ANALYSIS OF THE EFFECTS OF LEARNER’S LOCATION ON THEIR ACADEMIC PERFORMANCE IN MASAKA DISTRICT
BY
NAKASINGA RAHMAT
A dissertation submitted to the School of Statistics and Planning in partial
fulfilment of the requirements for the award of the degree of Bachelor of
Business Statistics of Makerere University
AUGUST 2018
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ACKNOWLEDGEMENT
My special thanks go to my University Supervisor Dr. Kakuba Christian for his tremendous support, continuous guidance and mentorship throughout this research period. May the
Almighty bless him endlessly.
I extend my sincere gratitude to the entire Makerere University staff that welcomed me warmly, gave me a hospitable environment during the study period and mentored me in numerous University core values and activities. You became family and that was priceless. I will always be proud of Makerere University for uplifting me and making me reach greater horizons in education and I would recommend them to continue with these services to help and serve others just like I have been helped.
With great pleasure, I thank all my fellow colleagues especially Kasumba Jovan,
TusiimeJovia, Nasasira Derrick, Wamboka Abner Shadrack , Kakande Lawrence, Soita
Moses, Kirabira Nicholas and Nnamirembe Angel Dalia for the guidance and support, encouragement and academic ideas during the period I was doing my research.
It was really exceptional as their input during our interactions, discussions and friendship contributed greatly to the completion of this piece of work.
I can’t forget my family for their selfless and unlimited support to me as I walk the path of self-realization and world discovery of the educated and prayers they have given to me throughout my entire education. May the almighty God bless you abundantly.
Above all I would like to thank the Almighty God without him I would not have made it through. Thank you, Allah.
May God bless you all.
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DEDICATION
There are those close to my heart and home who contributed a lot to the completion of this work by putting me in a position to start, sustain and finish this dissertation. For this reason, plus many others, I wish to dedicate this work to my dad, Mr. KASINGA MAJID, for my tuition and offered me constant support to reach the finishing line, my siblings who missed my constant sisterhood attention especially at the time of doing their homework and missed my company because I was studying. I also dedicate this work to all my many friends whom
I consulted now and then, discussed with, supported and encouraged me to reach this far. Last but not least I dedicate this work to my late mum, Miss NANKINGA LYDIA whosupported me to finish this degree for she was a great encouragement to me. May God bless her abundantly.
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TABLE OF CONTENTS
DECLARATION ...... Error! Bookmark not defined. APPROVAL ...... Error! Bookmark not defined. ACKNOWLEDGEMENT ...... iii DEDICATION ...... iv TABLE OF CONTENTS ...... v LIST OF ACROYNMS ...... vii LIST OF TABLES ...... viii LIST OF APPENDICES ...... ix ABSTRACT ...... x CHAPTER ONE: INTRODUCTION ...... x 1.1 Background of the study ...... 1 1.2 Problem statement ...... 3 1.3 Objectives of the study ...... 4 1.3.1 Main objective ...... 4 1.3.2 Specific objectives are; ...... 4 1.4 Hypothesis of the study ...... 4 1.5 Significance of the study ...... 4 1.6 Scope of the study ...... 5 CHAPTER TWO: LITERATURE REVIEW...... 6 2.1 Introduction ...... 6 2.2 Definition of the terms ...... 6 2.2.1 Educational performance...... 6 2.2.2 Divisions ...... 6 2.3 Motivation and academic performance ...... 6 2.4 Parent’s income and academic performance ...... 7 2.5 Distance and academic performance ...... 7 2.6 Sex and academic performance ...... 8 CHAPTER THREE: METHODOLOGY ...... 10 3.1 Introduction ...... 10 3.2 Population Study ...... 10 3.3 Sample Size ...... 10 3.4 Data collection ...... 12 3.5 Data Analysis ...... 12
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CHAPTER FOUR: ANALYSIS, PRESENTATION AND DISCUSSION ...... 13 4.1 Introduction ...... 13 4.2 Univariate Analysis ...... 13 4.2.1 Demographic characteristics of respondents ...... 13 4.2.1 Effects of school distance on secondary student’s academic performance in Masaka district ...... 14 4.3 Bivariate Analysis ...... 17 CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ...... 20 5.1 Introduction ...... 20 5.2 Summary of findings ...... 20 5.3 Conclusions ...... 22 5.4 Recommendations...... 22 5.4.1 Recommendation for policy makers ...... 22 5.4.2 Recommendation on practice ...... 23 References ...... 24 APPENDIX A: A QUESTIONNAIRE THAT WAS ADMISTERED TO THE STUDENTS ...... 27
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LIST OF ACROYNMS
DIV: Division
GDP: Gross Domestic product
MOESTS: Ministry of Education, Science, Technology and Sports
NGOs: Non-Government Organization
SPSS: Statistical Package for Social Scientists
UPE: Universal Primary Education
USE: Universal Secondary Education
