EFFECTS OF A BAN ON HOLIDAY TEACHING ON ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN TORORO MUNICIPALITY
BY
ALADO PHEIBE
BAE/46374/i 51 /D U
A RESEARCH REPORT SUBMITTED TO THE COLLEGE OF EDUCATION IN PARTIAL~FULF1LLMENT OF THE REQUIREMENTS FOR THE AWAR]~
OF BACHELOR’S DEGREE IN ARTS WITH EDUCATION
OF KAMPALA INTERNATIONAL UNIVERSITY
DECEMBER, 2017 DECLARATION
1. Alado Pheibe declare that this research entitled Effects of a ban on holiday teaching on academic performance in secondaty schools in Soroti Municipality is my original work and has never been submitted to any University or institution of higher learning for the award of a Bachelor’s Degree.
Signature Date 1...~
ALADO PHEIBE
BAE/46374/151IDU APPROVAL
This researc i report ~as een submitted to the College of Education Open Distance and e learning for examination ‘~ ith my approval as Supervisor.
signature...z~J~’ Date 4tYl
PROF.SIMON PETER ONGODIA
Supervisor DEDICATION
1 dedicate this piece of work to my Mrs.Aliao Grace for her tireless support to make me what 1 am today, my Aunties Mrs.Akello Josephine, Mrs. Adiamo Margaret Lydia and Mrs. Akongo Lillian for their support and colleagues in struggle at Kampala International University. ACKNOWLEDG~~p~rij
It takes combined effort to complete any course of study. I am grateful to my supervisor Prof.Simon Peter Ongodia for his guidance and Ideas upon which this dissertation has been successfully wiitten plus aU the lecturers especially Mrs. Edith Gwokyalya, in the college of Education, Open, Distance and e-Learning
I am also grateful to my mother Mrs.Aliao Grace for her love, financial support, guidance and encouragement throughout this course.
A number of colleagues supported my efforts ihroughout this research work. I wish to appredate’them for their helpful input at various stages of the research work
I also wish to appreciate the contribution made by the respondents and the typist
Iv TABLE OF CONTENTS
DECLARATION.
APPROVAL ..iI
DEDICaCON. lii ACKNOWLEDGEMENT Lvh.
TABLE OF CONTENTS v
LIST OF TABLES. vii
LIST OF FIGURES.... ix
LIST OF ftflflD.—----.-nfl rrrnnc-..fl, x
ABSTRACT xl
CHAPTE.R ONE .....
INnIRODUC1LuION .
1.0 Introduction 1
1.1. Background of the study I
1.2. Statement of the problem.... .2 1.3. Purpose of the study .2 1.4. Objectives of the study .2 1.6.0. Scope of the study .3 1.6.1 .Geographical scope .3
1.62. Content scope a)
1.6.3. TIme scope .3 1.7. Significance of the study
V 1.8. Definition of key terms ~
CHAPTER TWO
LITERATURE REVIEW 4
2.0. Introduction 4
2.1. The effect of abolishing holiday teaching on academic performance 4
2.2. Students’ perception of the ban on holiday teaching practice in secondary 6
2.3. Strategies schools have adopted to offer remedial classes 7
2.3.1. Making the best use of the class period 7
2.3.2. Punctuality 8
2.3.3. School Climate 8
2.3.4. Liaison with Parents 8
2.3.5. HomeMork Policies 9
2.3.6. Peer support programme 9
2.4 Conceptual framework 10
CHAPTER THREE 11
METHODOLOGY 11
3.0. Tntroduction 11
3.1. Research design 11
3.2. Area of study 11
3.3. Population of the study 11
3.4. Sample size 11
vi 3.5. Sampling technique and procedure. .12 3.6. Methods of data collection .12 3.7. Data collection tools .12
3.7. 1. Self administered questionnaire.. 1,
oiifrma 3.7. 2. IntervIew 0~~~~~~ 13
inctniniant 3.8. ValidIty and reliability of research ..wt~ 13
3.8.1. Validity of research incIiiimontfl&flb 13
3.82. Reliability of research flIOLJ. ULUCUL 13
3.9. Data collection nrnraAin.ncI— 13
3 10 Data ~n..h.ee 13
3.10. 1. Quantitative data anahw4e 14
2n~hwic 3.10. 2. Qualitative ...,.. 14
3.11. Dissemination plan of icauaa-~“- 14
3.12. EthIcal icenac.—-w.. 14
3.13. LImitation of UIC“- OLUUV 14
CHAPTER t’nia ~ .
