THE EFFECf OF POOR INFRASTRUCfURE ON THE PERFORMANCE OF UNIVERSAL PRIMARY EDUCATION PROGRAMME IN SUB-COUNTY, KAMWENGE DISTRICf.

BY MUHANGI EDDIE MOSES DPE/7565/51/DU.

A RESEARCH REPORT SUBMITTED TO INSTITUTE OF CONTINUING AND DISTANCE STUDIES IN PARTIAL FULFILLMENT FOR THE AWARD OF DIPLOMA IN PRIMARY EDUCATION OF KAMPALA INTERNATIONAL UNIVERSITY.

NOVEMBER 2007 I TABLE OF CONTENT. Table of Content...... (i) List of Tables ...... (111) Abbreviation ...... (iv) Declaration ...... (v) Dedication ...... (vi) Acknowledgement...... (vii) Abstract...... (viii) CHAPTER ONE 1.1 Background of the study ...... 1 1.2 Statement of the problem ...... 2 1.3 Purpose of the study ...... 3 1.4 General objectives ...... 3 1.4.1 Specific ...... 3 1.5 Significance of the study ...... 4 1.6 The scope of the study ...... 4 1. 7 Hypothesis ...... 5 1.8 Theoretical Framework ...... 5 CHAPTER TWO 2.1 Literature review ...... '...... 7 CHAPTER THREE 3.1 Methodology ...... 14 3.2 Target population ...... 14 3.3 Instruments ...... 14 3.4. Study area ...... 15 3.5 Sample selection ...... 16 3.6 Data collection ...... 16 3.7 Data Analysis ...... 16 CHAPTER FOUR 4.0 Data Analysis and presentation of results ...... 17 4.1 Profile of Head Teacher on Gender...... 17 4.2 Profile of Teachers on Gender...... 17 4.3 Profile of Pupils on Gender...... 18 4.4 Status of infrastructure analysis ...... 18 4.5 Adequacy of infrastructure analysis ...... 19 4.6 Adequacy of teaching learning Aids analysis ...... 19 4.7 Classroom and space inside them analysis ...... 20 4. 8 Other teaching materials besides classroom analysis ...... 20 4.9 Showing performance analysis ...... 21 4.10 Seating facilities analysis ...... 22 4.11 Sanitary facilities analysis ...... 22 4.12 Sports facilities analysis ...... 23 CHAPTER FIVE 5.1 Conclusion ...... 24 5.2 Recommendations ...... 24 5.3 Suggestion for further research ...... 24 Reference ...... 25 Appendix Appendix A: Transmittal Letter...... 26 Appendix B: Questionnaire for Head Masters ...... : ...... 27 Appendix C: Questionnaire for Teachers ...... ' ...... 29 AppendixD: Unstructured interview ...... 30 Appendix E: Map of Area ...... 31 Appendix F: Curriculum Vitae ...... 32

11 LIST OF TABLES Table A P.L.E results for 2005 ...... 4 Table B Respondents ...... 8 Table C Sample schools ...... l4 TableD Available resources ...... 15 Table 4.1 Profile fHead Teachers ...... l7 Table 4.2 Profile ofTeachers ...... 17 Table 4.3 Profile ofPupils ...... l8 Table 4.4 Status of infrastructure analysis ...... 18 Table 4.5 Adequacy of infrastructure analysis ...... 19 Table 4.6 Adequacy of teaching learning Aids analysis ...... 19 Table 4.7 Classroom and space inside them analysis ...... 20 Table 4.8 Other teaching materials besides classroom analysis ...... 20 Table 4.9 Showing perfotmance analysis ...... 21 Table 4.10 Seating facilities analysis ...... 22 Table 4.11 Sanitary facilities analysis ...... 22 Table 4.12 Sports facilities analysis ...... 23

lll ABBREVIATION D.I.S ...... ,District Inspector of Schools G.A.P.S ...... Government Aided Primary School P.L.E ...... Primary Leaving Examinations P.O.P.S ...... Private Owned Primary Schools U.N.E.B ...... National Examinations Board U.P.E ...... Universal Primary Education

IV DECLARATION. I, Muhangi Eddie Moses declare that this is my original work and has never been presented. to any institution for any academic award and any inconsistencies am solely responsible.

Name: ...... Signature: ...... Date ......

This research report has b.een supervised under the guidance of

Mr.Edabu Paul: ...... ~ ...... Signature ...... ~ ...... Date: ...... ea .f~ ''lo. .! 'a-=r. '......

v DEDICATION I dedicate this book to my parents, Mr and Mrs Kagumize Deog:ratius of Kanyarugiri Bihanga Nyamarebe Ibanda, for the good foundation they gave me, which has enabled me to go through my study successfully.