WB: World Bank
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LIST OF TABLES
Table 1: Schools selected to represent the study ...... 10
Table 2: Number of students to be selected in each school ...... 11
Table 3: Students characteristics (SEX) ...... 13
Table 4: Distances from school ...... 14
Table 5: Current end of term examination results for students walking beyond 5 kilometers to and from the school ...... 15
Table 6: Effects of motivation on the academic performance of students ...... 16
Table 7: Effects of parent’s income on the academic performance of students ...... 16
Table 8: Sex of the student * what was your last term's grade scores Cross tabulation ...... 17
Table 9: Income categorized * divisions ...... 17
Table 10: How far is it from home to school * what was your last term's grade scores Cross tabulation ...... 18
Table 11: Motivation * Academic performance of secondary school students Cross tabulation .. 18
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LIST OF APPENDICES
APPENDIX A: A QUESTIONNAIRE THAT WAS ADMISTERED TO THE STUDENTS ...... 27
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ABSTRACT
The study set to determine the extent to which distance affected the academic achievement of students in secondary schools in Masaka District. The study was guided by four specific objectives, which were carried out through descriptive cross-sectional study design. Data was collected using semistructured interview guide and questionnaires, by involving 152 (58 boys and 92 girls) students. These study respondents were sampled through simple random and purposive sampling technique in which SPSS were employed to analyze their responses. Four null hypothesis were tested at 0.05 alpha levels for each of the four independent variables.
Cross tabulations were used for data analysis and results showed that; distance travelled by students to school and parents’ income in relation to academic performance were significant
(chi square = 17.354 and p = 0.041< 0.05, chi square = 17.994 and p= 0.035 < 0.05) respectively. However sex of students and motivation in relation to academic performance were not significant (chi square = 4.798 and r = 0.570 > 0.05, chi square = 1.122 and p
=0.571> 0.05) respectively. Secondary schools will continue performing poorly academically if there is no effort done to improve the provision of education to secondary schools in
Masaka district.
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CHAPTER ONE: INTRODUCTION
1.1 Background of the study
School is one of the social institutions that is responsible for the development and training of the mind and skill of man (learner). It is also a place for the preparation of learners for the challenges and responsibilities in the society at large and is a drive for a learner as he learns to attain education goals a result of this obvious truth that everycountry accords great emphasis to education. Education is viewed as a critical investment, not only to the individual, but also to the society (Elder & Cosgrove, 1906).
Education is a fundamental factor in socio-economic and political development, as if it inculcates skills and knowledge in students preparing them to take up roles in national development(Odumbe, Simatwa , & Ayodo, 2015). Uganda’s progress in education has come at a stiff price, with the government expenditure increasing every year of the GDP. This calls for the need to improve the overall efficiency of the system. This can be done through providing support, guide, coordinate, regulate and promote quality education and sports to all persons in Uganda for national integration, individual and National development( Kiiza,
2007). The importance of education has been well accentuated in all societies whether developed or developing, ancient or modern. It is a result of this obvious truth that every country accords great emphasis to education both in terms of quality and access.
Education systems for each country should attempt to achieve maximum internal efficiency, through the management, allocation and use of resources available, to increase the quality and quantity of education. In Uganda, the demand for access to higher quality and more efficient secondary education, is growing fast (SALVE, 2007).
Efficiency refers to the ability to produce the desired results with minimum efforts producing the finest product at the lower cost. There is a significant absolute increase in the number of secondary school students in recent years. In other words, as the colonial government and the 1 missionaries to have well trained Ugandans as either clerks, few secondary schools were established.
A learner is a person that goes to school to attain education but my emphasis is on secondary school learners. Secondary schools are both in urban and rural areas and their roles in national education system cannot be understood. It is an intermediary level between the primary and tertiary educationas a conciliator, it absorbs the product of primary education and serves as an input unit for tertiary education.
