Faculty of Education and Humanities

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Browsing Faculty of Education and Humanities by Subject "academic achievement"

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    Foundation bodies and Academic Achievement of Learners in the Primary schools in Minakulu Sub-County, Oyam District
    (Gulu University, 2026) Lambert Okwanga
    This study examined the influence of foundation bodies on the academic achievements of learners in primary schools in Minakulu Sub-County, Uganda. The study was guided by three objectives: to assess the level of academic achievements of learners in primary schools in Minakulu Sub-County; to examine the influence of foundation bodies on the academic achievements of learners; and to investigate the relationship between foundation bodies and academic achievements of learners in primary schools. The study adopted a mixed-methods research approach, employing both quantitative and qualitative methods of data collection. The study population comprised headteachers, teachers, School Management Committee (SMC) members, learners and parents from selected primary schools in Minakulu SubCounty. Data were collected using questionnaires, interview guides and document analysis guides. Quantitative data were analysed using descriptive statistics, including frequencies, percentages and mean scores, as well as inferential statistics to establish the relationship between foundation bodies and academic achievement. Qualitative data were analysed thematically and presented according to emerging themes. The findings indicated that the level of academic achievement among learners varied across the selected primary schools, with differences associated with school management practices, availability of learning resources, learner support and community participation. The findings further indicated that foundation bodies played an important role in supporting academic achievement through participation in school governance, mobilisation of resources, monitoring of school activities, promotion of discipline, support for teachers and learners, and strengthening collaboration between schools, parents and communities. The study also established that there was a relationship between the effectiveness of foundation bodies and learners' academic achievement. However, the extent of their contribution varied depending on their level of involvement, capacity, availability of resources and collaboration with school administrators and other stakeholders. The study concluded that effective foundation bodies can contribute xiii to improved academic achievement when they actively participate in school governance, support teaching and learning activities, mobilise resources and work collaboratively with headteachers, teachers, parents and the wider community. The study recommends strengthening the capacity of foundation bodies through training, improving collaboration between foundation bodies and school management, enhancing community participation in education, and ensuring adequate support for teaching and learning activities in primary schools in Minakulu Sub-County.
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    The Relationship Between Physical Learning Environment and Academic Achievement of Learners in Inclusion: Across-Sectional Survey with Secondary School Students in Uganda
    (Advances in Social Sciences and Management, 2024-01) Opio,George; Ofoyuru,Denis Thaddeus; Prof.Hoppers,Catherine. A. Odora; Odama,Steven; Ogwang, Tom. Henry; Monk,Davide
    This study examined the student’s perception of their school physical learning environment (Specifically, how accessible, Appropriate and Suitable) and how it relates to academic achievement of all learners in an inclusive secondary school setting. Data was collected using self-administered questionnaires from 309 Participants including learners, teachers and head-teachers. We examined the relationship between the elements of physical learning environment (accessibility, suitability and appropriateness) and academic achievement of learners with and without special educational need. Data was analyzed using statistical package for social scientist (SPSS) version 25.0. Results showed that there was a moderate positive statistically significant relationship between physical learning environments and academic achievement of learners in inclusive secondary schools in Uganda (r=, 452, p<0.01). Results also showed that the elements of physical learning environment namely; Accessibility of physical learning environment (r=. 431, p<0.01); Suitability of physical learning environment (r=. 410, p<0.01) and appropriateness (r=. 335.p<0.01) had a positive statistically significant relationship with academic achievement of all learners including those with special educational needs. Results from the multiple regression analysis showed that 27% of academic achievement of learners was determined by the elements of physical learning environment with accessibility and suitability of the physical learning environment were the most significant predictors of academic achievement for all learners. We concluded that physical learning environment is fundamental in determining academic achievement of all learners in inclusive secondary schools in Uganda. Interventions should therefore target accessibility and suitability of the physical learning environment if academic achievement of learners in inclusive secondary schools is to be enhanced.