PRESENTATION~, ANALYSIS AND INTERPRETATION OF FINDINGS. It
4.0. IntroductIon 1~
4.1. Background Information about the Sample.
4.1.1. Gender of respondent is
4.1.2. Age Group of respondent 16
42.0. The effect of abolishing holiday teaching on academic performance 17
vii 4.2.1. Frequency Distribution of the effect of abolishing holiday teaching on academic performance 17
4.2.2. Findings from interviews on the effect of abolishing holiday teaching on academic performance 18
4.2.3. Chi-Square Results 18
4.3. Students’ perception of the ban on holiday teaching practice 21
4.3.1. Interview findings on students’ perception of the ban on holiday teaching practice 22
4.3.2. Chi-Square Results 22
4.4. Strategies schools adopted to o er remedial classes in secondary schools 24
CHAPTER FIVE 26
SUMMARY, DISCUSSION, CONCLUSION AND RECOMMENDATIONS 26
5.0. Introduction 26
5.1. Summary of the Findings of the Study 26
5.1.1. Background Information 26
5.1.2. Effect of abolishing holiday teaching on academic performance 26
5.1.3. Students’ perception of the ban on holiday teaching practice 26
5.1.4. Strategies schools adopted to offer remedial classes in secondary schools 27
5.2. Discussion of Findings 27
5.2.1. Effect of abolishing holiday teaching on academic performance 27
5.2.2. Students’ perception of the ban on holiday teaching practice 28
5.2.3. Strategies schools adopted to offer remedial classes in secondary schools 28
5.3. Conclusion 29 5.4. Recommendations .29
5.4.1. Effect of abolishing holiday teaching on Academic Performance 29
5.4.2. Students’ perception of the ban on holiday teaching practice 29
5.4. 3. Strategies schools adopted to offer remedial classes in secondary schools 30
5.5. Area of further research 30
REFERENCES 31
APPENDEX I: QUESTIONNAIRE FOR TEACHERS 33
APPENDFX II: QUESTIONNAIRE FOR STUDENTS 35
APPENDEX 1111: INTERVIEW GUIDE FOR HEAD TEACHERS 37
APPEDTX TV: BUDGET 38
LIST OF TABLES
Table 4.1 Background Information about the Sample Table 4.2: Effect of abolishing holiday teaching on Academic Performance Table 4.3: Effect of abolishing holiday teaching on Academic Performance Table 4.4: Students’ perception of the ban on holiday teaching practice Table 4.5: Chi-Square of Students’ perception of the ban on holiday teaching practice Table 4.6: Strategies schools adopted to offer remedial classes in secondary schools LIST OF FIGURES
Figure 1: Distribution of respondents by gende 15 Figure 2: Distribution of Respondent by age group 16 Figure 3: Strategies schools adopted to offer remedial classes in secondary schools 25 LIST OF ABBREVIATIONS
AGM Annual General Meeting
MoE&S Ministry of Education and Sports
SPSS Statistical Package for Social Sciences
xi ABSTRACT
The study sought to establish the effects of ban on holiday teaching on academic performance in secondary schools in Soroti Municipality. This study aimed to establish the effect of abolishing holiday teaching on academic performance in secondary schools, students’ perception of the ban on holiday teaching practice and identify strategies schools have adopted to offer remedial classes in secondary schools in Soroti Municipality. The research method adopted was descriptive cross sectional research design using both quantitative and qualitative approaches. The researcher used sample of senior three students, teachers and head teachers answer sample size of 175 respondents. Quantitative data analysis was done using descriptive statistics and Pearson chi-square tests at a 0.05 level of significance. The questionnaires and interview guide were the data collection instruments. The study found out that the ban on holiday teaching tuition did not negatively affect academic performance in secondary schools in Soroti Municipality. The study established that holiday teaching was stressful; most students had little interest in it and could fatigue them. The study established that holiday teaching was a strategy for syllabus coverage. It was therefore recommended that: the MoE&S strengthens its surveillance team to prevent the practice, the MoE&S strongly and impartiall enforces the policy on holiday teaching practice, and the MoE&S gives a circular to head teachers identifying general strategies for remedial classes for all schools to observe in the teaching time, that there is need to reduce syllabus content to manageable levels.
xii CHAPTER ONE
INTRODUCTION
1.0 Introduction
This study focused on the effects of holiday teaching on students’ academic performance in secondary schools in Soroti Municipality. This chapter presents information on the following aspects of the study; the background of the study, statement of the problem, purpose, objectives, and research questions, scope of the study, justification and sigrüficance of the study. It also handles definitions of key terms.
1.1. Background of the study
Formal education is an important aspect in the progress of humanity and a birth right of every citizen in every nation (Kerry Guy, 2011). Despite so the dissemination of such, it has far reaching consequences on the students’ ability to comprehend pedagogical matter and excel in their academic career. Holiday teaching in secondary schools in Sorotoi Municipality has in the recent past been a valuable tool used by teachers to prepare students for national examinations. According to Hallak & Poisson, (2007) and Abagi & Odipo (1997) the justification for extra teaching during holidays is based on the argument that the overloaded secondary school educational curriculum. As such, Ssenyonga (2015) noted that a significant percentage of schools, parents and students keep in the practice of teaching during holidays as a key strategy to improving the achievement of low-performing students and is more profound in the less developed regions of the world. The demand for higher grades in National Examinations influence secondary schools to start teaching during holidays. Some head teachers sought the consent and support of parents during the school annual general meetings (AGM) to offer holiday tuition.
In spite of the justification for extra teaching during holidays to help students in improving the academic performance, critics blame it for burdening students with extra load thus hindering their overall development (Makworo, 2009). Teachers should give an opportunity to learners to be exposed to do other things and develop into all rounded children and adults they ought to be (Wangui, 2014). Tn response to these claims, the Ministry of Education and Sports (MoE&S) banned extra teaching during holidays in and has over time issued circulars and directives to prohibit the practice (Ssenyonga, 2015). The MoE&S has continuously indicated that holiday teaching is illegal.
1 Central to the student academic success is offering remedial lessons. The MoE&S gave directives abolishing extra teaching during holidays meant for remedial classes. It is for this reason that the study will seek to review the likely gaps on the questions of the effect of the ban on academic performance, students’ perception of the ban on holiday teaching practice and strategies schools have adopted for remedial classes in secondary schools in Uganda.
1.2. Statement of the problem
Holiday teaching in secondary schools has been a valuable tool for offering remedial classes and a way of completing wide syllabus content. The Ministry of Education and Sports banned teaching during holidays in both private and public primary and secondary schools in Uganda.
To counteract the ban, schools have however, shifted the practice to Saturdays and Sundays as well as weekdays during the term starting lessons as early as 5. 00 a. m and are stretched to 7.00 p. m. The problem is that reading or learning all the time reduces children to robots and can no longer use of their senses to think for themselves. Children from far who cannot arrive at school at least by 6.00 and cannot afford hostel fee may fail to catch up. Also teachers release children late from school thereby denying them a chance to play and refresh the mind. These scenarios impact on academic performance in secondary schools. It is for this reason that an investigation into the effects of the ban on holiday teaching on academic performance in secondary schools in Soroti Municipality is necessary.
1.3. Purpose of the study
The study established the effects of ban on holiday teaching on academic performance in secondary schools in Soçoti Municipality
1.4. Objectives of the study
The study aims at achieving the following specific objectives:
i) To establish the effect of abolishing holiday teaching on academic performance in secondary schools in Soroti Municipality ii) To find out students’ perception of the ban on holiday teaching practice in secondary schools in Soroti Municipality iii) To find out the strategies that schools have adopted to offer remedial classes in secondary schools in Soroti Municipality
2 1.5. Research questions
The study was guided by the following research questions:
i) ‘What is the effect of abolishing holiday teaching on academic performance in secondary schools in Soroti Municipality? ii) ‘What are the students’ perception of the ban on holiday teaching practice in secondary schools in Soroti Municipality iii) Are strategies that schools have adopted to offer remedial classes in secondary schools in Soroti Municipality?
1.6 Scope of the study
The scope of the study entailed the following:
1.6.1 .Geographical scope
The study was carried out in Soroti Municipality which is located in Soroti District the eastern part of Uganda because as it is easily accessible to the researcher in terms of time and transport. It will focus on the effects of the ban on holiday teaching on academic performance in secondary schools.
1.6.2. Content scope
The study specifically established the effect of abolishing holiday teaching on academic performance, the strategies that schools have adopted to offer remedial classes and students’ perception of the ban on holiday teaching practice in secondary schools in Soroti Municipality.