VI ACKNOWLEDGEMENT In carrymg out this research, I have made a lot of consultation with different people for different ideas; therefore I would like to extend my sincere thanks to the people who have supported me in these two years, which has enabled me to complete my course. The teaching and support staff of Kampala international university main campus for teaching me and supp01iing me. I have the pleasure to extend my heartful gratitude to my supervisor Mr Edabu Paul for the advice he gave me, which encouraged me to pursue this study from the start to the end. The following people deserve a special mention; Mr Asiimwe Silver for Type setting of this work, Mr Arinaitwe Anthony Henry for his advice and all kinds of support he gave me, Ms Nasimbwa Margret, and all teachers and Head teachers plus pupils of all schools from where this research study was carried.

And finally to all my friends with whom we have toiled together till the end like Nabbona Maxy, Nasirumbi Ireen, Namubilu Samalie, Kalinaki Robert, Kyangwa Margret, Nabbosa Monic, Alaba Suzan Lydia, Mutaki Simon, Wakutile Anthony, Malasire John Hannington and Najjuka Sylivia Lubwama.

Vll ABSTRACT The purpose of this study was to find out the effect of poor infrastructure on the performance of U.P.E programme.The study specifically was guided by the following objectives:-To find out how the poor infrastructure affects the performance of UPE programme. Despite the governments' implementation of USE there is poor performance in primary leaving examination in Kamwenge sub­ county Kamwenge district which can be attributed to poor infrastructure that affects the Universal Primary Education programme. The data was collected from government-aided schools and private owned schools for comparisons. The information was collected from Head teachers, teachers and pupils. The findings revealed that the universal pnmary education programme has significantly made schools facilities like furniture, classrooms, toilets and textbooks inadequate for use in schools, due to the ratio of school enrolment to the facilities available. The education standard set by the education standard agency should be followed by the ministry of education in all schools and addressed by concerned departments at local and national levels.

Parents should also be involved in uplifting the schools and pupils learning environment by constructing class rooms and toilets for their children. The government should implement the projects and partner with other organization to provide good facilities programme because it will help and assist the poor, the needy, the orphans and all those who are unable to raise school fees and other school funds like development funds Despite the fact that poor infrastructure has led to poor performance of UPE programme, at least literacy greatly increased compared to the year 1996 and before, when the programme was not yet declared.

Vlll In 1995 in Kamwenge sub-county according to the records of Primary Leaving Examination results 80% passed and 20% failed comparethperformance in 2005 where by 60% passed and 40% failed.

The effect of poor infrastructure on the performance of universal primaryeducation in Kamwenge Sub-county Kamwenge district.Kamwenge district is found in western Uganda. Its one of the new districts formed from the former Kabarole district. It is seventy two Kilometers 72 km from Mbarara town. The district is boardering with Kabarole district in the North and Ibanda district in the South, then Kyenjojo in the East and then Kasese and Bushenyi in the West. Kamwenge district is formed of two counties Kibale county and Kitagwenda county. It has eight Sub-counties and one town council. These are, Kamwenge sub county, Nyabbani sub-county,Bwiizi sub-count Mahyoro, Nkoma, Kicheche, Ntara and subcounties and Kamwenge town council.

Kamwenge sub-county is one of the sub-counties in Kamwenge district. It is a multi­ lingual with many tribes like, Batoro, Banyankole, Bakiga, Bafumbira, Batagwenda, Bagisu, Banymwanda, Baganda and Bakonjo. The main communication language is Rukiga!Rutoro. The people in this sub-county are farmers.They grow beans, maize, peas, hish potatoes, millet, they rare some animals like cows, goats, pigs, and hens from these they get their income. They are low-income earners. This ethnic pluralism represents a wider Uganda. Due to the condition of the place, it has enabled the researcher to find out why there is poor infrastructure and poor performance among the pupils in Kamwenge District.

1.2 STATEMENT OF THE PROBLEM. Despite the governments' implementation of USE there is poor Performance in primary leaving examination in Kamwenge sub-countyKamwenge district whereby classroom facilities, text books laboratory are not enough, organized and conducive for learning environment which can be attributed to poor infrastructure and other facilities that affect the Universal Primary Education programme.Actually this has become a persistent and still

2 a very common problem in most government primary school in the country. It's worse in rural primary school yet the government is advancing with universal secondary schools.

1.3 PURPOSE OF THE STUDY The researcher needs to find out why there is a decline in the performance at primary leaving education in Kamwenge Sub-county Kamwenge district and find possible solutions towards the problems.

The researcher needs to find out the extent at which the poor infrastructure has affecte'd the performance of Universal Primary Education in Kamwenge Sub-county Kamwenge District.

The researcher needs to find out whether there could be some ways of improving the pupils' perfom1ance at PLE in Kamwenge Sub-county Kamwenge district.

The researcher needs to find out whether teaching learning Aids substitutes and complements to the infrastJ.ucture towards the performance of learners in Kamwenge sub­ county kamwenge district.

1.4 GENERAL OBJECTIVES OF THE STUDY To examine how the poor infrastructure leads to poor perfmmance in Kamwenge sub-county among Universal Primary Education in the District.

1.4.1 SPECIFIC OBJECTIVE OF THE STUDY To find out possible solutions towards the increment in better performance of Universal Primary Education programme in the district.

