the schools’ activities which have helped to improve the performance of the students. The study concluded that board of governors has contributed in planning and management of the schools and this has provided a strategic framework within which the school board, the head teacher and staff can monitor, evaluate and improve the nature of the school’s curricular and other provision and the standards achieved by students making efficient use of all the school’s available resources. The study recommended that the Ministry of Education should establish a mandatory training course, conferences, seminars, inductions and workshops for all the Board of Governors to increase their knowledge and skills like financial, human resource management, planning, conceptual, technical skills in efficient management of schools.
Influence of Motivational Practices on Teachers’ Performance in Secondary Schools Kamwenge District.
(Kabale University, 2017) Prudence, Hanga
The study was about “Influence of Motivational Practices on Teachers’ Performance in secondary Schools in Kamwenge District”. It had the following objectives; to examine the types of motivational practices in Secondary Schools in Kamwenge District, to assess the level of teachers’ performance in Secondary Schools in Kamwenge District, to establish the relationship between the types of motivational practices and teachers’ performance in Secondary Schools in Kamwenge District. The study was qualitative and quantitative; used cross section design which was descriptive in nature. The study used purposive, stratified, and simple random sampling retinues to select the research respondents respectively from secondary schools. The target population was 200 and the sample size of respondents was 133. Data was collected using questionnaires, interview documentation analysis and observation as the research instruments and data was analyzed by means of descriptive statistics, namely frequencies, percentage and mean. Pearson correlation coefficient was used to establish the relationship between motivational practices and teachers’ performance in secondary schools. The study findings that people enjoying teaching as a profession was strongly agreed to by the majority of the respondents with 65% while free meals at school was in the lead on extrinsic motivation with 83.6%. Regular attendance of class lessons by teachers was rated at 83.3%, and performance of teachers being good and encouraging at 77%.The study found moderate motivational practices, moderate level of teachers’ performance, weak relationship between motivational practices and the level of teachers’ performance in secondary schools in Kamwenge District. There is need for government and private sector to raise pay for the teachers; there is need for stakeholders in education to focus on increasing the employees’ motivation in factors such as the work itself, benefit programs, rewards, work conditions and prizes; promotions; allowances; staff training; school administrators should motivate employees to be more helpful, friendly and considerate to their co-workers and supervisors because this would increase the employees’ motivational level and enhance performance.
Teacher Job Satisfaction and Student Academic Performance at Uganda Certificate of Education in Secondary Schools in Uganda: A case Study of Kamwenge District.
(Kabale University, 2017) Andrew, Kasaija
In education institutions, teachers are the most important among all other resources without any reservation. The aim of the study was to investigate the intrinsic and extrinsic factors affecting teachers’ job satisfaction and school performance at Uganda Certificate of Education in secondary schools in Uganda in Kamwenge district. A causal comparative research design was employed for the study; both quantitative and qualitative methods were used to collect data. The researcher used purposive and simple random sampling techniques to select the research participants respectively from selected secondary schools. The target population was 168 and the sample size of the participants was 120. The quantitative data was collected from 87 teachers and 4 head teachers using questionnaires and analyzed using Statistical Package for the Social Sciences (SPSS) version 20. In addition, the qualitative data was gathered from 29 members of Board of Governors using interview guides. Furthermore, documentary analysis was used for triangulation. The quantitative data collected was analyzed using frequency and percentage. The total number of 120 respondents was in the age brackets of 18-30, 31-45, and 46-65 years and in terms of percentage were 34%, 61%, and 25% respectively. This clearly indicated that both private and government schools majorly employ youthful teachers who are energetic and enthusiastic to work hence greater performance. The intrinsic and extrinsic factors affecting teachers’ job satisfaction were prioritized in Kamwenge district. Salary payment scale, recognition, incentives and fringe benefits, and performance were the most satisfying factors. The study concluded that satisfied teachers can also help in improving the performance of an educational institution. Finally, the researcher recommended that there is need to improve on the intrinsic and extrinsic factors of job satisfaction of teachers that influence academic performance and ways of improving intrinsic and extrinsic factors of job satisfaction of teachers so as to improve academic performance at Uganda Certificate of Education level in secondary schools in Uganda particularly in Kamwenge district.