1.6.3. Time scope
The study covered a period of five years from 2012-2016 as a sample parameter to be used in the study to arrive at a conclusion.
1.7. Significance of the study
• The study will show the effect of abolishing holiday teaching on academic performance in secondary schools. • It would also help policy makers at national and local levels in Education department to enforce regulations regarding a ban on teaching during holidays.
3 o The information obtained and recommendations made would act as ways of adopting strategies by schools for offering remedial classes in secondary schools.
o The study findings would also be useful for further research.
1.8. Definition of key terms
Ban — prohibition or legal prevention of an action. In this study, the term denotes extra teaching during holidays,
Holiday— Holiday is a day set apart for observance or for the commemoration of some extraordinary event or for some public occasion. Holidays are characterized by a partial or total cessation of work and normal business activities.
Holiday teaching- Denotes conducting lessons privately linked to coaching learners during school break days that are put off the education calendar for them to rest or outside the mainstream lessons.
Academic performance- Louisiana (2010) define Academic performance define the knowledge and skills that students are expected to learn in a subject in each grade. Academic performance is designed to provide a clear path for students to gain the proficiency that is required to learn increasingly complex material in the next grade. In this study it shall be viewed in terms of: quality of teaching, pupil grades awarded and conditions for learning.
CHAPTER TWO
LITERATURE REVIEW
2.0. Introduction
This chapter presents the actual literature review. This study is an attempt to establish the effects of ban on holiday teaching on academic performance in secondary schools in Soroti Municipality. The literature review is done in line with the study objectives of: the effect of abolishing holiday teaching on academic, strategies that schools have adopted to offer remedial classes and students’ perception of the ban on holiday teaching practice in secondary schools in Soroti Municipality
2.1. The effect of abolishing holiday teaching on academic performance
4 Omollo & Okumu, (2016) cited that children attending classes during holidays tend to concentrate poorly. It is not clear for the poor cause of concentration. However it might be the result of the comparative effect over what might be missed at home (such as leisure and or the company of relatives) that might have come over the holiday period. In other studies, Epstein & Kristi (2012) attribute the cause of poor concentration to psychological reasons where students are well aware of the fact that they should be engaging in other socio-economic activities better rewarding than attending classes at such a time (holidays).
Krishnan, (2017), reports that students who attended classes during holidays reported the sessions to be more stressing. This could be due to the fact that such schedules follow closely after students have just completed their exams (Krishnan, 2017). In other instances, it is cited that for students that have the responsibility to find money to pay for their tuition, such worry is combined with the anxiety of having to grasp what is being taught in class; a combination likely to increase levels of stress among the person in question(Epstein & Kristi, 2012).
However, Krishnan, (2017) revealed that students that attended classes during holidays showed remarkable academic improvement. This could be attributed to the sustained focus on studies.
However, the study does not give information for the observed change. Omollo & Okumu (2016) are of the notion that the time allocated for studies during the regular school-schedule is enough for students to comprehend pedagogical matter and perform to the best of their abilities. Thus, the tendency to perform better might be the result of the student’s ambition to do so and not necessarily the direct effect of attending more classes when the term has closed. This is true in instances where students show no interest in attending more classes after the term has closed (Nafula, 2016). Thus, there is need for more research to provide more evidence that can correlate academic results to extended time of attending classes.
Ssenyonga, (201S) denotes the practice of attending classes during holidays. This practice is more prevalent in developing than more developed countries. However, though sustained, the practice is not sanctioned by most pedagogical regulative authorities (Omollo & Okumu, 2016) and thus is the case in Uganda (Nafula, 2016). Ngwomoya, (2016) notes that among some of the reasons that students take-up classes during holidays include: the need for schools to appear as excelling over other competing schools. This is the case where students are about to sit for national exam (Epstein & Kristi, 2012). Ngwomoya, (2016) and Knowles, (2012) revealed that the influence of peers relative to decisions of youngsters and hence the decision of attending classes during holidays can be alluded to the fact that a pupil may attend holiday classes simply because their friends are attending similar classes. This effect is more pronounced among teenagers who prefer to stay in the company of fellow teenagers at school other than go back home; a life they consider boring. Thus they find ways of persuading their parents of the necessity of trying to better their grades and academic career by taking holiday classes to being with their parents or relatives during holidays (Perse School, 2017; Knowles, 2012). To this practice, parents are also inclusive in both their implicit and explicit roles at making pupils attend classes during holidays (Epstein & Kristi, 2012).
Some parents task the school administration with ensuring that their children obtain the best grades possible of their academic career; as a result, administrations extend the pedagogical time frame to cover the holiday period (Ngwomoya, 2016). Also parents are of the preference to put their children in schools that exhibit superior academic results (Knowles, 2012). However, such schools are of the practice to tutor pupils even during holiday periods hence the practice catches the rather innocent pupil. Explicitly, parents are known to pay money for tutors to give pupils extra classes (Omollo & Okumu, 2016). This is done by some parents as a way of keeping the youngsters busy during the holiday period (Perse School, 2017). For some parents, it is in the quest to secure academic excellence of their children that they find them tutors during holidays or send the children to schools where they are well aware of the tendency for pupils to be taught during holidays; and hence persistence and or existence of class attendance during holidays. In conclusion, the researcher is trying to point out what other scholars reveal about effects of holiday teaching on academic performance in schools.
2.2. Students’ perception of the ban on holiday teaching practice in secondary
Information provided by Perse School, (2017) reveals that students claimed to be busy when they attended classes during holidays. This could be the result that persons in question are not yet of age and full responsibility to be entrusted jobs or other routine responsibilities, a pre requisite for idleness and disorderliness; thus the opinion of keeping busy is of sense in keeping the juveniles focused on their studies (Epstein & Kristi, 2012).
Perse School, (2017) noted that students are of the tendency to do more revision when they attended classes during holidays than if there were no such lessons. This is the inevitable result of the homework that students undertake and the various tests given to them during
6 holiday sessions. On the contrary, pupils that did not attend classes during holidays showed slackness in their grades at the start of the term exams; since these exams generally test what was covered in the previous terms, this is indicative of a lack of revision during the holiday period (Krishnan, 2017).
