An Evaluation of Factors Affecting Student Achievement in Computer Studies on the Uganda Certificate of Education Examinations in Wakiso District, Uganda

Maria Assumpta Komugabe; Pius Ochwo

doi:10.37284/eajes.9.1.4405

Maria Assumpta Komugabe Cleramont Graduate School
Pius Ochwo, PhD University of Kisubi

DOI: https://doi.org/10.37284/eajes.9.1.4405

Keywords: Student Achievement, Computer Studies, Uganda Certificate of Education, Examinations in Uganda

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Abstract

The study examined factors affecting student achievement in computer studies in the Uganda Certificate of Education Examinations (UCE). It was conducted in secondary schools across Katabi Sub-County, Wakiso District, Uganda. To achieve the study's purpose and objectives, a correlational design was adopted. Data were collected using a four-category Likert scale from 138 purposively selected student respondents across four secondary schools in Katabi Sub-County, Wakiso District. For the relationship between teacher qualification and student performance, the study found a moderate negative correlation (r = -0.655, p = .001). A moderate negative correlation (r = -0.580, p = .001) was found between teacher experience and student grades. Finally, the study found a moderate negative correlation (r = -0.393, p = .001) between the number of students per computer and student grades. These findings suggest that, beyond certain levels, these factors may not directly enhance student achievement, highlighting the need to consider other elements, such as teaching quality and resource utilisation, to improve student outcomes.

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