As a midpoint in the pecking order of education, the quality of secondary education predicts and tends to influence the standard of tertiary education and the level of literacy in the country.in the light of the above,student’s academic performance is attributed to learner’s environment. A learner located in a rural area, they argue may have all the characteristics of the rural environment.Similarly, an urban school will have an environment based activities peculiar to its environment but different from a rural location. Thus, as the learner’s environment differs, the level of academic performance may also differ. The consequence is that the quality of education may not be even, and the national policy of education for a democratic, egalitarian society cannot be attained unsentimentally. It is against this background that this study is designed.
At regional level,it’s focusing on building capacity of districts by helping the education manager acquire and improve on their knowledge,skills and attitudes to be able to plan, monitor, account and perform managerial functions. Nevertheless, policy makers and educators face the twin challenge of reducing expenditure on education, while expandingeducational opportunities for Uganda children. Despite the need to expand the existing secondary school opportunities by establishing UPE(Uganda Primary School)schools that provide inputs for secondary schools, the quality of education must be improved in these schools by ensuring pass rates in literacy and numerous class grade levels(MOESTS, 2016).
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Most measures to improve quality have serious implications on the system. Uganda is faced with the issue of increased enrolment levels, how to take care of this, and still be able to provide quality in the education system (WB, 2012).
1.2 Problem statement
There is agreat difference between the learners that live in rural areas and those in urban areas. Learners’ located in ruralareas are characterized by lack of infrastructures,aging population and agrarian orientation. Whereas the urban areas are characterized by increasing industrialization and availability of modern infrastructures. This however, tend to define class size in both rural and urban schools and the learner’s location. The citing of secondary school by the government does not take cognizance of the differing characteristics of the rural and urban areas because of its plan to make secondary school more accessible to people. Large differences have been found between urban and rural school characteristics in terms of school plant, inadequate resources, managerial capacity and isolation. A study shows that students who participate in one examination or the other come out with a poor result and this is attributed poor teaching, differing materials, student location as one of the causes of poor academic performance(Damilola , 2014).
How do these conditions differ in urban and rural areas and how it does affect the difference influence academic performance of students in to learner’s and school urgent need to promote learning and improve performance in secondary schools in Masaka District resulted into range of related but different development in continuous assessment at class room levels. The resulting feature has been inconsistent of performance of students in “A” level examination national wide. The study searches for the effect of school location in the academic performance of secondary school students in Uganda.
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1.3 Objectives of the study
1.3.1 Main objective
To ascertain the effect of learner’s location on the academic performance of secondary school students in Uganda.It explored the relationship between learner’s location and their academic performance acase study of secondary schools in Masaka District. But for the purpose of the study, the researcher intends to achieve the following specific objectives;
1.3.2 Specific objectives are;
I. To find out whether distance affects a learner’s performance;
II. To find out whether motivation affects the student’s academic performance;
III. To find out whether sex of a student also affects their and performance;
IV. To determine whether parent’s income has an effect on the learner’s performance.
1.4 Hypothesis of the study
For the successful completion of the study, the following hypotheses were formulated by the researcher.
Ho: There is no relationship between learner’s location and their performance.
Ho: Learners’ distance and their performance are not related.
Ho:Learner’s sex and his/herperformance are not related.
Ho:There is no relationship between learner’s parents’ income and their performance.
Ho: Motivation does not affect a learner’s location.
1.5 Significance of the study
It is hoped that this study will provide information for parents, educators and school administrators to reflect upon various factors that help students in achieving their academic goals.in doing so, they can investigate the possibility of introducing those factors to their 4 learners’ location, which may consequently lead to enhancing students ‘educational outcomes in school.in additional, the fact that this study is conducted in public schools and private schools, it shares quite a lot of similarities with many other counterparts. In this connection this study provides a valuable reference for other schools or reflect upon the environment as it affects the academic performance of student in secondary school.
1.6 Scope of the study
The study was conducted in Masaka district situated in the central region of Uganda and covered seven selected secondary schools from Masakadistrict and covered eight villages both in rural and urban areas. The focus of the study was on students since they are the main variable in the study.
The content scope of the study covered the effect of learners’ location (urban,rural areas and public or private school)on their academic performance, in Masaka district. The district is bordered by Bukomansimbi District to the north-west, Kalungu District to the north,
Kalangala District to the east and south, Rakai District to the south-west, and Lwengo District to the west. The town of Masaka, where the district headquarters are located, is approximately 140 kilometres (87 mi), by road, south-west of Kampala on the highway to
Mbarara.