The Impact of Instructional Supervision Practices on Students’ Academic Performance in Uganda Certificate of Education Examinations in Kamwenge District
(Kabale University, 2017) Herbert, Nzaana
This study investigated the impact of instructional supervision practices on students’ academic performance in Uganda Certificate of Education examinations in selected secondary schools in Kamwenge District. Specific objectives included: to examine the frequency of instructional supervision, to determine the level of students’ performance in Uganda Certificate of Education (UCE) examinations and to establish the relationship between instructional supervision and students performance in Uganda Certificate Education (UCE) examinations in selected secondary schools in Kamwenge district. A total of 277 respondents were sampled from ten selected schools in Kamwenge district and included: teachers, deputy head teachers, head teachers and the District Inspector of schools. Data analysis was done using both Quantitative and qualitative methods. The major findings revealed that the most common forms of supervision in Kamwenge include checking schemes of work, checking teachers’ record of work covered, maintenance of attendance registers and classroom visitation. The research further identified other supervision practices such as staff appraisal and checking lesson plans. The study revealed that the quality of passing was low with majority of students passing in divisions three, four and nine. The low quality of passing was caused by low participation of parents, enrolment of poor grades at senior one, absenteeism of both teachers and learners and low level of supervision by the school administrators. The study showed that instructional supervision practices had a positive relationship with teaching and learning practices. Major recommendations were: need to develop and build a remedial mechanism into the school system, proper staffing of the Directorate of Education Standards, need for increasing teachers’ motivation, regular evaluation of the instructional process, school administration procedure and educational outcomes by the supervisors, need for government to always provide instructional materials and other learning facilities and need to promote capacity development of teachers through intensive and regular seminars/workshops.
Student Councils and Management Of Discipline in Selected Secondary Schools in Kamwenge District.
(Kabale University, 2017) Wilson, Hakiza
This study investigated the influence of student councils in the management of discipline in selected secondary schools in Kamwenge District. The study was guided by three objectives which included how students council leadership selection criteria affects student discipline in selected secondary schools, the influence of students councils involvement in decision making on management of students discipline in selected secondary schools as well as the effect of the student councils leadership strategies on student discipline management in selected secondary schools. The study adopted a cross sectional research design with both qualitative and quantitative approaches of data collection and analysis. With a target population of 981 and a sample size of 169, respondents were subjected to both questionnaire and interview methods of data collection. Collected data was sorted, coded and entered into SPSS for analysis. Qualitative data was analyzed using thematic content analysis and narrative reasoning. Data analyzed quantitatively was presented using frequencies, percentages, mean and standard deviations. The present study found out that the leadership roles of the student council in secondary schools were influencing others to achieve agreed upon goals in the school. The student council also represented the needs of all the students. However, inability to disseminate information correctly by the student council caused misinformation, confusion and frustration. It was also found out that the discipline roles of the student council included helping to shape the identity of students by insistence on certain modes of behavior expected to be adhered to, being close to the students and therefore dealt with discipline cases at the grassroots level and thwarting any planned strikes. The student council also ensured that there was classroom discipline and students maintained silence while in class. It was revealed that student councils were involved in decision making and were also recognized by seeking their views in decision making thus making a positive contribution in the management of discipline in schools. The researcher recommended that teachers in charge of students’ Council should ensure that there is effective flow of information between administration and students; school councils should also be empowered with skills that will enable them to thwart any planned strikes and the Ministry of Education should come up with a policy framework for training of student leaders which will lead to improvement of discipline in Ugandan secondary schools.
Strategies for the development of Reading Culture in Selected UPE Primary Schools in Nyakabande Sub-County, Kisoro District .
(Kabale University, 2017) Nzitus Grasiano, Niringiye
The study analyzed reading practices among pupils in UPE schools in Uganda in order to develop strategies for the development of a reading culture in UPE schools in Uganda. The specific objectives were; to establish the status of literacy among UPE pupils in Nyakabande Sub County, Kisoro district, find out the major challenges to reading among pupils in UPE schools in Nyakabande Sub County and identify appropriate strategies to improve the reading culture of pupils in UPE schools in Nyakabande Sub County, Kisoro district. The study was conducted in four selected schools within Nyakabande Sub County in Kisoro district. The schools included; Kagera, Nyakabande, Gakenke and Chuho Primary school. A case study research design using both qualitative and quantitative approaches was employed in this study. Both questionnaires and Interview Guides were used to collect data. The total study population was 288 and a sample of 167 respondents was selected for purposes of this research. From the findings, the major reading practices in UPE schools included; group reading, teacher-to-child approach, child-to-child approach and individual reading. There was need to increase the quantities and variety of Non Textbook Reading Materials (NTBRMs) to improve pupil: NTBRMs ratios in UPE schools. Interesting stories could make reading enjoyable, and this was important for children as they learnt how to read as well as for the development of their reading culture.
Effect of Family Socio-Economic status on Student’s Academic Performance in Kanungu Town Council- Kanungu District.