Information provided by Omollo & Okumu, (2016) emphasized that students claimed to perform better as a result of attending classes during holidays. However, reasons are not given for the observed occurrence. Krishnan, (2017) gives reasons as to why students were able to attest for the observed improvement in performance when they undertook studies during holidays. Among some of the reasons for the observed occurrence was the nature in which such studies were conducted. That is; since they tend to be of a select few, the teacher tends to pace the learning to the absorptive capabilities of the pupil in contrast to regular schedules of teaching (Epstein & Kristi, 2012). However this could be due to the fact that since such sessions tend to be “hired” where parents pay extra money under the theme “coaching” teachers tend to put in more effort for the academic progress of the pupils average for the extra money paid by the parents (Omollo & Okumu, 2016).
Omollo & Okumu, (2016); Krishnan, (2017) reports that students claimed holiday studies were stressing. However no reasons are given as to why students claimed studies to be stressing. Perse School, (2017) claims that although the time tables abided by during holiday studies are less strenuous in comparison to standard schedules of normal classes; the suggested mental fatigue could be more related to psychological than physiological demands of the learning time frame. That is; it is during this time that students expect to be at home spending time as of their wish and not attending classes. Krishnan, (2017) notes that the stress could be that students would have just completed end of term exams and exhausted thus unwilling to exert more effort towards attending further classes.
2.3. Strategies schools have adopted to offer remedial classes
Remedial education is designed to assist for any students, with or without special needs in order to achieve expected competencies in core academic skills such as literacy and numeracy
2.3.1. Making the best use of the class period
Making the best use of the class period is among strategies schools have to adopt to offer remedial classes. Research reported by Sousa (1995) indicates that children learn the most at
7 the beginning of the period (called Prime Time). Make the most of prime time because the students are most receptive then.
2.3.2. Punctuality
Commitment to educational excellence is created by including students, parents, and teachers in setting goals, making decisions, monitoring progress, and evaluating outcomes. Students, parents, and teachers must be provided extensive, consistent support in ways that allow students to learn teachers to teach, and parents to be involved
2.3.3. School Climate
Different studies refer to aspects of school climate differently. Nava (2011) looks at school climate as the school community members’ perception of how safety, emotional and socio economic well-being variables affect student learning. Well-designed learning environment helps to maintain pupils’ attention and interest in learning and facilitates the achievement of teaching aims. In this way, the teaching environment should be designed to support remedial teaching and group activities. Teachers may display the teaching materials of the week or the learning outcomes or products of pupils at prominent places to stimulate their motivation in learning.
2.3.4. Liaison with Parents
Empirical evidence suggests that parental involvement is associated positively with students’ performance in school (Nyarko & Vorgeiegt, 2007; Topor, Keane, Shelton, & Calkins, 2010). In order to help pupils with learning difficulties, schools must liaise closely with parents. Nyarko (2011) observes that ensure completion of homework. Apart from providing guidance on homework to their children, parents also handle pupils’ problems either by the same way or similar ways in line with the requirements of the school and their schoolwork. Some parents may have unrealistic expectation of their children’s performance. In such cases, remedial teachers have to explain to the parents about the characteristics and abilities of pupils so that they may help their children to learn in a pleasurable manner. On the contrary, some parents’ expectation may be too low. Teachers must then keep in contact with parents to help them understand their children and to provide appropriate guidance to develop the pupils’ potentials.
8 2.3.5. Homework Policies
Research shows that pupils tend to hold positive views about homework, seeing it as important in helping them to do well at school (Sharp & Benefield, 2001). Studies suggest that particularly for secondary school pupils there is a positive relationship between time spent on homework and achievement (Sharp & Benefield, 2001). This does not necessarily mean however that the more time on homework the higher the achievement; as some international studies suggest that pupils doing a great deal of homework and also those who did very little tended to perform less well at school (Sharp & Benefield, 2001). Schools should formulate clear policies on homework which should be reviewed regularly. The assignments should be targeted at the teaching objectives and serve the purposes of learning. Exercise books available in the market should only serve as a reference. Schools should choose these exercise books carefully and make appropriate adjustments to the category, quantity and quality of homework.
2.3.6. Peer support programs
Remedial teachers may train up pupils who perform better in a certain subject to become ‘little teachers’ and who will be responsible for helping schoolmates with learning difficulties in group teaching and self-study sessions as well as outside class. Peer support programs helps pupils reinforce their knowledge, and develop their communication and cooperation skills as well as good interpersonal relationship. To enhance the effectiveness of the programs, remedial teachers must provide training to the pupils concerned beforehand and make regular reviews on its effectiveness. Generally speaking, this program is more suitable for pupils of higher grades. 2.4 Conceptual framework
As seen in Figure 1 below, the conceptual framework suggests that a ban on holiday teaching has an effect on academic performance in secondary schools in Soroti Municipality. Dimensions of ban on holiday teaching include effect of abolishing holiday teaching, students’ perception of the ban on holiday teaching practice and school strategies adopted to offer remedial classes in secondary schools. Elements of academic performance may include quality of teaching, pupil grades awarded and conditions for learning. However, other factors like influence of peers, socio-economic status and school management style may also indirectly affect academic performance in secondary schools in Soroti Municipality.
Independent variable Dependent variable
Ban on Holiday Teaching Academic performance • Quality of teaching • Effect of abolishing holiday • Pupil Grades awarded teaching A ~ Conditions for learning • Students’ perception of the ban • School strategies for remedial classes Moderate variable
• Influence of peers • Soclo-economic status • School management style
Figure 1.Conceptual framework for the analysis of the effects of ban on holiday teaching on academic performance in secondary schools in Soroti Municipality
Source: Epstein & Kristi (2012) CHAPTER THREE
METHODOLOGY
3.0. Introduction
This chapter presents information on the study methodology, in relation to the research design, area of study, population, sample size, sampling technique, methods and instruments of data collection, research procedure, and data analysis.
3.1. Research design
The study adopted a descriptive cross sectional survey research design for purposes of making valid conclusions (Mugenda & Mugenda 1999). The study will target teachers and head teachers of private and public schools in Soroti Municipality. Information obtained from other groups of teachers and head teachers of private and public schools in Soroti Municipality will make a representative sample. Both quantitative and qualitative designs will be used in the study. Quantitative method will be used to collect data from questionnaires and qualitative method used to collect data from interview guides. This enabled the researcher collect data in depth about the study.
3.2. Area of study
The area of study was Soroti Municipality situated in eastern Uganda. The area study will be chosen for easy accessibility as the researcher hails from there.
3.3. Population of the study
The target population of this study was senior three students and teachers of private schools and public schools in Soroti Municipality. Teachers will be selected on the basis of their experience as teachers in academic programs in their respective schools. Teachers are conversant with strategies employed by schools to enable students to pass their national examinations.