To examine the effectiveness of the infrastructure on the performance of UPE programme in the district.

3 To examme the extent at which teaching learning Aids substitutes and complements to the infrastmcture on the performance ofUPE programme in the district.

1.5 SIGNIFICANCE OF THE STUDY. The researcher expects the following people to benefit in different ways after the last dissemination phase of the research problem. The research will help the policy maker and administrators to find their areas of weaknesses for improvement. It will help the administrator and policy maker to identify solutions to the problems. The research will help to give/ provide researchers and pave way for further research in the area.

1.6 THE SCOPE OF THE STUDY. The researcher chose Kamwenge Sub-county in Kamwenge district to be the area of the study because it has regularly performed poorly at the primary leaving examination under the Universal Primary Education compared to other sub-counties in the dish·ict. Only eight schools were selected. That is, six government-aided and two private owned schools. The study is based on the time frame of2005-2007

Table 1: 2005 P.L.E results for the last three sub-counties in Kamwenge District. Sub Divisio Division Division Division Division U Division Total County n 1 2 3 4 X Kamwenge 11 206 158 93 161 48 677 sub county Kicheche sub 14 286 113 24 17 16 490 county Nyabbani sub 20 116 86 39 18 15 294 county

4 1.7 HYPOTHESIS Poor infrastructure m schools leads to poor performance, automatically good infrastructure leads to good performance. Government aided schools since the introduction ofUPE pupils' enrolment per class has been increasing. The problem identified by the study was lack of infrastructure in most schools. The current ratio of pupils per class is 1:50. So, there is need for more classrooms and desks in government aided primary schools.

1.8 THEORETICAL FRAMEWORK "The basic needs approach" by Maslow forms the basis for investigating the effect of poor infrastructure on the performance of universal primary education program m Kamwenge sub-county.Maslow discerns five needs organized in a hierarchy of 'perpotency' ,Physiological needs, safety needs, belonging and love needs, esteem needs and the need for self-actualization. Jerald G [1999]. This basic needs approach to development underlies the rationale for Government involving on improving the poor infrastructure in order to improve performance in national examinations. It recognizes that simultaneous improvement in poor infrastructure in the universal primary schools, lack of improved facilities in infrastructure and increased enrolment of pupils in primary schools with the socio-economic status of the people in Kamwenge County. According to Maslow, all people have certain basic needs without which life would be impossible. Actually basic needs connote food shelter, health and protection. Whereby shelter in this case means proper infrastructure in school.

Poor infrastructure in schools leads to poor performance in national examinations, pupils life and reduces the pupils alertness and their ability to cope with and enjoy education life.Maslow viewed the increasing popularity of sensitivity groups during the 1960s as a reflection for widespread increasing population. Actually, despite substantial progress in education sector coverage since independence, achievements to date have to match the

5 rising demand for education services. On the contrary, it seems that these achievements have raised expectations about further improvements in both service quality and access. State provision of education services has not matched these expectations of universal primary education in Kamwenge County.

Maslow further saw that the growing number of children in foster homes and the numerous children of divorce often operate from this level. Esteem needs are personal desire for adequacy of facilities, mastery of content in class, competence in schools, achievement, confidence, independence and freedom. Secondly there is a desire for respect from other people including attention,recognition,appreciation,status,prestige,dominance and dignity Maslow [1954].Satisfaction of esteem needs results in a feeling of worth, psychological strength and a sense of being useful and necessary. The thwarting of these needs produce feelings of inferiority, weakness academically, athletically and interpersomlly. Successful children have esteem. Those who are denied opportunity to succeed do not because the services are in poor condition. The needs of self-actualization are desires for fulfillment of education services, the tendency for one to become actualized in what one is potentially, whether academically, athlete, parent, and community leader.Maslow says if the body is lacking a pmiicular biochemical substance, the individual will attempt to satisfy such deficiency by developing the hunger for the missing element. In line with the study poor infrastructure leads to poor performance and the pupils with be demoralized in going to school and even the teachers.

6 CHAPTER TWO 2.0 LITERATURE REVIEW

The study reviewed the literature which was related and based on the sub-themes of the study objectives of Educational Efficiencies, poor infrastructure, teaching learning aids substitutes and complement, solutions of increment in performance of UPE and effectiveness of the infrastructure on performance. Educational Efficiencies

According to Musibata[2000] the educational resources is based on the develop~ental levels of individual learners and their learning needs with the aim of promoting skills for independent living. Over the past years, a number of studies on the school poor infrastructure is a major issue.Nkinyangi [1980].The cost of education is often too great for poor families to afford. A joint study by UNICEF and UNESCO in 1974 indicated that direct and indirect costs of education are related to dropout. Due to increase direct and in directed cost, the parents may decide to withdraw their children from school. Although the cost of education lead to dropout of both girls and boys, the impact is greater among girls due to poor infrastructure.

