Modelling Academic Performance Using Attributes of Education Maturity with Multi-Level Composite Indicators: A Case of Wakiso District (Uganda) Primary Schools

Elly Ssebyatika; Richard O Awichi

doi:10.37284/eajes.2.1.222

Elly Ssebyatika Uganda Martyrs University
Richard O Awichi, PhD Busitema University

DOI: https://doi.org/10.37284/eajes.2.1.222

Keywords: Education Maturity, Multi-Level Composite Indicators, Inspection, Academic Performance

Share Article:

Abstract

The major purpose of the study was to model the effect of education maturity on academic performance in primary schools in Wakiso district using multi-level composite indicators. Specifically, the study sought out to establish the extent to which supervision of teaching affects the academic performance of primary schools in Wakiso district; how teaching and learning resources affect the academic performance of primary schools in the district; how continuous school assessment affects the academic performance of primary schools in the district and how classroom environment affects the academic performance of primary schools in the district. The study employed a case study design together with methodological triangulation so as to minimize the challenges of using a single approach. The study used a census of primary schools. However, of the 350 schools, 218 provided all the required information on the study objectives. The main tools of data collection were document review and observation guide for the selected primary schools. The inferential analyses showed that at a 1% significance level, the use of resources and classroom environment significantly affected the academic performance of pupils in Wakiso district for the period under study. Secondly, teaching and learning resources significantly affected the academic performance of pupils in the district. Thirdly, at a 5% level, assessment, recording and reporting significantly affected the academic performance of pupils in the district and lastly, supervision of teaching and learning significantly affected the academic performance of pupils. The study recommends that modelling academic performance using attributes of education maturity yields very significant information that helps greatly in making decisions on school performance and this should be encouraged and upscaled by the line ministry of education.

Downloads

Download data is not yet available.

References

Abaidoo, A. (2018). Factors contributing to the academic performance of students in a Junior High School. Munich: GRIN Verlag.

Adewumi, A. F., & Monisola, K. A. (2013). Continuous Assessment, Mock Results and Gender as Predictors of Academic Performance of Chemistry Students in WASSCE and NECO Examinations in Ekiti State. International Education Studies, 6(7), 1-8.

Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2012). Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman. Journal of Education and Learning, 1(2), 217-232.

Alkutich, M. (2015). Examining the Impact of School Inspection on Teaching and Learning; Dubai Private Schools as a Case Study. Doctoral dissertation. The British University in Dubai (BUiD).

Azure, J. (2016). Students’ perspective of effective supervision of the graduate programme in Ghana. American Journal of Educational Research, 4(2), 163-169.

Bagaya, J., Ezati, B. A., Wafula, W. S., & Rasmussen, P. D. (2020). School Inspection Practices-Evidence from Secondary Schools in Western Uganda. Journal of Education and Training, 7(1), 56-76.

Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: a case of secondary school level. Journal of quality and technology management, 7(2), 1-14.

Fenta, B. (2012). The Effects of Implementation of Continuous Assessment in Practical and Theoretical Classes of Sport Science Students in Debre Markos And Baher Dar Universities. MSc Thesis. Addis Ababa University.

Gordon, P. (2004). Numerical cognition without words: Evidence from Amazonia. Science, 306(5695), 496-499.

Huxham, M., Campbell, F., & Westwood, J. (2012). Oral versus written assessments: A test of student performance and attitudes. Assessment & Evaluation in Higher Education, 37(1), 125-136.

Ilomo, O., & Mlavi, B. (2016). The Availability of Teaching and Learning Facilities and Their Effects on Academic Performance in Ward Secondary Schools in Muheza-Tanzania. International Journal of Education and Research, 4(6), 571-581.

Kapambwe, W. M. (2010). The implementation of school-based continuous assessment (CA) in Zambia. Educational Research and Reviews, 5(3), 099-107.

Kochung, E. J. (2011). Role of Higher Education in Promoting Inclusive Education: Kenyan Perspective. Journal of Emerging Trends in Educational Research and Policy Studies, 2(3),144-149.

Kolawole, E. B. and Ala, E. A. O. (2014). Effect of continuous assessment and gender on students’ academic performance in mathematics in some selected states in the southwest Nigeria. Education Research Journal, 4(1), 1-6.

