PostgraduateTheses/Reports

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Browsing PostgraduateTheses/Reports by Subject "Academic Performance"

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    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.
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    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.
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    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.
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    Poverty and Academic Performance of primary Schools in Kabale Municipality.
    (Kabale University, 2012) Justus, Niwagaba
    The study was on the effect of poverty on academic performance in municipality schools of Kabale district. The study was carried out under three objectives; to find out how the home environment of the child affect his/her academic performance; to establish how poor feeding of the child affects his/her performance and how inadequate scholastic materials affect the pupils’ academic performance. The study was conducted using both qualitative and quantitative approaches. The sample size of the study included; 1 inspector of schools, 5 head teachers, 36 teachers, 8 PTA members and 40 pupils. The sample study was selected using purposive and simple random sampling techniques and data was collected using observation check list, interviews and questionnaires. Data was described, presented using tables and analyzed using percentages in drawing conclusions and recommendations. The findings indicated that the home environment of the child had a direct bearing on his/ her academic performance. Families with conducive and flexible learning environments provided the pupils with reading and writing skills which were benchmarks for good performances. The study also found out that the educational level of the parents, number of members in the family and the parent’s marital status attributed to the child’s behavior, attitude towards education and academic performance. On feeding of pupils, the study found out that every pupil deserved good feeding at school and at home. Therefore the quality, quantity of food served, when and how much is served had a direct bearing on the pupil’s performance in all the schools. On inadequate scholastic materials, the study found out that most schools lacked the basic teaching and learning materials like text books, classrooms, desks, libraries, offices and good toilets, notebooks, pens, mathematical tools, maps, Graphs and other curricula copies in almost all the schools. The study concluded that the absence of scholastic materials affected the over- all performance in schools. On home environment, the study recommended for more sensitization on the parents through work- shops, seminars and meetings on the relevant conditions or the provision of flexible environment both at school and at home. On feeding of pupils, the study recommended for the feeding of children on a well -balanced diet. The quality and quantity of foods taken by the child have a direct bearing on academic performance. The study also recommended for the provision of adequate scholastic materials like uniforms, text books, pens, pencils, mathematical sets, maps, graphs, charts, libraries and good structures. Their adequacy had a direct bearing on the pupils’ academic performance.
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    Teacher training and Academic performance of Secondary Schools in Rwanda: A case of Secondary Schools in Nyagatare District.
    (Kabale University, 2014) Frank, Kahangwa
    The study aimed at establishing the relationship between teacher training and academic performance of secondary schools and was carried out in Nyagatare District located in Eastern Rwanda. To improve the performance of secondary schools, the Government of Rwanda through the Ministry of Education adopted various initiatives to promote teacher professional development, but there has been little or no research done to show whether or not secondary teacher training had led to improved performance of secondary schools in Nyagatare District. This study therefore aimed at investigating whether teacher training led to improved performance of secondary schools in Nyagatare District. The specific objectives of the study were: to identify various teacher training programs used to improve teacher quality in Nyagatare district and to establish the relationship between teacher training and academic performance of secondary schools in Nyagatare District. The findings of the study showed that teacher training improved the quality of teachers by improving teachers’ proficiency through in-service programs, pedagogical skills, improved teaching methods and confidence in handling different situations regarding students’ discipline. A significant relationship was also found between teacher training and academic performance in secondary schools which was reflected in students’ grades and improvement in students’ classroom attendance and participation. The study recommends the government of Rwanda to sustain teacher training in form of in-service training of the unqualified teachers still existing in secondary schools to help them acquire teaching knowledge and skills. Other trainings, like pedagogical workshops and seminars, should also be provided continuously to keep teachers updated because there is nothing permanent except change. The Government should also ensure that qualified teachers are attracted to the teaching profession by providing better remuneration to stop many qualified teachers from deserting the profession.