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CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
This chapter presents the theoretical review andrelated literature on the effect of learners’ location on their academic performance. Important aspects of literature to be reviewed include the effect of distance on the students’ academic performance, effect of parents’ income on the students’ academic performance, gender is one of the factors associated with a student’s academic performance.
2.2 Definition of the terms
2.2.1 Educational performance
Educational performance is the outcome of education; it is the extent to which a student, teacher or institution has achieved their educational goals. Thus, performance is characterized by performance on tests associated with coursework and the performance of students on other types of examinations (Akinfolarin & Ehinola, 2014).
2.2.2 Divisions
In Uganda, these are recognised calculations used to find the performance grades achieved for each subject at secondary and primary levels. Divisions helptertiary providers compare a student’s results with those of others.Divisions are calculated for student award course if she/he has completed his/her primary leaving examinations, Uganda certificate of education and Uganda advanced certificate of education.
2.3 Motivation and academic performance
This is defined as the general willingness to do something by scientists. It is the set of psychological forces that compel you to take action. An individual motivation may be inspired by others or events (extrinsic motivation) or it may come from within the individual
(intrinsic motivation)
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Students are intrinsically motivated if they love or enjoy what they are doing even if there is no reward for it. While students are extrinsically motivated if they do not enjoy what they do, they will still do so to obtain the rewards or tokens
It also stresses some of the factors that affect motivation of students when a new academic year approaches, the most prevalent problem parents and teachers encounter is the lack of motivation from students. Students can feel unenthusiastic towards studying or learning when: they are scared to fail, they are not challenged, when they do not feel the importance of studying, when they have emotional or anger issues or when they need special attention(Borderless , 2017).
2.4 Parent’s income and academic performance
The familyincome high or low, can have its impact on student’s achievement in all their learning years. Since they are in their early years, their family income can affect their education.
The extent to which early school leaving (at age 16) may be due to variations in permanent income and parental education levels(Chevalier, Harmon, O'Sullivan, & Walker, 2005). The parents’ involvement in children school activities matters more than the parent’s financial status in uplifting the children academic performance in school (Chioma, Ezegbe, & Onuoha,
2017). Changes in a household’s permanent income can have permanent effects, they showed that it tends to improve the overall child outcomes in terms of educational attainment
(Randall , Keeler , Copeland, & Costello, 2010).Students’ academic achievement is negatively correlated with the low level of parents’ socio- economic status(Qaiser , Ishtiaq ,
Khan, & Nisa , 2012).
2.5 Distance and academic performance
Distance is a numerical measurement of how far apart objects are. Longer distances travelled by students made them reach school tired and on empty stomachs. Location of school has led
7 to mass failure of most of the students, due to long walking among students to and from home to school(MHILIWA , 2015).
2.6 Sex and academic performance
Organisms of many species are specialised into male and female. One study concluded that the distance between the university and the family residence has, on average, a negative effect on academic performance, particularly noted to male students(Vieira, Vieira, &
Raposo, 2017).
However these findings contradict some studies which depict that gender is significantly related to student’s academic performance(Shoukat & Haider, 2013).
Many of these variables are home and families related and thus are difficult to change and beyond control of educators. Such factors alone cannot account for the effects of academic performance achievement and persistent differences among traditionally disadvantaged learners. In particular these explanations fail to account for intra group achievement differences(Singh, Lancioni, Wahler, Winton, & Singh, 2008).
These variables include learners’ abilities and location, attitudes and perceptions, family and socio economic status, parent and peer influences, school related variables such as poor learning environment, learning cultures, past racial discrimination and low expectations by parents and teachers. Thus efficient learning depends not only on good teaching methods but also on satisfactory learning procedures.
A Study of achievement motivation, school performance and educational norms of secondary school students showed that educational norms regarding achievement related perception and belief were significantly related to achievement motivation(Shoukat & Haider, 2013).
The fact that no one had done a study about the effects of learner’s location on their academic performance in Masaka District made it necessary for me to do it to complete my degree in
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Business Statistics, to call out help from different government and non- governmentorganizations to look into my findings and if possible see what to do.
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CHAPTER THREE: METHODOLOGY
3.1 Introduction
The researcher will use both quantitative and qualitative research approach and data will be collected from the field that is primary data.This will be used with sampling.
Sampling is the process of selecting a smaller sample from the larger population group, in order to estimate or predict the prevalence of an unknown piece of information or situation within the larger group(Leedy & Ormrod, 2001).