3.4. Sample size
From a cluster of schools, ten (10) (5 private and S public) schools will be randomly sampled in Soroti Municipality. A total of 175 respondents including 35 teachers and 145 students participated in the study.
11 3.5. Sampling technique and procedure
The schools were determined using cluster sampling by considering the number of schools in each of the divisions of Soroti Municipality. The study used simple random sampling method to select students and teachers because the researcher gave chance at least to each form three students and form four teachers to participate in the study and as an effective way of avoiding bias of respondents according to Sekaran (2000). Purposive method was used to select head teachers who were automatic respondents in the study because of their position in school.
3.6. Methods of data collection
Data was collected from both primary and secondary sources. Primary sources of data included questionnaires and interview. Secondary data was extracted from literature review and its data sources included information from text books, articles and journals as data done by other people. In this study, various methods were used to collect data because the researcher anticipates the study to involve a wider population from which the sample of the study was drawn. Data collection methods included questionnaires, interview and documentary reviews.
3.7. Data collection tools
Data collection instruments included self administered questionnaire, interview guides and documentary checklists.
3.7. 1. Self administered questionnaire
The researcher designed a self administered questionnaire for teachers for this study to collect quantitative data to capture their perceptions on the effects of the ban on holiday teaching on the student academic performance. Self administered questionnaire were structured with closed-ended questions based on research objectives. The use of questionnaires enabled the researcher to reach a larger sample within a short time and also to ensure confidentiality. The study used a Scale questionnaire of SA = Strongly Agree, A= Agree, NSNot Sure, D=Disagree and SD=Strongly Disagree to specify the opinion of teachers and students on the effects of the ban on holiday teaching on the student academic performance.
12 3.7. 2. Interview guide
The researcher designed an in-depth interview guide to collect qualitative data from Head teachers. The interview guide had both open and closed-ended questions to help the researcher in conducting the interviews with head teachers. This enabled the researcher to probe the respondent to get in- depth information.
3.8. Validity and reliability of research instrument
The research supervisor was consulted on the appropriateness of the items of the instruments, as to whether they covered the breath of the content.
3.8.1. Validity of research instrument The study instruments were tested for face validity and content validity. Face validity was determined by showing the data collection tools to supervisors who helped the researcher to make some adjustments in terms of clarity and ambiguousness. This ensured that the test instruments measured the target variables. Content validity test the extent to which instruments measured what they are designed to determine and the extent to which they covered the variables. Validity was arrived at after calculating the coefficient of validity index which was obtained using the following formula:
CVI = Number of judges declared item valid X 100
Total number of items
3.8.2. Reliability of research instrument Reliability was calculated to establish the acceptable Cronbach’s alpha value of 0.7 and above (Arnin, 2005). Cronbach’s alpha established internal-consistency as a measure of the extent to which item responses obtained at the same time correlated highly with each other. The researcher used the Statistical Package for Social Sciences (SPSS) software to compute Cronbach’s reliability coefficient on the items of the questionnaire
3.9. Data collection procedures Upon approval of the research proposal and after proving that the research instruments were valid, the researcher obtained a letter of introduction from Kampala International University which helped him seek permission to carry out the research. With permission, the researcher went to the study area to collect data information from schools. 3.10. Data analysis
13 3.10. 1. Quantitative data analysis
Descriptive statistics were used to summarize and organize data and describe the characteristics of the sample using frequency counts and percentages presented in tables and figures according to specific objectives and demographic attributes. Statistical significance of the effects of a ban on holiday teaching on academic performance in secondary schools in Soroti Municipality in each hypotheses of the study was determined using a bivariate analysis of Pearson chi-square tests at a 0.05 level of significance.
3.10. 2. Qualitative analysis
Qualitative data was sorted, categorized and responses written out on a separate sheet for each question and a summary sheet made. Then qualitative results were finally be presented selectively in the report for interpretation, following the respective research questions and objectives to support findings from the quantitative analysis.
3.11. Dissemination plan of results
Results in soft copy (on CD ROM) and bound hard copy approved by College of Education will be submitted to Kampala International University for examination. A second copy of the work in both soft and hard copies will be given to sampled secondary schools in Soroti Municipality. The final copy of the research in both soft and hard formats will be retained by the researcher.
3.12. Ethical issues
To ensure ethical issues are observed, the researcher obtained an approval letter from Kampala International University. Informed consent was sought from respondents before engaging them. Confidentiality of data collected was observed through use of numbers rather than names of respondents. The researcher ensured that respondents’ views and beliefs were respected. Information was not to be at the disadvantage of anybody.
3.13. Limitation of the study Failure by some of the respondents to avail the researcher the relevant information in accordance to the study during data collection CHAPTER FOUR
PRESENTATION, ANALYSIS AM) INTERPRETATION OF FINDINGS
4.0. Introduction
This chapter presents the data from the respondents and findings of the study based on the following objectives which were to establish; the effect of abolishing holiday teaching on academic performance in secondary schools, find out students’ perception of the ban on holiday teaching practice in secondary schools and to find out the strategies that schools have adopted to offer remedial classes in secondary schools in Soroti Municipality.
4.1. Background Information about the Sample
In establishing the background information of respondents, the characteristics considered as indicated in the Table 4.1 below included gender and age group.
Table 4.1 Background Information about the Sample
Respondent Characteristics Frequency (n20) Gender Male 59 Female 116 Age Group 15-19 94 20-24 46 26.3 25-29 19 10.9 30+ 16 9.1 Source: Primary Data As shown in Table 4.1 above, a total of 175 respondents participated in the study.
4.1.1. Gender of respondent
Out of 175 respondents, 34% were male and GG°o were female. This could imply that females were more recruited as teachers and enrolled as student in those secondary schools than males. Information from Table 4.1 the on background information about the sample was summarized as shown in figures 1 and 2 below.
Figure 1: Distribution of respondents by gender Gender of Respondent
Source: Primary Data
4.1.2. Age Group of respondent
Figure 2: Distribution of Respondent by age group
Age Group of Respondent 100 90 80 70 60
-~ 50
0 15 19 20 24 25-29 30+
Source: Primary Data
16 Table 4.1 above results revealed that respondents in age group 15-19 were 53.7%, 20-24 were 26.3%, 25-29 were 10.9% and 30 and above years of age were 9.1%. The majority of respondents were in age group between 18 and 30 years. This implied that that there were younger people of ages between 15-19 years as most of them were students of that age bracket.
