The Effect of the Provision of Instructional Materials on Students’ Retention in Bugisu Sub-Region
Abstract
The introduction of Universal Secondary Education (USE) in Uganda in 2007 was intended to expand access to secondary education, particularly for marginalised groups. However, despite a significant increase in enrolment, student retention remains a persistent challenge, with many students failing to complete their secondary education due to factors such as inadequate resources, school fees, and poor infrastructure. This study investigates the role of instructional materials in promoting student retention in USE schools within the Bugisu sub-region. Employing a mixed-methods research design, the study combines quantitative surveys and qualitative interviews with students, teachers, and community stakeholders to evaluate the availability, effectiveness, and impact of instructional materials. The findings demonstrate that instructional materials, including textbooks, libraries, and science laboratories, significantly enhance student retention by fostering academic engagement and confidence. However, the quantitative analysis reveals that instructional materials account for only a small portion (4%) of the variance in retention, indicating that other factors, such as teacher quality, classroom environment, and resource distribution, also significantly influence retention outcomes. The study underscores the importance of integrating instructional materials into pedagogical practices, addressing infrastructural deficiencies, and ensuring equitable access to resources. It concludes with recommendations for enhancing teacher professional development, improving resource distribution, and addressing systemic challenges to optimise the potential of instructional materials in promoting student retention within Uganda's secondary education system
Downloads
References
Adeogun, A. O. (2021). Towards decolonising university music education in Nigeria. Music Education Research, 23(4), 466–483. https://doi.org/10.1080/14613808.2021.1951193
Alemayehu, E. (2021). Does Continuous Professional Development Improve Teachers’ Performance? Evidence from Public Schools in Addis Ababa, Ethiopia. Research & Reviews. Journal of Educational Studies, 1-17.
Asena, M. J., Simiyu, A. M., & Riechi, A. (2016). Factors Affecting Subsidized Free Day Secondary Education in Enhancing Learners Retention in Secondary Schools in Kenya. Journal of Education and Practice, 49-55. Retrieved from https://files.eric.ed.gov/fulltext/EJ1109168.pdf
Asogwa, V. C., Isiwu, E. C., & Ugwuoke, C. U. (2021). Effect of instructional materials on students’ academic achievement in fishery in senior secondary schools. Global Journal of Educational Research, 153-161. Retrieved from https://www.ajol.info/index.php/gjedr/article/view/218878
Bacia, M. (2024). Role of Instructional Materials in Students' Academic Performance. 3. Research Invention Journal of Current Research in Humanities and Social Sciences, 24-27.
Balogun, J. (2012). Balogun JA. (Publisher and Executive Editor). Redefinng the Future of Health Sciences Education: Forty Years of Accomplishments and Service to the Nation. Chicago: Chicago State University.
Bazeley, P. (2020). Qualitative Data Analysis: Practical Strategies (2 ed.). Sydney: SAGE Publications Ltd.
Breevaart, K., & Bakker, A. B. (2018). Daily job demands and employee work engagement: The role of daily transformational leadership behavior. Journal of Occupational Health Psychology, 338– 349. doi:https://doi.org/10.1037/ocp0000082
Bryman, A. (2016). Social Research Methods (4 ed.). Oxford University Press.
Crawford, M. (2020). Ecological Systems Theory: Exploring the Development of the Theoretical Framework as Conceived by Bronfenbrenner. Journal of Public Health Issues and Practices.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, California: SAGE Publications, Inc.
DeVellis, R. (2016). Scale Development: Theory and Applications. Oxford University Press.
Egara, F., & Mosimege, M. (2024). Effect of blended learning approach on secondary school learners’ mathematics achievement and retention. Education and Information Technologies, 19863–19888.
Farombi, G. (2018). The effect of interaction of location, facilities and class size on academic achievement of secondary school students in Ekiti State, Nigeria. Ibadan, Nigeria: University of Ibadan.
Flick, U. (2018). An Introduction to Qualitative Research. SAGE Publications.
Gagné, R. M., & Medsker, K. L. (1996). The Conditions of Learning: Training Applications. Pennsylvania: Harcourt Brace College Publishers.