(Kabale University, 2018) Amos Gard, Niwagaba
The study investigated the effect of family socio-economic status on student’s academic performance in Kanungu Town Council- Kanungu District. It was set to; establish the effect of family size on student’s academic performance, determine the effect of parental income on student’s academic performance and establish parental level of education on student’s academic performance. The study used a cross sectional survey design with both qualitative and quantitative approaches. Data was collected using questionnaires and interview guides. A sample size of 533 respondents was considered. These included 304 students, 227 parents and 2 head teachers. Data was entered coded and analyzed using Microsoft excel. The findings revealed that family size makes children fail to access adequate scholastic materials at school. The findings revealed that parental income determines student performance. Several respondents agreed that student from rich families get good education background as compared with students from poor families. The findings indicated that parental level of education influences student academic performance in that highly educated parents guide their student on the importance of being educated. In conclusion, parents are encouraged to produce children whom they can manage to cater for in terms of education and they should get involved in income generating projects so as to improve on their household income in order to meet the related educational costs of their children.
Management Style and Employee Performance in Selected Primary Schools in Kajara County, Ntungamo District
(Kabale University, 2018) Denis, Kamusiime Banshobeize
The study was about “Management style and employee performance in selected Primary Schools in Kajara County, Ntungamo District”. The main objective of the study was to assess the effect of management styles on employee performance in selected primary schools in Kajara county, Ntungamo district. The study was guided by a set of specific objectives which include: to examine the types of management style used in primary schools in Kajara County; to assess employee performance in primary schools in Kajara County; and, to establish the relationship between management styles and employee performance in selected primary schools in Kajara County. The study adopted a descriptive cross-sectional survey design based on questionnaires and interviews. A sample of 103 respondents was considered and this was selected using purposive sampling and simple random sampling. The study used both primary and secondary data sources in data collection. Questionnaires and an interview guide were used to collect primary data from the field. From the supported material and results of the study it was observed that there was a significant relationship or link between management styles and employee performance. This study found that different management styles were exhibited by the managements of primary school and these styles had positive effect on employee performance. What this means is that managers are very particular about getting results and only motivate employees to give their best in order to increase productivity. However, it was also observed that there was very little or minimal style of democratic and participatory management exhibited and this negatively impacted on performance. This probably suggests that managements act with strict internal rules to achieve results and the fact that the practice in primary school is also not democratic-style to validate this. To ensure the organization’s survival and performance, employees of primary schools need to be motivated to go beyond ordinary expectations by appealing to their higher order needs and moral values. This requires Participatory styles of management. It is also recommended that regular performance feedback should be encouraged across all levels of the organization since from the analysis it shows that it has one of the strongest significant measures for the overall job performance. Finally, it was found that management styles has direct relationship with employee output and that depending on the style exhibited by the managers in an organization, productivity is either enhanced or stalled . Whereas tasks are important for the day-to-day survival of the organization, developing people and teams are important for the long-range performance of the organization. Thus, it should be extremely important for primary schools to balance their management styles to equally reflect much interest in people in their pursuit to enhance employee performance and have competitive advantage.
The Relationship between Meal Provision and Students’ Academic Performance in Secondary Schools in Kambuga Town Council in Kanungu District.
(Kabale University, 2018) Christopher, Ndyanabo
The study carried out was entitled “The Relationship between Meal Provision and Students’ Academic Performance in Secondary Schools of Kambuga Town Council, Kanungu District”. It had cross-sectional survey design alongside quantitative and qualitative approaches. The key tools for data collection were both the questionnaire and interview guide on 352 total respondents’ number. The objectives encompassed the types of meals provided to students; knowledge levels of meal provision and the general effect of meal provision on students’ academic performance. The key findings included; provision of balanced diet boosts academic performance; levels of meal provision and students’ academic performance were high and malnourished students perform poorly in secondary schools. The study conclusion was that the relationship between meal provision and students’ academic performance in secondary schools in Kambuga town council in Kanungu District was justified in a positive trend since the findings were positively based on their score registration. The recommendations included: The government should institute policies regarding the provision of meals to all students in secondary schools whether provided by the school, parents or government aiming at helping students grasp concepts taught since a hungry student cannot perform better in school. Parents should learn how to cater for their children at school in matters of attainment of education where in addition to providing the school requirements, should also provide meals for them so as to improve their performance and behaviour modification. It was recommended that secondary schools whose parents cannot afford meals for their children combine together through their head teacher to write proposals that inculcate children feeding programs asking for aid or donation so as to improve children’s welfare for improved academic performance. The Ministry of Education and Sports should put up a policy that forces parents to provide meals to their children other than leaving them spend days on empty stomachs as it is detrimental to their academic performance.
The Effect of Guidance and Counseling Services on Students’ Academic Performance in Selected Secondary Schools in Kajara County, Ntungamo District.