In another development Waka [1980] observed that poor infrastructure among schools has caused poor performance. A study by Ngua[1991] in Nairobi and Machakos on grade retention and school dropout in Kenya primary schools emphasized that rentation in schools can only be improved if the quality of infrastructure is stepped up and conducive learning environment is secured. The cost of education is particularly high at all levels in Kenya in relations to the ability of the families to pay for it. High wastage rates have often been associated with increased unit costs. Kizerbo [ 1990] observes that ineffectiveness and inefficiency in education due to poor infrastructure of school dropout and repeater Resources help to create motivation and sustain interest by introducing visually attractive, interesting or simply <1 different m<~ter1al into routine lcsson.Tnfact poor infrastruch1re leads

7 to poor performance. Actually, resources illustrate good influence in performance of the students in the school.

TABLE2 Available resources by 2006 SCHOOL DESKS TOILETS STANCES CLASSROOMS TEXT BOOKS RATIO A 171 2 20 13 1:4 B 107 3 12 7 1:4 c 130 3 12 9 1:3 D 210 4 20 14 1:5 E 137 3 12 7 1:4 F 109 3 12 8 1:4 G 150 4 16 11 1:5 H 209 4 20 15 1:5 More to that, most of schools have less land and poor sports fields.

The researcher learnt that, a bigger percentage of the furniture and most of the classrooms of some schools indicated were the ones present in these schools before 1998. There were very few classrooms built after that year. However some schools had incomplete classro9m blocks whose constructions began between 2003 and 2004

POPS seemed to have more furniture per pupil, and that GAPS' information regarding textbooks shows that in many schools, books were new an implication that they were delivered just recently.

Concerning furniture, the figure shows that schools B, D,G,H, have problems with f'urniturc and those which arc available arc ve ry old. POPS did not report any serious cases of lack of scats. 8 Other problems that were mainly highlighted were poor roads I paths and bridges as some pupils and teachers cross rivers and swamps all the way to schools. This implies that during rainy seasons the tum up for both pupils and teachers is low. Some teachers and pupils, whom the researcher faced, said that they cross river every morning and evening, and when it floods during rainy seasons, they stay at home without going to school. One of the head teachers noted out that they lack inspection and supervision from the District Education officers and the inspector of schools. Mr. Akolinako (DIS) said they face the problem of poor roads and bridges during rainy seasons that leads to less appearance to school for supervision,hence poor performance.

According to; Namatovu [2003] "In rural areas classrooms were already full even before U.P.E was introduced. This implies that when UPE was implemented the situation worsened not only for teachers but also for the school physical infrastructures." This therefore shows that there is still need for more classrooms to accommodate the increasing number of pupils.

According to; J.S Farrant [1991] "The teaching methods in over crowded classes are affected, in that there is little participation per pupil, and it becomes even more difficult to cater for each pupil's needs." This means that the will not have way to reach the learners standing or sitting behind at the extreme end and cater for their need or guide them in the activity.

J.S Farrant [1991] further noted that:" Most ofth~ furniture found in schools is unsuitable because they are uncomfortable and inadaptable. Desks and seats are not the size for the children and develop bad posture: This was also observed by the researcher.

According to UNICEFF ( 1997: 112) Parents see the problem of poor infrastructure from the perspective of teachers not being able to control the class. Teachers are over loaded and so unable to give individual attention. This therefore substitutes to the current enrolment and

9 ------. . . - --· ------~------~------

teacher pupil ratio of 1: 150 which implies that there will not be individual attention to the week or slow learners with in 40 minutes of a single period.

Akolinako Julius report on P.L.E 2002 - 2005 "The decline in performance is due to lack of infrastructure like books, enough classrooms and others." According to Odada "Without adequate classroom space, the teacher cannot walk around the class attending to pupils personal needs."

In developing countries human and financial constraints have hindered the undertaking of bad

legal initiatives on behalf of school environment. These countries are advocating for mainstreaming but this is more theoretical than practical. For instance some parents experience hardships when educating their children with special needs due to poor infrastructure. This is so because public regular schools are not able to accept all categories of handicapped children due to unavailability of space, facilities, and teachers or because of the child's severe handicap. This forces able parent to seek placement in special schools and for parents who can not afford takes them to regular schools but eventually ends up by dropping out.

"Uganda has factors that hinder the effective implementation of inclusive education for example lack of trained qualified personnel make deserving learners to live without necessary service needed to facilitate their education in regular schools other don't get the necessary resources like typewriter or trailers to enable them in a regular school.

In the country teachers without special needs have negative attitudes towards learner with special needs classes with up to 100 pupils are a common site in Uganda. So the high number of learner in the regular classrooms hinders the teachers from offering individual attention to the learner with special needs.

10 So if the above conditions are not met in regular school, many learners with special needs may end

up by dropping.