3.2 Population Study
This study will be conducted in Masaka-Uganda. Masaka district has 9 subcounties namely;
Bukakata, Buwunga, Kabonera, Katwebutego, Kimanya/Kyabakuza, Kkingo,
Kyanamukaaka, Mukungwe, Nyendo/ Ssenyange.Dealing with all those counties, I will take the central masaka regions and concentrate on secondary schools in kimanya,kyabakuza since students in that region are almost from the entire District. It has 2 parishes and 9 villages. The parishes are Kimanya, Kyabakuza with known schools that will add on my study.
3.3 Sample Size
Using simple random sampling, 4 representative schools will be selected to represent the study.
Table 1: Schools selected to represent the study SCHOOL STUDENTS in “O” LEVEL MASAKA S.S 2026 BLESSED SACRAMENT KIMANYA 2005 MASAKA PARENT’S SCHOOL 1010 BWALA SECONDARY SCHOOL 625 TOTAL 5666 Using Yamane’s formula
n = 5666/(1+Ne2)
= 5666/(1+5666*0.082)
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= 152.056
≈ 152
N – Total population
n – Sample size
e – Sampling error
Sampling location
To determine the number of students to be selected in each school will be carried out using
proportionality concept.
Table 2: Number of students to be selected in each school SCHOOL STUDENTS in SAMPLE (n) “O”LEVEL(N) MASAKA S.S 2026 54 BLESSED SACRAMENT KIMANYA 2005 54 MASAKA PARENT’S SCHOOL 1010 27 BWALA SECONDARY SCHOOL 625 17 TOTAL 5666 152
Y=A/N*n
Where A=Aschool chosen as a representative
N=Total population
n= sample size
To get the students in a school, the researcher will use the lists from the administration who
happen to be with updated student lists. The researcher will use random numbers which will
be generated using either a calculator or laptop. Every household with a corresponding
number basing on the random numbers generated will be legible to participate in the survey
by filling the questionnaire.
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3.4 Data collection
In this research, the researcher will use quantitative research approach which will involve use of questionnaire to collect data from the sampled participants.The questionnaire will involve both open ended and closed ended questions.
3.5 Data Analysis
After data has been collected from the field, a questionnaire data interface will be designed using epi-data. All data entries will be done in epi-data package and data will be exported to
SPSS for analysis.
Data analysis will be done in SPSS to make descriptive, bi-variate, univariate and multivariate analysis.
The researcher will use mean, standard deviation, median,maximum, minimum for univariateanalysis and correlation for bivariate analysis for continuous variables and graphs, charts, Chi-square and cross tabulation for categorical variables.
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CHAPTER FOUR: ANALYSIS, PRESENTATION AND DISCUSSION
4.1 Introduction
This chapter presents the analysis and discusses the findings of the study obtained from the field.The findings are presented in accordance with the research objectives. Such objectives were: To find out whether distance affects a learner’s performance, to find out whether sex of a student affects a learner’s performance, to explore whether motivation affects the student’s academic performance, to investigate whether income of the parents affects a learner’s performance and to suggest the appropriate measures to improve the achievement of secondary school students in Masaka municipality-Masaka District.
4.2 Univariate Analysis
4.2.1 Demographic characteristics of respondents
The study involved 152 students who were sampled from four secondary schools
Table 3: Students characteristics (SEX)
NAME OF THE SCHOOL GENDER M F 1. MASAKA S.S 14.2 23.8 2. BLESSED SACRAMENT KIMANYA 14.2 23.8 3. MASAKA PARENTS SCHOOL 6.7 11.3 4. BWALA SECONDARY SCHOOL 4 7.3 TOTAL(n=152) 58 92 PERCENTAGES (100%) 39.1 60.9
Table 3 illustrates the distribution of students in each school which were involved in the study. It indicates a total of 60.9% female students and 39.1 % male students who were involved in the study. Thus, majority of the respondents were female students.
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4.2.1 Effects of school distance on secondary student’s academic performance in Masaka
district
In determining the effects of distance from home to school, the study conducted a documentary review to identify distance students travel to the schools. The review was conducted focusing on the few schools in Masaka district as we discussed in chapter three of this study. Table 4.2 illustrates such distance students traveled to and from school.
