Busingye, Annet2024-12-192024-12-192024Busingye, Annet (2024). Primary Schools’ Determinants of Pupils Academic Performance in Primary Leaving Examinations in Bubaare Sub-County Uganda.http://hdl.handle.net/20.500.12493/2456Education 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.enAttribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/Primary SchoolsDeterminantsPupilsAcademic PerformancePrimary Leaving ExaminationsBubaare Sub-County UgandaThesis