"Certainly single parents need special consideration and understanding m meeting all their

responsibilities. In case they are not able meet all their responsibilities. In case they are not able to

meet all their education as luxury and so the children may need special needs and followed by

girls. Parents often need to assert their right to quality programmes espeeially in education of their

children with special needs. Some educators have been hesitant to involve parents in education

programmes for a number of reasons.Selogman.[1979]Educators are reluctant to admit that they

need help and they do not have all the answers. Educator fail to get help from parents because if

parents are not involved they may be aware of help they can give" Roy &Fugua~[1983)

"In the process of satisfying hunger drive children learn that are dependent on others and later in

life some persons strive to demonstrate their resistance to over dependence on others and as a consequence manifest creativity. The person blocked goal situation may way the various alternatives including those involving aggression and then decide to choose somewhat less appealing substitute goal that appears easier to achieve. However because the substitute goal is not as satisfactory as the original choice, the poor child drops out of schools all to react by withdrawing from the scene" Whiting and Child;[1953]

In addition, the interruption in schooling and delay in vocational/choices that are often the results of poor infrastructure in schools. Children with or with out special needs dropout of school due to poor infrastructure and lack of facilities for learning. Researchers have found that all educational disadvantage tends to show up very early in a child's achievement score and that contributes significantly to his/her risk of dropping out in secondary school, only about 70% of children from low income homes graduates from high school,86%from middle class homes and 97% from high income homes. In other words about third of children from reason for dropping out of course low achievement" Erickson;[1968) 11 "When parents have low regard of school authority, the children get the idea. Another debilitating

result occurs when parents do not hold their children responsible for academic or other kinds of

progress and deny the seriousness of the learning problems"Kleim et al;[l981]

Giftedness may be overlooked if learning activities are not difficult en~ugh to allow gifted children

to display their exceptional ability. There is no doubt that parental attitude influence their children

with disabilities.Stanlye;[1976]

"For students who lag behind academically or who appear more immature than their peers,

retention has always been used. These children are given a year to improve their academic

performance. Estimates place the annual retention rate in United States at seven to nine percent.

One author reported that one fourth of all kindergarten children nationwide are retained. Retention

appears to be widely practiced strategy for dealing with children who differ academically or

behaviorally from what is considered normal. Studies have found retention to have negative effect

on student self-esteem. Being retained one year almost doubles a students likelihood of dropping

out of school" Grant Martin;[1995]

"There are many factors that cause difficult circumstance. The population of most developing

countries, Kenya and Uganda inclusive are full of inhabitants whose social economical status is

very low. Living in situations where there are unhygienic surroundings, poor nutrition's, poor

homes, far from social services for example heart centre, lack of employment and poverty all h~l.Ve

negative bearings on children. All have these factors and many others not mentioned here have

special educational needs. Resulting in poor academic achievement in children" " In most urban

areas to day it's evident that there is high rate of unemployment and poverty. Many of the people

live in slums with their families. Children grow up in crowded conditions in most cases lacking the

necessary facilities. The children may not be going to school because their parents cannot afford to

meet their needs and therefore roam around. Due to such circumstances, some of the children desert there homes and go to live in streets.[street children] or join bad groups becoming juvenile 12 deliquevents involved in stealing and drug abuse some of the children who live on the street lacked

attention and care from their parents. These situations lead children to have problems in learning"

Daniel Lawrence & George;[2000]

"The society is too demanding for young people. They are expected to succeed academically and

vocationally. If they can not prove themselves this way, they are considered worthiness. This is

causing high levels of stress and the effects are high rates of teenage suicide each year" In

adolescents one of the major causes of stress is perceived academic and relational failure. When one is not able to achieve his/her goals in academic and relationships, one feels in academic and relationships, one feels deficient, unwanted and stupid"

13 CHAPTER THREE. 3.1 METHODOLOGY This chapter consists of the following: target population, instruments, study areas, sample selection, data collection and analysis. 3.2 DESIGN This study employed descriptive survey method to determine the effects of poor infrastructure on the performance of universal primary education program. This design was selected because it gathered the whole data for the study. 3.3 TARGET POPULATION. The researcher intended to use different respondents in order to get fully detailed data. The researcher collected the relevant information from head teachers, teachers and pupils.

A number of sixty four people (respondents) were selected considering genda balance. That is, one male teacher and one female teacher, a boy and a girl all from P.6, one boy and two girls from P.7 each school, while the head teacher's sex was not considered but the one that was found in office automatically qualified.

Table 3 Respondents. Category of Head teacher Teachers Pupils Total respondents. Number 8 16 40 64

3.4 INSTRUMENTS. The following instruments were used by the researcher in data collection. 1. Questionnaires; These were simplified and were given to Head teachers and teachers who answered them correctly showing what was on the ground. 14 2. Observations; These were made by the researcher, seeing physically on the records available in the school and other infrastructure in the school compound.

3. Interviews; These were given to pupils. That is to say, one boy from P.6 and another from P.7 respectively, and one girl from P.6 and two other girls from P.7, one at ago, making it to a total of five ( 5) pupils from each school.

3.5. STUDY AREA Both government aided pnmary schools and private owned pnmary schools in Kamwenge Sub County were selected for the study. The researcher selected those schools in the sub county as some schools performs better than others compared to other schools in the district and this area will offer big population for the study. The number of schools was, 6 government aided primary schools (G.A.P.S) and only 2 private owned primary schools (P.O.P.S).