García-Pérez, J. I., Hidalgo-Hidalgo, M., & Robles-Zurita, J. A. (2014). Does grade retention affect students’ achievement? Some evidence from Spain. Applied Economics, 1373–1392.
Gogo, K. (2002). Input of cost sharing on access, equity and quality of secondary education. Nairobi, Kenya: Kenyatta University.
Gray, J., & Hackling, M. (2009). Wellbeing and retention: A senior secondary student perspective. The Australian Educational Researcher, 119–145.
Issacar, N., & Hesbon, A. O. (2021). Instructional Learning Materials’ Use and Students Academic Outcomes in Private Secondary Schools in Rwanda: A Case Study of Nyarugenge District. Journal of Education, 76-93.
Kabilito, I. J. (2024). The Influence of Instructional Materials on Students’ Academic Achievement. Research Invention Journal of Law, Communication and Languages, 30-33.
Kiyingi, S. (2024). Analyzing the Long-Term Effects of Eliminating School Fees on Access to and Quality of Education in Uganda, Considering the Policy's Implications for Gender Parity and Inclusive Education. African Journal of Education and Practice, 1-13.
Kyakimwa, S., Muhammad, T., Wanjala, G. J., Turyamureeba, S., & Eze, V. H. (2024). Impact of School Environment on Retention of Learners with Disabilities in Universal Primary Schools in Africa: A Review. International Digital Organization for Scientific Research, 16-22.
Lami, D. P., & Shaorga, J. C. (2023). The Effects of Instructional Material on Students’ Attitude and Academic Achievement in Physics in Senior Secondary Schools, Plateau State, Nigeria. International Journal of Scientific Research in Physics and Applied Sciences, 33-39.
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences revisited. In N. K. Denzin & Y. S. Lincoln, The SAGE handbook of qualitative research (4 ed., pp. 97–128). Thousand Oaks, CA: Sage.
Mariano, L. T., Martorell, P., & Berglund, T. (2018). The Effects of Grade Retention on High School Outcomes: Evidence from New York City Schools. Santa Monica, CA: RAND Corporation.
MoES. (2020). Vulnerable and Marginalized Groups’ Framework. Kampala: Ministry of Education and Sports.
Mugisha, E., Uworwabayeho, A., & Urwibutso, A. (2023). Teachers’ Use of Instructional Materials in the Teaching and Learning of Mathematics in Private Secondary Schools of Gasabo District, Rwanda. The Journal of Research Innovation and Implications in Education (JRIIE), 42-52.
Niehues, W., Kisbu-sakarya, Y., & Selçuk, B. (2019). Implications of between-school tracking for Turkish students. Turkish Journal of Education, 8(3), 196-216.
Ntabadde, C. (2019). Improved hygiene reduces school drop out in Napak and Moroto districts.UNICEF.
Okwu, E., & Opurum, A. (2021). Inadequate Library Services: A Challenge to 21st Century Education in a Developing Economy. British Journal of Library and Information Management, 39-44.
Santos, N. N., Monteiro, V., & Carvalho, C. (2023). Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal. European Journal of Education, 130-150.
Tashakkori, A., Johnson, R., & Teddlie, C. (2021). Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in Social and Behavioral Sciences. (2 ed.). Los Angeles: SAGE Publications, Inc.
Tekel, E., & Öztekin Bayır, Ö. (2021). Problems of Turkish education system and suggested solutions: What do pre-service teachers think? Journal of Pedagogical Research, 275-292. doi:10.33902/JPR.2021167894
Tety, J. L. (2016). Role of Instructional Materials in Academic Performance in Community Secondary Schools in Rombo District. Dar-es-Salaam: Open University of Tanzania.
UNICEF. (2024). UNICEF Policy Note No.1/2024: Overcoming The Challenges Of Education In Uganda. Kampala: United Nations Children’s Fund (UNICEF) Uganda.
Vahalik, J. R. (2022). Identifying What Transformational Leadership Elements rincipals ar Principals are Utilizing t e Utilizing to Retain Kinder o Retain Kindergarten to High School Teachers. Walden: Walden Dissertations and Doctoral Studies Collections.
Copyright (c) 2025 Davis Caxton Mandu Mwenyi, Geofrey Buyera
This work is licensed under a Creative Commons Attribution 4.0 International License.
