Modelling Academic Performance in Science-Based Subjects in Primary Schools Using Elements of Teacher Preparation in Uganda
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Date
2023-05-16
Journal Title
Journal ISSN
Volume Title
Publisher
EAST AFRICAN NATURE & SCIENCE ORGANIZATION
Abstract
Low academic performance in science subjects has continued to
characterise primary education in sub–Saharan Africa, despite several
interventions by stakeholders. This study investigated the influence of
teachers’ preparation for teaching and learning on pupils’ academic
performance in mathematics and integrated science in Kigumba town
council in Uganda. It used a cross-sectional survey design with a sample
size of 180 teachers and pupils from both government-aided and
privately funded schools. Interviews were used to collect data.
Descriptive statistics was used to determine teachers’ level of preparation
for teaching and learners’ level of academic performance, while a
regression model was used to establish the influence of teacher’s
preparation on pupils’ academic performance. Findings indicate that
teachers’ level of preparation was generally good and significantly
(P<0.05) influenced by their teaching experience and access to insurance.
Furthermore, academic performance in mathematics and integrated
science was significantly influenced by teacher preparation (P<0.05)
arising from lesson planning, updating learners’ discipline records, and
creativity. In conclusion, teachers need to continue being creative,
planning lessons on a daily basis, and updating learners’ discipline
records in order to improve pupil performance. In turn, the government
needs to provide teachers with insurance coverage, e.g., health insurance,
in order to free more of their time for lesson preparation. The study
informs education and economic planning policies.
Description
Keywords
Academic Performance, Teacher Preparation, Science-Based Subjects, Primary Schools.
Citation
Wafula, A., Oriangi, G., Odama, S., Ofoyuru, D. T., Ogwang, H. & Ologe, D. O. (2023). Modelling Academic Performance in Science-Based Subjects in Primary Schools Using Elements of Teacher Preparation in Uganda East African Journal of Education Studies, 6(2), 25-38. https://doi.org/10.37284/eajes.6.2.1216.