TABLE4 Sampled schools. School Type Code Kamwenge modem school POPS A Kabambiro primary school GAPS B Kabuga primary school POPS c Kimuli Kidongo primary school GAPS D primary school GAPS E St. Paul primary school GAPS F Kiziba primary school GAPS G Nkongoro primary school GAPS H GAPS - Government Aided Primary Schools POPS- Private Owned Primary Schools. 15 --...... _.... ___ . ~------~

3.6 SAMPLE SELECTION

1. Head teachers were selected as the main actors in the schools.

11. Teachers were selected using stratified sampling techniques.

111. The pupils were selected basing on the class register usmg systematic list sampling method; girls and boys were selected separately.

3.7 DATA COLLECTION. The instruments to collect data included:

1. Self designed questionnaires were used in focused group discussions with pupils in order to keep time. Besides the population preferred speaking to writing responses.

11. Documentary analysis; class registers accumulative records and even vouchers were studied to get some facts.

111. Observation guide to check on the available quantities and qualities of the state of furniture and books.

IV. Interview schedule to solicit answers in a short time and administered by the researcher except the records were designed and administered by the researcher before entering the field.

3.8 DATA ANALYSIS. The researcher analyzed data in two ways: a). Qualitative method of study, the mam ideas were identified and supporting data matched accordingly.

b). Quantitative method of study, quantities of school resources were shown a accordingly. Table showing the number of these resources were shown

16 ·-- .. . - . ------~------~~-----·-_:,___ .. ----~------

CHAPTER FOUR. 4.1 DATA ANALYSIS AND PRESENTATION OF RESULTS. After the fieldwork, the researcher concentrated on analyzing data more critically following the methods of investigation but paying more attention to the findings of the qualitative methods shown below. The information shows that the pupil population has been increasing significantly from the year 2003-2006.Following the quantitative methods of study, some data was tabulated and analyzed as shown below. Table 4.1 Profile of Head teachers on gender Category Freq. % Male 6 75 Female 2 25 Total 8 100 Source: Field Research Table 4.1 shows the that male respondents with 75% were more compared to female respondents with 25%.These findings reveal that male counterparts were more active in the study.

Table 4.2 Profile of Teachers on gender Category Freq. % Male 9 56.3 Female 7 43.7 Total 16 100 Source: Field Research Table 4.2 shows that male respondents among the teacher were highly represented with 56.3%, while female teachers were few with 43.7%.This shows that male teachers are more than female teachers in the school.

17 • •

Table 4.3 Profile of Pupils on gender Category Freq. % Boys 25 62.5 Girls 15 37.5 Total 40 100 Source: Field Research This table 4.3 shows that boys in the school were very many with 62.5% compared to girls with 37.5% among the respondents of the study. These findings reveal that the school had many boys compared to girls basing on the findings of the study.

Table 4.4 Status of infrastructure analysis.

Class Freq. % Permanent and finished 8 12.5 Permanent but not finished 20 31.25 Semi permanent 23 35.94 Temporally 13 20.31 Total 64 100 Source: Field Research The table 4.4 reveals that the status of infrastructure was semi with 56.2%, while 42.7% responded that infrastructure was permanent but not finished meaning that pupils were occupying it in semi complete condition. These findings reveal that due to poor infrastructure of the school it has contributed to poor performance among pupils.Akolinako Julius on P.L.E 2002-2005 agrees with the findings that the decline in performance sis due to lack of infrastructure like books, enough classrooms and others.

18 Table 4.5 Adequacy of infrastructure analysis

Class Freq % More than enough 0 00 Enough and adequate 4 6.25 Satisfactory 12 18.75 Lacking and more needed 40 62.5 Completely not enough 8 12.25 Total 64 100 Source: Field Research

The table 4.5 shows that majority of the respondents mentioned 74.7% that the infrastructure was lacking and more needed. While few respondents mentioned the resources were enough and adequate. The findings therefore indicate that infrastructure was a major cause of poor performance among the pupils and it needs more attention for improving the services. The findings concurs with J S Farrant [1991] who observes that teaching in classrooms which are inadequate and cannot accommodate all the pupils in class leads to poor performance in national examination.

Table 4.6 Adequacy of teaching learning Aids analysis Class Freq % More than enough 00 00 Enough 00 00 More needed 64 100 No need for more 00 00 Total 64 100 Source: Field Research

Table 4.6 shows that majority of the respondents mentioned 64% meaning that there was need for more teaching aids to improve on the academic performance of pupils in school. 19 Odada [200 1] agrees with the results, whereby he says without adequate classroom space, the teacher cannot walk around the class attending to pupils' personal needs.

Table 4.7 Classroom and space inside them analysis Class freq. % More than enough 00 00 Adequate and enough 4 6.25 Satisfactory 20 31.25 Lacking and more needed 40 62.5 Total 64 100 Source: Field Research

The findings in table 4.7 show that classroom and space was satisfactory with 31.2%, while the majority of respondents mentioned that there was lacking of and more need concerning classroom and space with 62.2%.The findings further reveal that poor infrastructure coupled with small classrooms contribute to poor performance among pupils of kamwenge District S Farrant [ 1991] further noted that most of the furniture found i:·1 schools are un suitable because they are uncomfortable and inadaptable.