Table 4: Distances from school
NAME OF SCHOOL DISTANCE TO SCHOOL <2KM 2.1KM-5KM 5.1KM-8KM >8KM N 1. MASAKA S.S 53.7% 11.1% 3.6% 29.6% 54 2. BLESSED 54.0% 18.0% 6.0% 22.0% 50 SACRAMENT KIMANYA 3. MASAKA 59.3% 22.2% 3.7% 14.8% 27 PARENTS SCHOOL 4. BWALA 58.8% 11.8% 0 29.4% 17 SECONDARY SCHOOL As table 4 illustrates Masaka Secondary school and Blessed Sacrament Kimanyahad high numbers of students who walk or travel the longest distance from their homes compared to students of other schools. Among the involved students, 29.6% Masaka Secondary schoolfrom reported to walk above 8 km per day. Because of longer walking distance to and from school, the study respondents claimed that they reach schools late and tired. They elaborated that, such traveled distance to and from the schools posed serious impacts to their learning either in class or during their private studies when at home or in school. As a result most students claimed that they were unable to complete assignments as well as conducting private studies in the evening when in their homes.
On the other hand, (55.6%) “0-2km” of students in Masaka municipality secondary schools walk shorter distances to their schools. This number of students informed that they walked
14 such shorter distance to school because their homes are closely located to the schools. During the study, it was further informed by students that they were able to reach the school early, conduct school activities such as cleanliness and later prepare for their forth-coming school lessons
Traveling a shorter distance to school made them to maintain friendly relationships with their teachers compared to counterparts who have been in crisis with teachers. Those who walked long distances were found claiming that they have been in poor relationship with teachers because of the inability to participate in morning school activities mainly cleanliness. Table 5 illustrates student’s performance for students who walked five and beyond kilometers to and from the schools.
Table 5: Current end of term examination results for students walking beyond 5 kilometers to and from the school
NAME OF SCHOOL CURRENT END OF TERM RESULTS TOTAL DIVISION DIVISION DIVISION DIVISION FAIL I II III IV 1. MASAKA _ _ _ 7 2 9 S.S 2. BLESSED _ _ _ 4 _ 4 SACRAMEN T KIMANYA 3. MASAKA _ _ _ 4 _ 4 PARENTS SCHOOL 4. BWALA _ _ _ _ 1 1 SECONDAR Y SCHOOL TOTAL _ _ _ 15 3 18
Source: field work
The results as presented on table 5 indicate clearly that longer walking distances to and from school have affected the student’s academic performance in their most recent examination.
Most of students who walk beyond six kilometers were found to perform poorly in their
15 examinations. It could also be observed that most of them got division four and some failed totally.
Table 6: Effects of motivation on the academic performance of students
FREQUENCY PERCENT
Strongly agree 62 41.1
Agree 74 49.0
Disagree 10 6.6
Strongly disagree 5 3.3
TOTAL 151 100.0
Source: field work
According to table 6, it is observed that most of the students strongly agree or agree(90.1%) that motivation affects the academic performance of learners
Table 7: Effects of parent’s income on the academic performance of students
FREQUENCY PERCENT
5000 and below 76 57.1
5001-10000 31 23.3
10001-15000 21 15.8
15001 and above 5 3.8
Total 133 100.0
Source: field work
It is clearly observed from the table above that the most of the participants(57.1%) were given 5000 and below shillings for a week as their pocket money, followed by those who were given between 5001-10000(23.3%) then 10001- 15000 with 15.8% and last those above
15001 were 3.8%. This shows that students are given a considerable amount of money “5000
16 and below” by their parents which enabled them to perform better in their end of term examinations.
4.3 Bivariate Analysis
This described results of each objective and hypothesis testing that involved chi-square analysis between the variables in the study. It was done in the following ways.
Hypothesis: Academic performance does not depend on gender of the student
Table 8: Sex of the student * what was your last term's grade scores Cross tabulation
Sex of participants N What was your last term's grade scores
Good performance Poor performance
Male 58 56.9% 43.1%
Female 92 54.4% 45.6%
Pearson Chi-Square=4.798, df=3, p=0.570>0.05
The findings indicate that academic performance does not significantly depend on the students’ gender since chi square = 4.798 and p = 0.570> 0.05. The null hypothesis was therefore accepted.
Hypothesis: Academic performance does not depend on the parent’s income
Table 9: Income categorized * divisions
Parental income Good performance Poor performance Total (%)
<5000 50.0% 50.0% 76
5001-10000 58.1% 41.9% 31
1001-15000 76.2% 23.8% 21
>15001 60.0% 40.0% 5
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Pearson Chi-Square=17.994, df =3, p=0.035<0.05
The findings show that academic performance significantly depends on parents income since chi square = 17.994 and p= 0.035 < 0.05. The null hypothesis was therefore rejected.