Lee, J. & Stankov, L. (2016). Non-Cognitive Influences on Academic Achievement. In: Khine M. S. & Areepattamannil, S. (eds), Non-cognitive Skills and Factors in Educational Attainment. Contemporary Approaches to Research in Learning Innovations. Rotterdam: Sense Publishers.

Liem, G. A. D., & Tan, S. H. (Eds.). (2019). Asian education miracles: In search of sociocultural and psychological explanations. New York: Routledge.

Maimela, M. M., & Monyatsi, P. P. (2016). Strategies for Improving the Academic Performance of Students in Botswana Primary Schools. World Journal of Educational Research, 3(1), 157-181.

Marzano, C., Ferrara, M., Mauro, F., Moroni, F., Gorgoni, M., Tempesta, D., ... & De Gennaro, L. (2011). Recalling and forgetting dreams: theta and alpha oscillations during sleep predict subsequent dream recall. Journal of Neuroscience, 31(18), 6674-6683.

Mudulia, A. M. (2012). The relationship between availability of teaching/learning resources and performance in secondary school science subjects in Eldoret Municipality, Kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 3(4), 530-536.

Murugan, A., & Rajoo, L. (2013). Students’ perceptions of mathematics classroom environment and mathematics achievement: A study in Sipitang, Sabah, Malaysia. In International Conference on Social Science Research, Penang, Malaysia.

Nakanwagi, R. M. (2016). School Culture and Students’ Academic Performance in Private Secondary Schools in Wakiso District, Uganda. MSc Thesis. Uganda Management Institute.

Nannyonjo, N. (2007). Education Inputs in Uganda An Analysis of Factors Influencing Learning Achievement in Grade Six. World Bank Working Paper No. 98. Washington, DC: The World Bank.

Narad, A., & Abdullah, B. (2016). Academic performance of senior secondary school students: Influence of parental encouragement and school environment. Rupkatha Journal on Interdisciplinary Studies in Humanities Special Issue, 3(2), 12-19.

Okeke, S. O., & Okoye, N. E. (2013). Effective resource utilization: A better approach to teaching and learning of Physics. Academic Journal of Interdisciplinary Studies, 2(6), 35-35.

Okendu, J. N. (2012). The influence of instructional process and supervision on academic performance of secondary school students of Rivers State, Nigeria. Academic Research International, 3(1), 332.

Orodho, J. A., Waweru, P. N., Ndichu, M., & Nthinguri, R. (2013). Basic education in Kenya: Focus on strategies applied to cope with school-based challenges inhibiting effective implementation of curriculum. International Journal of Education and Research, 1(11), 1-20.

Oyewole, B. K., & Ehinola, G. B. (2014). Relevance of instructional supervision in the achievement of effective learning in Nigerian secondary schools. Global Journal of Commerce and Management Perspective, 3(3), 88-92.

Oyugi, N. L., & Nyaga, M. M. (2010). Introduction to contemporary issues affecting education. Nairobi, Kenya: Institute of Special Needs.

Suleman, Q., & Hussain, I. (2014). Effects of classroom physical environment on the academic achievement scores of secondary school students in Kohat division, Pakistan. International Journal of Learning & Development, 4(1), 71-82.

Suleman, Q., Aslam, H. D., Javed, T., & Hussain, I. (2011). Barriers to the successful integration of educational technology in teaching-learning process at secondary school level in Khyber Pakhtunkhwa, Pakistan. International Journal of Research in IT & Management, 1(8), 97-119.

Torres-Guijarro, S., & Bengoechea, M. (2017). Gender differential in self-assessment: a fact neglected in higher education peer and self-assessment techniques. Higher Education Research & Development, 36(5), 1072-1084.

Yara, P. O. & Otieno, K. O. (2010). Teaching/Learning Resources and Academic Performance in Mathematics in Secondary Schools in Bondo District of Kenya. Asian Social Science, 6(12), 126-132.

Zachariah, K. (2011). Adequacy and the Extent to which Teaching and Learning Resources for Mathematics are Available and Used for Achievement in the Subject in Secondary School in Kenya. American International Journal of contemporary research, 1(3), 1-16.

Zeleke, A. S. (2013). A comparative study on the practice of continuous assessment between Addis Ababa and Unity Universities. Educational Research and Reviews, 8(16), 1461-1469.