Table 4.8 Other teaching materials besides classroom analysis Class freq. % More than enough 00 00 Enough 00 00 Satisfactory 8 12.5 Not enough and lacking 48 75 Completely not enough 8 12.5 Total 64 100 Source: Field Research

20 Table 4.8 reveals that 87.5% of the respondents mentioned there was a need for more teaching material besides classroom equipments. This indeed shows that due to lack of infrastructure it has contributed to poor performance. According to Akolinako Julius report on P.L.E 2002-2005 says the decline in performance is due to lack of infrastructure like books, enough classroom and others.

Table 4.9 Performance analysis Class Freq % V. Good 0 00 Good 8 12.5 Fair 19 29.7 Average 23 35.94 Improving 9 14.06 Poor 5 7.8 v. poor and declining 0 00 Total 64 100 Source: Field Research The table 4.9 shows that the performance of the pupils in class was average with 35.9%, while only 29.7% performed fairly, 12.5% had performed well. These findings reveal that there is still poor performance due to poor infrastructure of the school. According to UNICEF [ 1997] says parents see the problem of poor infrastructure from the perspective of teachers not being able to control the class. Teachers are over loaded and so unable to give individual attention. This therefore substitutes to the current enrolment and teacher pupil ratio 1: 150 which implies that there will not be individual attention to the weak or slow learners in 40 minute lesson of a single period

21 Table 4.10 Seating facilities analysis --- Class Freq. % ·- More than enough 0 00 Satisfactory 16 25 More needed 48 75 --- Total 64 100 Source: Field Research Table 4.10 shows that 75% majority of respondents indicated the seating facilities were not enough in classroom.25% responded satisfactorily on seating facilities. These findings reveal that seating facilities are still inadequate to suit the learning atmosphere which has contributed to poor performance among the pupils in Kamwenge District J.S.Farrant [1991]concurs with the findings that desks and seats are not thG enough and small size for children hence develop bad posture leading to poor concentration in class and poor performance.

Table 4.11 Sanitary facilities analysis Class Freq % More than enough 0 00 Enough and satisfactory 8 12.5

More needed 56 87.5 I Total 64 100 j Source: Field Research

The table 4.9 reveal that 87.5% of the respondents mentioned that sanitary facilities was still a big problem, while 12.5% still acknowledged that sanitary facilities were enough and satisfactory. The findings therefore reveal that sanitary facilities were still major problem leading to poor performance among pupils.

22 Table 4.12 Sports facilities analysis Class Freq % Good and flat 24 37.5 Flat but not good 16 25 Big but not flat 8 12.5 None 16 25 Total 64 100 Source: Field Research

Table 4.10 shows that 37.5% mentioned sport facilities were good and flat, 25% agreed that sport facilities were flat but not good. While the rest of the respondents mentioned that sports facilities were not good. These findings reveal that sports facilities were adequate to facilitate the pupils' co-curricular activities in the school.

23 CHAPTER FIVE 5.0 SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 CONCLUSION. From the findings by the questionnaires and observations, all the schools visited during the study proved that the schools with poor infrastructures are performing poorly in the Universal Primary Education (UPE) programme. This concludes that poor infrastructure leads to poor performance in schools.

5.2 RECOMMENDATIONS. Given suitable solutions to the severe financial constraints faced by the government Aided primary schools, a minimum set of physical facilities should be proposed and addressed by the concemed department at local and national levels.

Parents should also be involved in uplifting the schools and pupils leaming environment by constructing classrooms and toilets for their children and contributing some little money to buy more (additional) text books for reading.

Parents should again pack food for lunch for their children

5.3 SUGGESTIONS FOR FURTHER RESEARCH. A study on the attitudes of parents in rural areas towards Universal primary Education

should be done because parents are losing hope of the future of their children at Univer~al Primary Education schools.

To find out if other effects like family background and support towards education leads to poor perfmmance of Universal Primary Education programnie.

To find out the effect of teacher pupil ratio on the performance of Universal primary education.

24 -----·------

REFERENCES.

"Namatovu "Here is a way to improve UPE" child link Vol. 6 No. 3 (2000). 2003-2006 Akolinako B.Julius' Report on Primary Leaving Results ofKamwenge District August. J.C Aggrwal (2000). Principles, Methods and Techniques of teaching. Vikas publishing house Pvt. Ltd. New Delhi. J.S Farrant (2000) Principles and Practice of Education. Longman, London. Jeannie, Oakes Martin Lipton (1999). Teaching to Change the World. McGraw - Hill College, New Delhi. Kalinakiki "Giving Hope to Uganda Children". Child link ,Vol. 6 No. I (2000) Mcvor, "Education for All". Development and Cooperation. Vol.2 (2001) Myra Pollack Sadker (2003). Teacher, Schools and Society. Graw - Hill, New Delhi. Odada "The Teacher and Declining Quality of Education in Uganda's Primary schools". UNEB letter Vol. I No.5 (1997)Publishers Pvt. Ltd. New Delhi. S. Kkochhar (2000) Methods and Techniques of Teaching. Starling S. K.kochhar (2000) Secondary School Administration. Starling Tytler J. P Education and Teachers. Vol.3 (1964). Verma K.K (1962) "Teaching and Professional Status". Educational India

25 - ~~...oii!;=.:i~ ------~

Appendix A Muhangi Eddie Moses P.O. BOX 1440 Kamwenge.