4.2.0. The effect of abolishing holiday teaching on academic performance
4.2.1. Frequency Distribution of the effect of abolishing holiday teaching on academic performance Research Question one: Sought to establish the effect of abolishing holiday teaching on academic performance in secondary schools in Soroti Municipality. Data from the questionnaire was coded and presented as in Table 4.2 below. Responses were classified into five levels using a key of SA = Strongly Agree, A Agree, NSNot Sure, D=Disagree and SD=Strongly Disagree as presented in Table 4.2 above. Table 4.2: Effect of abolishing holiday teaching on Academic Performance Item SA A NS D I SD F % F % F~% F % F %
Abolishing holiday teaching 44 25 44 25 8 4.6 70 40 9 5 important
Abolishing holiday teaching 53 30.3 113 64.6 0 0 0 0 9 5 has no negative effect on learning
Holiday teaching denies 44 25 70 40 9 5 52 29.7 0 0 children a chance to learn basic skills
Holiday teaching is 105 60.6 70 40 0 0 0 0 0 0 stressful
Most students have little 44 25 114 65.1 0 0 17 9.7 0 0 interest in holiday teaching
Students become fatigued 35 20 79 45.1 0 0 26 14.9 35 20 with holiday teaching
Source: Primary Data
School teachers at public and private institutions have been teaching during the holidays and the government warns them against it as illegal for all primary and secondary schools.
17 Findings in Table 4.2 above reveal different reactions to the questions that were asked in relation to the effect of abolishing holiday teaching on academic performance in secondary schools in Soroti Municipality. Findings on whether abolishing holiday teaching important, 25% strongly agreed, 25% agreed, 4.6% were not sure, 40% disagreed and 5% strongly disagreed. About whether abolishing holiday teaching has no negative effect on learning, results shows that, 30.3% strongly agreed, 64.6% agreed and 5% strongly disagreed. About whether holiday teaching denies children a chance to learn basic skills, 25% strongly agreed, 40% agreed, 5% were not sure, 29.7% disagreed. About whether holiday teaching is stressful, 60.6% strongly agreed and 40% agreed. On the issue of whether most students have little interest in holiday teaching, 25% strongly agreed, 65.1% agreed and 9.7% disagreed. About whether students become fatigued with holiday teaching, 20% strongly agreed, 45.1% agreed, 14.9% disagreed and 20% strongly disagreed.
4.2.2. Findings from interviews on the effect of abolishing holiday teaching on academic performance
From interviews, findings from majority of the respondents revealed that a ban holiday teaching had been effectively implemented in primary and secondary schools. A respondent said “Holiday teaching was intended to offer remedial lessons especially to weak children”.
4.2.3. Chi-Square Results
From the above descriptive statistical findings, an analysis was computed, examined and interpreted by the researcher using chi-square statistical test at significance level of 0.05. This was done to establish the effect of abolishing holiday teaching on academic performance in secondary schools in Soroti Municipality. Chi-square statistical test used the following formula and the results were presented in Table 4.3 below.
fo — fe fe )
Where
X2 ch-square
Z sumrnation of the values in the category
18 = observed frequency of a given category
fe expected frequency of a given category
The degree of freedom helped to determine the critical value and was obtained using the following formulae.
Df = (r-i) (c-i)
‘Where
Df = degree of freedom for x2(r-i) (c-i) c = columns in the cell r = rows in the cell
fo — fe
Detailed x2 test calculation for H0 the formulae x201)S = fe was used
Where f. = Row total X column total for that cell
Grand Total
F,, Frequency observed
f~ = Frequency expected
19 Table 4.3: Effect of abolishing holiday teaching on Academic Performance
Item SA A NS D SD fo fe fo fe fo fe fo fe fo fe Abolishing holiday teaching 44 54.2 44 81.7 8 2.8 70 27.5 9 8.8 important Abolishing holiday teaching 53 54.2 113 81.7 0 2.8 0 27.5 9 8.8 has no negative effect on learning Holiday teaching denies 44 54.2 70 81.7 9 2.8 52 27.5 0 8.8 children a chance to learn basic skills Holiday teaching is stressful 105 54.2 70 81.7 0 2.8 0 27.5 0 8.8 Most students have little 44 54.2 114 81.7 0 2.8 17 27.5 0 8.8 interest in holiday teaching Students become fatigued with 35 54.2 79 81.7 0 2.8 26 27.5 35 8.8 holiday teaching [~. Source: Primary Data
X~0~ = 53.83
X~ 31.41
31.41 at 005 level of sig and df of 20
X2~h~ (53.83)> X(,v (31.41)
Where
X~ohs = Chi-square observed
= Critical Value
The X2 test results indicated that x~i~ = 53.83 and x2 c~’ = 31.41. From Table 43, it can be observed that results were statistically significant (x2bS = 53.83 and x2 c~ = 31.41.) Since the
> x2 ~:v (31.41), then the null hypothesis (Ho) which stated that: abolishing holiday teaching does not have a significant effect on academic performance was rejected. This implies that holiday teaching had an effect on academic performance in secondary schools in Soroti Municipality
20 4.3. Students’ perception of the ban on holiday teaching practice
Table 4.4: Students’ perception of the ban on holiday teaching practice
Item SA A NS D SD F % F % F % F % F % Holiday teaching is held in 26 14.9 0 0 9 5 53 30.3 87 49.7 this school There is serious teaching 9 5 18 10.2 18 10.2 86 49.1 44 25 during holidays Students do more revision 122 69.7 9 5 0 0 18 10.2 26 14.9 when they attend class during holidays Students who attend class 35 20 18 10.2 9 5 78 44.6 35 20 during holidays perform better Holiday teaching provides 61 34.9 43 24.6 9 5 18 10.2 44 25 more time for syllabus coverage J Both teachers and students 9 5 9 5 0 53 30.3 104 59 support holiday teaching in this school Both teachers and students 53 30.3 44 25 9 5 51 29 17 9.7 get without holiday
~ -~ [__ Source: Primary Daw Research Question Two: Sought to establish the students’ perception of the ban on holiday teaching practice in secondary schools in Soroti Municipality. Data from the questionnaire was coded and presented as in Table 4.4 above.
