Foundation bodies and Academic Achievement of Learners in the Primary schools in Minakulu Sub-County, Oyam District

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dc.contributor.authorLambert Okwanga
dc.date.accessioned2026-10-16T12:14:28Z
dc.date.available2026-10-16T12:14:28Z
dc.date.issued2026
dc.description.abstractThis 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.
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1010
dc.language.isoen
dc.publisherGulu University
dc.subjectFoundation bodies
dc.subjectacademic achievement
dc.subjectprimary schools
dc.subjectlearners
dc.subjectschool governance
dc.subjectMinakulu Sub-County.
dc.titleFoundation bodies and Academic Achievement of Learners in the Primary schools in Minakulu Sub-County, Oyam District
dc.typeThesis

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