(Kabale University, 2018) Nuncy, Twikirize
This study investigated the effect of guidance and counseling services on students’ academic performance in secondary schools in Kajara County, Ntungamo District. The study employed a cross sectional survey design where qualitative and quantitative paradigms were used. The study was carried out in six Secondary schools in Kajara County, Ntungamo District. Questionnaires and Interview Guides were used in collecting data. From a total population of 1482, the sample size of 306 respondents was generated which included head teachers, parents, teachers and learners in Kajara County. Findings revealed that educational, vocational and personal-social guidance and counseling services were provided in schools through among others attending workshops and seminars, holding group discussions, assisting students in subject choices which resulted into better grades and reduced failures. However, student’s unwillingness to discuss their problems, lack of privacy, lack of funds to sponsor guest speakers and attend seminars were notable challenges hindering guidance and counseling in schools which resulted into low scores, difficulties in students’ adaptation thus leading to low performance. The school Head teachers in secondary schools should put in place counseling office where privacy is made a priority. This will encourage more students to seek counseling services. It was recommended that funds must be allocated in the budget to finance guidance and counseling services, time must be allocated for counseling in the school time table and guidance and counseling rooms be provided to provide privacy in schools.
Thematic Curriculum and Pupils’ Academic Performance: A case study of Kitumba Sub-County, Kabale District.
(Kabale University, 2019) Bibian, Kemigisha
This study was about thematic curriculum and pupils’ academic performance in Kitumba Sub County, Kabale district. The study was guided by one main objective which was to examine how the thematic curriculum impacted on pupil’s academic performance in selected government schools in Kitumba sub-county of Kabale district with four specific objectives that included; examining the relationship between the quality of content and pupils’ academic performance, establishing the relationship between quality of teaching methods used in the thematic curriculum and pupils’ academic performance, finding out the relationship between the quality of instructors in the thematic curriculum and pupils’ academic performance and identifying the challenges in implementing thematic curriculum and its effect on pupils academic performance. In this study, a cross sectional survey design that was descriptive in nature was employed. Using interview guide, questionnaire, and observation methods, data was collected from 87 respondents including teachers, head teachers, School stake holders(c/person SMC) and district inspector of schools. The collected data was then cross checked for completeness and error omission. It was then entered into SPSS computer package for analysis. After analysis where by tables with frequencies, percentages, co efficiency and p- values were imported into Microsoft word for presentation, interpretation. Findings for the first objective revealed that an increase in academic performance during thematic curriculum implementation is greatly influenced by an increase in the quality of the content extended to pupils in primary schools (R=0.935, P-Value 0.01). The second objective indicated that there was a positive relationship between the quality of teaching methods used in thematic curriculum and academic performance (R=.887, P-value=0.17). The third objective revealed that the quality of instructors using thematic curriculum was influential to pupils’ academic performance (R= 0.621, P-Value=0.005) and finally the fourth objective found out that inadequate teaching resources, lack of proper training for implementers were the major challenges in implementing thematic curriculum. The study therefore concluded that academic Performance of pupils in Kitumba Sub County is explained for/determined by its thematic curriculum. Finally, the study made recommendations to bodies including government, School administrators and thematic curriculum implementers in Kitumba Sub County to organize workshops and refresher courses aimed at extending skills to teachers on how best they can run thematic curriculum in schools.
The Role of Motivation in Mitigating Teacher Turnover in Selected Universal Secondary Schools of Rukiga District
(Kabale University, 2019) Isaiah, Bakangisa
This study examined the role of motivation in mitigating teacher turnover in selected Universal secondary schools in Rukiga District. It was guided by the following objectives: to identify the role of rewards in mitigating teachers’ turnover in selected USE Schools of Rukiga District; to find out the role of promotion in mitigating Teachers’ turnover in the selected USE Schools in Rukiga District; and, to analyse the role of in-service training in mitigating Teachers’ turnover used in selected USE Schools of Rukiga District. The study used cross-sectional survey whereby data was collected from a large number of respondents at a particular time. Both qualitative and quantitative approaches to data collection were used. Interviews were used as a qualitative tool while a questionnaire with open and close-ended questions was used as quantitative tool to data collection. The study comprised all the 139 teachers, 3 head teachers and 3 Director of Studies in the selected USE schools in Rukiga District. The study used purposive sampling and simple random sampling to select head teachers, director of studies and teachers. The researcher used systematic analysis method to analyse quantitative data and thematic data analysis to analyse qualitative data. The study findings on rewards showed that rewards promote relationship between head teachers and teachers. The study findings on promotions showed that promotions help to improve teachers’ performance by making them committed to their job. The study findings on in-service training showed that in-service trainings increase teachers’ skills. It was concluded that there are low or decreasing rewards, limited or no promotions and limited opportunities for in-service trainings to teachers in the selected USE schools in Rukiga District which leads to a high rate of teacher turnover. The study recommends that adequate rewards, fair and timely promotions, and routine in-service trainings should be provided to teachers in the selected USE schools of Rukiga District in order to reduce rising teacher turnover

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