Findings on whether holiday teaching was still held in those schools, 14.9% strongly agreed, 0% agreed, 5% were not sure, 30.3% disagreed and 49.7% strongly disagreed. About whether there was serious teaching during holidays, results showed that, 5% strongly agreed, 10.2% agreed, 10.2% were not sure 49.1% disagreed and 25% strongly disagreed. About whether students did more revision when attended class during holidays, 69.7% strongly agreed, 5% agreed, 10.2% disagreed and 14.9% strongly disagreed. About whether students who attend class during holidays performed better, 20% strongly agreed and 10.2% agreed 5% were not sure, 44.6% disagreed and 20% strongly disagreed. On the issue whether holiday teaching
21 provided more time for syllabus coverage, 34.9% strongly agreed, 24.6% agreed, 5% were not sure, 10.2% disagreed and 25% strongly disagreed. About whether both teachers and students supported holiday teaching in those schools, 5% strongly agreed, 5% agreed, 30.3% disagreed and 59% strongly disagreed. On the issue of whether both teachers and students get without holiday teaching, 30.3% strongly agreed, 25% agreed, 5% were not sure, 29% disagreed and 9.7% strongly disagreed.
4~3.1. Interview findings on students’ perception of the ban on holiday teaching practice
From interviews on syllabus coverage, a ban holiday teaching would affect syllabus coverage in schools. In support of this statement, one of them had this to say; Students have opportunity to relax, but our concern is syllabus coverage.
4.3.2. Chi-Square Results
From the above descriptive statistical findings, an analysis was computed, examined and interpreted by the researcher using chi-square statistical test at significance level of 0.05. This was done to establish the effect of abolishing holiday teaching on academic performance in secondary schools in Soroti Municipality. Chi-square statistical test used the following formula and the results were presented in Table 4.5 below.
22 Table 4.5: Chi-Square of Students’ perception of the ban on holiday teaching practice
Item SA A NS D SD
~ fo fe fe fo fe fo fe fo fe
Holiday teaching is held 26 45 0 20.1 9 7,7 53 51 87 51 in this school
There is serious teaching 9 45 18 20.1 18 7.7 86 51 44 51 during holidays
Students do more revision 122 45 9 20.1 0 7,7 18 51 26 51 when they attend class during holidays
Students who attend class 35 45 18 20.1 9 7.7 78 51 35 51 during holidays perform better
Holiday teaching 61 45 43 20.1 9 7,7 18 51 44 51 provides more time for syllabus coverage
Both teachers and students 9 45 9 20.1 0 7.7 53 51 104 51 support holiday teaching in this school
Both teachers and students 53 45 44 20.1 9 7.7 51 51 17 51 ~ get without holiday ~ teaching. Source: Primary Data
X2~ = 66.04 X2~ = 36.41 = 36.41 at 0.05 level of sig and df of 24
X~b~(GG.O4) > x2~ (36.41)
The X2 test results indicated that x~ = 66.04 and X~ 36.41. From Table 4.5, it can be
observed that results were statistically significant (x2~ = 53.83 and x2 cv = 31.41.) Since the
x20b~ (66.04) > x2 cv (31.41), then the null hypothesis (H~ which stated that: Students’ perception of the ban on holiday teaching practice does not have a significant effect on
23 academic performance was rejected. This implies that holiday teaching students support the holiday teaching practice. The null hypothesis was therefore rejected.
4.4. Strategies schools adopted to offer remedial classes in secondary schools
Research Question Three: Sought to identify some strategies that schools have adopted to offer remedial classes in secondary schools in Soroti Municipality. Data from the questionnaire was coded and presented as in Table 4.6 below. The information for this research question was based on responses to items of sections ‘D’ of the research questionnaire.
Table 4.6: Strategies schools adopted to offer remedial classes in secondary schools
Statement Frequency(n20) Percent
The school teaching environment supports remedial teaching 77 34.8
My parents strictly check to see if I have done homework. 40 18.9
This school is very serious on student homework 52 22.8
Parents of this school keep in close contact with teachers to 18 8.1 provide appropriate guidance to develop the student potentials.
There is peer academic support in this school 34 15.4
Total 221 100
Source: Primary Data
The Table 4.6 above indicates that respondents believed that all the above strategies schools adopted were appropriate interventions to offer remedial classes in secondary schools in Soroti Municipality. However, school teaching environment (34.8%) and school homework policy (22.8%) could be the most appropriate intervention.
24 Figure 3: Strategies schools adopted to offer remedial classes in secondary schools
Strategies for remidial Classes 90 80 70 6(3 50 40 30 20 11) 0
Source: Primary Data
25 CHAPTER FIVE
SUMMARY, DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.0. Introduction
This chapter presents the summary, discussion, conclusions and recommendations drawn from the findings of the study. The discussion and summary focused on the findings in relation to objectives of the study as in as in chapter four. The conclusion and recommendations are made in regard to the study findings. The study was centered on establishing; the effect of abolishing holiday teaching on academic performance in secondary schools, students’ perception of the ban on holiday teaching practice and identifying the strategies that schools have adopted to offer remedial classes in secondary schools in Soroti Municipality.
5.1. Summary of the Findings of the Study
The study focused on the effects of ban on holiday teaching on academic performance in secondary schools in Soroti Municipality. The study population included students and teachers and the sample size was 200 respondents. Data analysis methods were both qualitative and quantitative.
5.1.1. Background Information
From the responses obtained from the participants, in the background information, the study established among others that most of the respondents were female (66.3%) and the majority of respondents (80%) were in age groups between 15-24 years.
5.1.2. Effect of abolishing holiday teaching on academic performance
In establishing the effect of abolishing holiday teaching on academic performance in secondary schools in Soroti Municipality, findings from the study showed statistically significant results. The X2 test results indicated that x~ = 53.83 and x2 = 31.41. Since the
X2(h. (53.83) > x2 ~ (31.41~, the null hypothesis was rejected.
5.1.3. Students’ perception of the ban on holiday teaching practice
In assessing the students’ perception of the ban on holiday teaching practice in secondary schools in Soroti Municipality, findings from the study showed that X~ohs 66.04 and x2 cv =
26 36.41 which were statistically significant results. Since the x20t~ (66.04) > x2 CV (36.41>, the null hypothesis was rejected.
5.1.4. Strategies schools adopted to offer remedial classes in secondary schools
From the findings of the above descriptive statistics (Table 4.6), it was revealed that the school teaching environment supports remedial teaching (34.8%) and schools were very serious on student homework (22.8%) in Soroti Municipality, 18.9% of the respondents felt that parents strictly checked to see if had been done homework and 15.4%) of the respondents reported that there was peer academic support in this school while only 8.1% of the respondents said parents of kept in close contact with teachers to provide appropriate guidance to develop the student potentials.