Hypothesis: There is no significant relationship between distances travelled by the students on their academic performance
Table 10: How far is it from home to school * what was your last term's grade scores Cross tabulation
Distance Good performance Poor performance N
0-2 56.0% 44.0% 84
2.1-5 43.5% 56.5% 23
5.1-8 40.0% 60.0% 5
Above 8 63.9% 36.1% 36
Results indicate that there is a significant relationship between distance travelled by the students on their academic performance since chi square = 17.354 and p = 0.041< 0.05 and therefore the null hypothesis is rejected.
Hypothesis: There is no significant relationship between motivation and academic performance of secondary school students.
Table 11: Motivation * Academic performance of secondary school students Cross tabulation
Good performance Frequency Percentage
Agree 84 55.6% disagree 67 44.4% Total 151 100.0% Pearson Chi-Square =11.574, df =3, p =0.238 >0.05
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The results show that there is no significant relationship between teaching motivation and the academic performance of secondary school students since chi square = 1.122 and p =0.571>
0.05. The null hypothesis is therefore accepted.
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CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Introduction
This chapter covers summary, conclusions and recommendations of findings. The summary covers the findings in relation to the objectives of the study. The summary is followed by conclusions which is based on the findings of the study. And there after the recommendations. This chapter will be helpful to researchers, schools, and other disciplines.
5.2 Summary of findings
The study revealed that the variables had an association with academic performance.
However, some variables for example parent’s income and distance travelled by the student showed a significant relationship with academic performance. Others such as sex of a student and motivation showed an insignificant relationship with academic performance.
Parent’s income and academic performance were significantly related. Most of the students who were given a considerate amount of money “5000 and below weekly” performed moderately with 50% good performance and those given pocket money of above 15001 scored well with most of them having 60% good performance as shown in the study. This finding is supported by a study which pointed out that students’ academic achievement is negatively correlated with the low level of parents’ socio- economic status because it hinders the individuals in gaining access to sources and resources of learning(Qaiser , Ishtiaq , Khan,
& Nisa , 2012).
Distance is a factor that influences student’s performance in secondary schools. As the distance moved by the students increased, their academic performance deteriorated concurrently. This finding is supported by a study that established that there is a significant relationship between distance travelled and academic performance in Tanzania(NYANDWI ,
2014). It was revealed that most of the students who moved the least distance between 0-2 20 kilometres daily performed well (56.0%) as compared to those that moved long distance. This is true because students who move long distances reach school late and when they are already exhausted and tired. Students also elaborated that such distances to and from their schools posed serious effects on their learning and private lessons. However, from the analysis it also shows cases where students from long distances above 8 kilometresare performing better
(63.9%) than those from shorter distances. This strengthens Peterson Tumwebaze’s statement from Rwanda’s leading daily that states that gone are the days when students used to walk miles to access school, thanks to the emergence of alternative means of transport like school buses and private cars.It also shows a recent study conducted by Germany based Education
International that showed that long journeys to school have a negative impact on student’s health and on their academic achievement levels(Tumwebaze, 2016).
Motivation showed no significant relationship with academic performance. This is due to the fact that people are illiterate, ignorant and don’t understand the effects of motivation on the academic performance of studentshence it’s not being emphasised. However there are students that believed that motivation affects their good performance (55.6%) which needs to be taken into account.
The findings showed that there was no significant relationship between academic performance and sex of a student were males had a good performance of 56.9% and females with a poor performance of 45.6%. This is due to the fact that both females and males have the same ability to academically perform provided that they are all subjected to the same conditions. These findings contradict studies which pointed out that gender is significantly related to student’s academic performance(Shoukat & Haider, 2013) and another study which found out that females showed better performance than males in certain instances(Chambers
& Schreiber, 2004).
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5.3 Conclusions
The main objective of this study was to establish the effects of a learner’s location on their academic performance among secondary school students in Masaka district. The study focussed on students from four secondary schools in Masaka district and it utilized primary data collected through a questionnaire by the researcher. Cross tabulations were run to establish the relationship between the dependent and independent variables at bivariate level.
Students who were coming from nearby communities to schools where they study from performed better than those that were not. Students whose parents were giving them a considerate amount of pocket money also performed better than those that were not given and those given less money.