Date: ......

The Head teacher/head mistress

Dear Sir/Madam,

RE: REQUEST TO FILL MY QUESTIONNAIRES. I hereby submit my request regards the above subject. I am a student tat Kampala International University, undertaking an education research study for the award of a Diploma in Primary Education.

I humbly request you to fill my questionnaires which are attached.

I promise to keep the information given with utmost care.

I will be grateful for a positive response.

Yours faithfully,

Muhangi Eddie Moses.

26 Football ground ...... net ball ground ...... volley ball ...... What game do pupils play most at your school?

S.ADEQUACY OF TEACHING/LEARNING AIDS Ratio of text books to pupils per subject

1:1 D 1:2 D 1:4 D 1:s D 1:6 D or more D

9.ADEQUACY OF OTHER LEARNING AIDS

Enough D satisfactory D not enough D lacking D

Completely not enough 0

10. PERFORMANCE. How have this school been performing since 1996 to-date?

Very Good D Good D Fair D Average D Improving D

Poor D Very poor and declining D

11. How has the infrastructure influenced the school's performance? (a) The classrooms are; More than enough D enough D satisfactory D lacking [ completely not enough D (b) Teaching materials a part from text books are; (c) More than enough D enough D satisfactory D lacking completely not enough 0

28 Appendix C QUESTIONNAIRE FOR TEACHERS. I am student carrying out academic research; I therefore request you kindly to fill it. Any information will be treated with utmost confidentiality. GAPS (Government Aided Primary Schools) POPS (Private Owned Primary Schools)

(tick where applicable) Name of school......

Code ...... grade of the school......

Type of school: GAPS/POPS ......

Teachers name ...... sex ...... class of teaching ......

1. For how long have you been in this school? ......

2. How is the school performing since you joined it? Very Good D Good D Fair D Average D Improving D

Poor D Very poor and declining D

3. Do you get enough teaching I learning materials to do your work? Yes D sometimes D yes but not enough D Not at all D

4. What are the factors that hinder your work as a classroom teacher at present? Lack of enough textbooks and classrooms D Poor remuneration D

Lack of other teaching materials D all the abo~ None of the ~e 5.Give the comments about the following in your school. Desk/seats: More than enough D satisfactory D more needed D Classrooms: More than enough D satisfactory D more needed D Textbooks: More than enough D satisfactory D more needed D Toilets: More than enough D satisfactory D more needed D Play ground: Good and flat D Flat but not good D Big but not flat D None D

WISH GOOD LUCK 29 Appendix D UNSTRUCTURED INTERVIEW GUIDE FOR PUPILS I am student carrying out academic research; I therefore request you kindly to fill it. Any information will be treated with utmost confidentiality.

Name of school ...... Type of school GAPS I POPS 1. What is your name and in which class are you?

2. Where do you attend your lessons from? In the classroom D under the tree shade D in the church D Do you have enough classrooms and space inside the class? Yes D No D Average D 3. How many pupils use a desk? 2 per desk D 3 per desk D 4 per desk 0 5 per desk 0 morethan

5. (a) Does your school provide you with textbooks in all subjects? Yes D NoCtJ (b) If yes how many pupils share a text book? 1:1 D 1:2 0 1:3 0 1:4 0 1:5 D more than 1:5 D 6. Do you have enough toilets? Yes D No D 7. Do you have the washing facilities in your toilets? Yes D No D Sometimes D

WISH YOU GOOD LUCK

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31 Appendix F CURRICULUM VITAE PERSONAL BACKGROUND

Name Muhangi Eddie Moses

Reg. no. DPE/7565/51/DU

Age 32 years

Gender Male

Marital Status Single

Address P.O. Box 1440, Kamwenge

Date 07/0611975

EDUCATION BACKGROUND

INSTITUTION CERTIFICATE

Kampala International University : Diploma in Primary Education

St. George's Ibanda Core Primary Teachers' College. : Grade III Certificate

Rubirizi Secondary School, Rukungiri 0 Level Certificate

Rwenkobwa Primary School. !banda. P L E Certificate

RESEARCH EXPERIENCE

THE EFFECT OF POOR INFRASTRUCTURE ON THE PERFORMANCE OF UNIVERSAL

PRIMARY EDUCATION PROGRAMME IN KAMWENGE SUB-COUNTY,

KAMWENGE DISTRICT.

32