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Browsing Dissertations/Theses/Reports by Subject "Academic Performance"
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Item Restricted Investigating the Influences of Self Esteem on Student’s Academic Performance in English Language: A Case Study of Secondary Schools in Rubanda.(Kabale University, 2023) Ahurira, DivotterThe study examined the impact of self-esteem on students' academic performance in the English language among secondary school students. The objectives were to explore how self-esteem influences students' performance in English and to assess the prevalence of low self-esteem among secondary schools in Rubanda District. A descriptive research design was employed, with data collected through questionnaires and interviews. Regarding the impact of self-esteem on English language learning, the majority of respondents indicated that self-esteem enhances students' problem-solving abilities, enabling them to make sound judgments based on evidence and criteria. Fewer respondents noted that self-esteem contributes to students' personal development and individual characteristics. Among the challenges faced by students with low self-esteem in English language learning, the most common issue identified was a lack of basic communication skills, which hinders students' progress in mastering these skills. The least mentioned challenge was feelings of inferiority among students from disadvantaged backgrounds, which prevented them from actively participating in learning activities. For solutions to these challenges, the majority of respondents emphasized the importance of providing a supportive and conducive learning environment to foster positive attitudes and higher motivation toward English language learning. A smaller number of respondents suggested that encouraging students to actively participate in the learning process would help them achieve their goals. The study recommended fostering motivation among both students and teachers to encourage active learning and engagement in communication skills development.Item Open Access Primary Schools’ Determinants of Pupils Academic Performance in Primary Leaving Examinations in Bubaare Sub-County Uganda.(Kabale University, 2024) Busingye, AnnetEducation serves as a foundation for enhancing an individual’s ability to adapt to the ever-changing world. Private secondary schools significantly contribute to providing education for Ugandans. This study aimed to examine the factors influencing pupils' academic performance in Primary Leaving Examinations (PLE) in Bubaare Sub-County, Uganda. The study's objectives were to identify institutional factors that improve academic performance, analyze learner-related factors influencing performance, and assess the impact of parental involvement on academic success in primary schools within the sub-county. A descriptive survey design was employed, targeting 69 participants, including 4 headteachers and 65 teachers. The sample included 4 purposively selected headteachers and 54 randomly selected teachers, totaling 58 participants. Data collection methods involved questionnaires and interview guides, while data analysis utilized both qualitative and quantitative approaches. Quantitative data was presented using frequency tables, graphs, and pie charts. The study revealed several determinants of academic performance. Institutional factors included recruiting and retooling qualified teachers, providing strong teacher-student support, offering guidance and counseling services, managing teacher workloads, supplying instructional materials (particularly textbooks), and implementing effective summative assessments. Learner-related factors encompassed addressing poor reading habits, fostering positive student-teacher attitudes to encourage attention and motivation, promoting hard work and discipline, and creating conducive learning environments. Parental involvement significantly affected academic outcomes. Key challenges included parents neglecting school activities, delaying payment of school fees and charges, failing to assist with academic assignments, and not attending school meetings, which disrupted school programs and strained parent-school communication. Children from disadvantaged families often lacked essential learning materials such as school fees and scholastic supplies, leading to frequent absenteeism or missing examinations. The study concluded that PLE performance is influenced by factors such as recruiting qualified staff, providing instructional materials, implementing effective assessments, managing teacher workloads, fostering positive study habits, and encouraging parental engagement. Poor parental involvement, financial constraints, and lack of student motivation were identified as major hindrances. The study recommended that primary schools prioritize instructional materials, enhance assessment systems, promote student motivation, and conduct community sensitization to improve parent-school cooperation, ultimately enhancing pupils’ academic performance.