5.4 Recommendations.
This study recommends three aspects based on study findings:such recommendations are based on policy, practices and further research. In order to improve student’s academic performance, it was suggested that there should be more efforts to build new secondary schools in Masaka district to match with high population growth.
The other strategy was the establishment of schools close to the social services like transport facilities like Masaka parent’s school, Bwala secondary school were transport means are not so easily accessed.
5.4.1 Recommendation for policy makers
Encourage collaboration between public and private sectors in building, organising and implementing school activities
It should clearly show the essential factors for the location of a school
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5.4.2 Recommendation on practice
The Government in collaboration with parents, local authority leaders and other educational stakeholders should construct dormitories or hostels to accommodate students so as to minimize on their walking distances of those that stay far from schools.
Motivation should be sensitised at all levels of education so that students can fluently express themselves in it without fail. This enables students to be able to fluently speak, read and write, gain confidence and change the perception about themselves and others which hence can improve their academic performance.
The Government, parents, school administration and other education stakeholders such as
NGOs should provide adequate and enough teaching and learning materials / facilities such as libraries, laboratories, furniture, teachers, meals and any other basic needs required by students to help out the parents of students that get less than 1000 Ugandan shillings weekly.
Education is one of the most important means of empowering the society with the knowledge and skills necessary to fully involve in the development process. It is therefore recommended that in order to bring development to the family, community, society and country at large, parents should be sensitized to invest in education. This is the most effective way to stimulate productivity and eliminate ignorance and poverty in the society.
Finally, Government should put in place monitoring and evaluation programs and strongly follow up the projects that have been put in place so as to improve academic performance.
For example, UPE and USE programs should be properly monitored so as to achieve the intended goals and objectives.
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APPENDIX A: A QUESTIONNAIRE THAT WAS ADMISTERED TO THE STUDENTS CONFIDENTIAL
QUESTIONNAIRE
My name is Nakasinga Rahmat and am a Makerere University student doing Bachelor of
Science in Business Statistics year three. Your school has been selected by chance for this
interview. The purpose of the interview is to obtain information about the effects of learner’s
location in this area in essence of completing this course, am doing this study. The survey is
voluntary and the information you give will be confidential.
Could you please spare some time (around 20 minutes) for the interview.
Questionnaire Number
District ......
Sub county ......
Parish ......
Village ………………………………
Date ……………………………. Start time …………………. SOCIO-DEMOGRAPHIC CHARACTERISTICS (Circle the appropriate response) A1 Name of Respondent (optional) ...... A2 Sex of Respondent 1) Male 2) Female A3 Age of Respondent (Full completed years) ...... A4 Religion of Respondent 1) Catholic 2) Protestant 3) Muslim 4) Born Again Christian 5) Traditional Religion 6) Others (specify) …………………………. B.SEX B1 Does the school have a Senior Woman? 1) Yes 2) No (If 2 in A2) B2 Is the Senior Woman a qualified counsellor? 1) Yes 2) No
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B3 How often does the Senior Woman meet 1) Often students? 2) Very often 3) Few times 4) Rarely B4 In your opinion does gender affect the 1) Yes performance of students in exams? 2) No C.DISTANCE C1 Are you a day or boarding scholar? 1) Day 2) Boarding C2 How do you get to school? …………………… C3 Do you find your journey to school tiring? 1) Agree 2) Strongly agree 3) Disagree 4) Strongly disagree C4 Distance from home residence to school in kilometres ……………………. C5 Do you think distance from school affects 1)Agree your performance in school? 2)Strongly agree 3)Disagree 4)Strongly disagree D.INCOME D1 Occupation of guardian 1) None 2) Farming 3) BodaBoda 4) Trading 5) Artisan 6) Others(Specify)……………………. D2 How much pocket money does your parent give you? ……………………….. D3 Is it enough? 1) Yes 2) No D4 Does the parent give you all the necessary 1) Yes requirements for school? 2) No E.MOTIVATION E1 How well do you relate with your teacher? 1) Very well 2) Well 3) Not so much 4) Not at all E2 How well do you like the curriculum? 1) Very much 2) A lot 3) Not so much 4) Not at all E3 It is important to be motivated. 1) Strongly agree 2) Agree 3) Disagree 4) Strongly disagree
2. Help me put your last terms’ (current exam) aggregates here ……………. THANK YOU 28