Academic Performance in Islamic University Primary School: Causes of Poor Performance and Anticipated Remedy. A Study Commissioned by the Executive Board of Islamic University in Uganda

  • Amina Hassan, PhD Islamic University in Uganda
  • Ssali Muhammadi Bisaso, PhD Islamic University in Uganda
  • Isa Ssekanyo Islamic University in Uganda
  • Rehema Kantono Islamic University in Uganda
Keywords: Academic Performance, Causes, Poor Performance, Remedy, Primary School

Abstract

The study explored the causes of poor academic performance and anticipated remedy in Islamic university primary school. The study was qualitative in nature and case study design was used. Purposive sampling technique was used to select 28 respondents who were interviewed. Data was collected through semi-structured interviews, documentary analysis and observation. The thematic analysis method was used to analyse data. The findings revealed that the causes of poor academic performance included, absenteeism, poor feeding, language problem, negative teachers’ attitude, inadequate support from administration, and poor school environment. The researchers developed a tool to help improve the academic performance in Islamic university primary school.  The tool explains that the school should provide professional administration, teacher motivation, in-service training, learners’ guidance and counselling, improve learners’ communication skills and provide a conducive school environment to improve the academic performance of the pupils.

Downloads

Download data is not yet available.

References

Abotsi, A. K. (2013). Expectations of school feeding programme: Impact on school enrolment, attendance, and academic performance in elementary Ghanaian schools. British Journal of Education, Society & Behavioural Science, 3(1), 76-92.

Adelabu, D.D. (2007). Time perspective and school membership as correlates to academic achievement among African American adolescents. Adolescence, 42(167), 525-538

Allen, T. H. (1981). Situational management style: A conceptual model. Doctoral dissertation, US international University. Dissertation abstracts international, 42, 2A.

Biao, I. (2018). Supplying basic education and learning to sub-Saharan Africa in the twenty-first century. World journal of education, 8(2).

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.

Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, and teacher education. Teacher College Record, 111(1), 180-213.

Dagnew, A. (2018). Relationship among parenting style, academic self-concept, academic motivation, and students’ academic achievement in Fasilo secondary school, Bahir Dar, Ethiopia. Research in Pedagogy, 8(2), 98-110. DoI: 10.17810/2015.76

Erdoğdu, M. Y. (2019). The Mediating Role of School Engagement in the Relationship between Attitude toward Learning and Academic Achievement. International Journal of Education and Literacy Studies, 7(2), 75-81.

Fehintolla, J. O. (2009). The effect of family background and environmental factors on academic achievement of secondary school students. A study of selected secondary school students in Saki West Local Government area. International journal of distance education, 4, 51-56

Fitzpatrick, C. (2014). Bridging the gap between advantaged and disadvantaged children. Why should we be concerned with executive functions in the South African context? Journal of childhood education, 4(1), 156-166

Hidayat, L., Vansal, S., Kim, E., Sullivan, M., & Salbu, R. (2012). Pharmacy student absenteeism and academic performance. American Journal of Pharmaceutical Education, 76(1).

Jama, P. M. (2016). Academic guidance for undergraduate students in a South African medical school: Can we guide them all? Journal of students’ affairs, 4(2), 13-24.

Kariuki, I. W., Njoka, J. N., and Mbagua, Z. K. (2019). Influence of teachers’ preparedness on performance of pupils in mathematics in lower primary schools in the Aberdares region of Kenya. European journal of stem education, 4(1) 01.

Matovu, M. (2019). An analysis of quality assurance key performance indicators in research in Ugandan universities. International journal of instruction, 12(1), 1567-1584.

Nabbuye, H. (2018). Gender-sensitive pedagogy. The bridge to girls’ quality education in Uganda. Ecidna global scholars program policy brief. Centre for universal education at Brookings.

Namara, B. R. & Kasaija, J. (2016). Teachers protest movements and prospects for teachers improved welfare in Uganda. Journal of education and training studies, 4(5).

Ndungo, I and Biira, M. (2018). Teacher quality factors and pupils achievement in mathematics in primary schools of Kyondo sub county, Kasese District, Uganda. Academia journal of educational research, 6(7). Doi: 10.15413/ajer.2018.0117

Ndyali, S. T. (2013). The role of school head in enhancing students’ academic performance in community secondary schools in Mbeya Urban. A masters’ dissertation, Open University of Tanzania.

Nisimiyu, L. & Amina, H. (2013). The impact of in-service training on teachers’ performance in Mbale Municipality primary schools. Islamic University journal, 3(2), 20-29

Nzoka, T. J. (2014). School management and students’ academic performance. How effective are strategies being employed by school managers in secondary schools in Embu North District, Embu County, Kenya? Intentional Journal of Humanities and social science, 4(9), 86-99.

O’Connor, E.R., Beach, D. K., Sanchez, V., Bocian, M. K. and Flynn, L. (2015). Building bridges: A design experiment to improve reading and United States. History knowledge of poor readers in 8th grade. Experimental children, 81, 399-425

Okurut, M., J. (2015). Examining the effect of automatic promotion on students’ learning achievements in Uganda’s primary education. World Journal of Education, 5(5), 85-100.

Patton, M. Q. (1990). Qualitative evaluation and research methods (2 ed.). Newbury Park: Sage.

Regier, J (2011). 2011 applied science and technology scholarship. Saskatchewan school boards association.

Strong, J. H. (2007). Qualities of effective teachers (2nd ed.). Alexandria VA: Association for supervision and curriculum development (ASCD).

Tobishima, S. (2018). Family structure and children’s academic achievement in Japan. A quantile regression approach. Educational Studies in Japan: International yearbook, 12, 107-119.

Voight, A. and Hanson, T. (2017). How are middle school climate and academic performance related across schools over time? (REL-2017-212). Washington, DC:US. Department of education, institute of education science, National Centre for education evaluation and regional assistance, regional educational laboratory west.

Wameru, P., N. & Orodho, A., J. (2013). Management practices and students’ academic performance in national examinations in public secondary schools in Kiambu County. International Journal of scientific research, 15(20), 472-479.

Wiesma, W. (1995). Research methods in education. An introduction. Boston: Allyn and Bacon.

Published
11 September, 2020
How to Cite
Hassan, A., Bisaso, S., Ssekanyo, I., & Kantono, R. (2020). Academic Performance in Islamic University Primary School: Causes of Poor Performance and Anticipated Remedy. A Study Commissioned by the Executive Board of Islamic University in Uganda. East African Journal of Education Studies, 2(1), 105-114. https://doi.org/10.37284/eajes.2.1.210