5.2. Discussion of Findings
5.2.1. Effect of abolishing holiday teaching on academic performance
In this study objective, the X2 test results revealed that X2obs = X20b~ 53.83 and x2 c~= 31.41. Results regarding the effect of abolishing holiday teaching on academic performance were statistically significant and hence the null hypothesis was rejected. Findings regarding holiday teaching, most respondents reported they were satisfied with its abolition and that their expectations were consistent with the argument that holiday teaching denies children a chance to learn basic skills is stressful, makes students fatigued and most students have little interest in holiday teaching. Findings from majority of the respondents revealed that a ban holiday teaching had been effectively implemented in secondary schools. It is clear that abolishing a ban on holiday teaching was found to have a negative effect impact on academic performance as less academic work could be covered.
However, most areas of expertise showed that children attending classes during holidays tend to concentrate poorly (Omollo & Okumu, 2016). Epstein & TKristi (2012) reflected on this aspect that the cause of poor concentration was attributed to psychological reasons where students are well aware of the fact that they should be engaging in other socio-economic activities better rewarding than attending holidays classes. Krishnan, (2017) also discusses that holidays sessions were stressing students. This could be due to the fact that such schedules follow closely after students have just completed their exams (Krishnan, 2017). This phenomenon is based on instances that for students that have the responsibility to find money to pay for their tuition, such worry is combined with the anxiety of having to grasp
27 what is being taught in class; a combination likely to increase levels of stress among the person in question (Epstein & Kristi, 2012). Nafula (2016) pointed out those instances where students show no interest in attending more classes after the term has closed.
5.2.2. Students’ perception of the ban on holiday teaching practice
In establishing the students’ perception of the ban on holiday teaching practice in secondary schools in Soroti Municipality, findings from majority respondents revealed that students do more revision when they attend class during holidays(70%) and holiday teaching provides more time for syllabus coverage(60%). Findings from interviews also revealed the concern syllabus coverage amidst the ban on holiday teaching. The X2 test results indicated that the X2obs (66.04) > x2 cv (36.41), making results statistically significant and the null hypothesis was rejected. This therefore explains that a ban on holiday teaching had an effect on academic performance in secondary schools in Soroti Municipality. This in my opinion implies less attention by teachers as even some students fail to report promptly for a new term. The study findings were in agreement with Perse School, (2017) when he suggested that students claimed to be busy when they attended classes during holidays. Perse School, (2017) further noted that students tended to do more revision when they attended holiday classes.
5.2.3. Strategies schools adopted to offer remedial classes in secondary schools
In finding strategies schools adopted to offer remedial classes in secondary schools. From statistical results, respondents believed that all strategies schools adopted to offer remedial classes in secondary schools were appropriate in secondary schools in Soroti Municipality. These are indicated with their percentage scores which included school teaching environment support to remedial teaching (34.B°c), school policy on homework 22.8° school teaching environment support to remedial teaching, parents strictly checking homework (18.9°o). peer academic support in this school(15.4°o) and parents keeping in close contact with teachers to provide appropriate guidance to develop the student potentials(8.1%).
As an important strategy for remedial classes improving on school climate to support remedial teaching is a factor for positive learning (Loukas et al., 2006). Better physical order is absolutely necessary for an improved learning climate (Cohen, 2006). Sousa (1995) indicates that children learn the most at making the best use of the class period because at that time students are most receptive. According to Nava (2011) school climate that exhibits the
28 characteristic of nurturance that helps students feel appreciated by adults in the school. Ideally it helps to maintain students’ attention and interest in learning and facilitates the achievement of teaching aims. In this way, the teaching environment should be designed to support remedial teaching and group activities. Nyarko & Vorgelegt, (2007); Topor, Keane, Shelton, & Calkins (2010) suggested that schools liaise closely with parents in order to help students with learning difficulties especially ensuring completion of homework.
5.3. Conclusion
This study sought to establish the effects of a ban on holiday teaching on academic performance in secondary schools in Soroti Municipality. The researcher analyzed three research questions. The study established that abolishing holiday teaching had no negative effect on learning. Holiday teaching was stressful; most students had little interest in it and could fatigue them. The study established that holiday teaching was a strategy to cover syllabus and a strategy for remedial classes to weak students especially candidates towards national examinations. The study established that some schools have continued with the holiday teaching practice despite government declaring it illegal. However, it was established that schools had put in place strategies to offer remedial classes in secondary schools which included strict homework policy and peer academic support.
5.4. Recommendations
Based on the findings of this study, the following recommendations were made.
5.4.1. Effect of abolishing holiday teaching on Academic Performance
The MoE&S should strengthen its surveillance team to prevent the practice since it is stressful and fatigues both teachers and students.
5.4.2. Students’ perception of the ban on holiday teaching practice
The study recommends that government through the MoE&S strongly and impartially enforces the policy on holiday teaching practice in all secondary schools in Soroti Municipality.
5.4. 3. Strategies schools adopted to offer remedial classes in secondary schools
It was established that the MoE&S gives a circular to head teachers identifying general strategies for remedial classes for all schools to observe in the teaching time and the District
29 inspectors of schools ensure that they are adhered to. The study recommends that there is need to reduce syllabus content to manageable levels.
5.5. Area of further research
This research studied the effects of ban on holiday teaching on academic performance in secondary schools in Soroti Municipality. However, implementation of the ban holiday teaching has not been successful despite government continuously indicating that it is illegal. Therefore, there is need to carry out a study to find out why the ban on holiday teaching has not been successfully implemented in all both private and public primary and secondary schools in Uganda.
30 REFERENCES Anusha Krishnan, (2017). Could weekly exams help students learn better? https://indiabioscience. org/n ews/201 7/could-weeklv-exams-help-students-learn-better viewed (13/4/16) Bray, M. (2003a). Adverse effects ofprivate supplementary tutoring: Dimensions, implications and government responses. Comparative Education Research Centre; University of Hong Kong. Cochran, W. G., (1963). Sampling Techniques, 2”’~ Ed., New York: John Wiley and Sons, Inc. Epstein, Mark J & Kristi Yuthas (2012). Redefining Education in the Developing World https://ssir org/articles/entrv/redefining education in the developing worldviewed (2/4/16) Hallack, J. & Poisson, M.(2007). Corrupt schools, corrupt universities: What can be done? Paris: IJEP-UNESCO. Kerry Guy, (2011). Education is an inherent birth right but does the education system have it right KSSHA, (2012). Ban on holiday tuition: the pros and cons of the extra push for better grades in education. National Conference in Nairobi, August, 15, 2012. Makworo, G.W (2012). How can teachers teach effectively without extra tuition? Kenyatta University Mboi, P. & Nyambedha, E.(2013). Implications of extra tuition in primary schools on pupils’ social life in Kisumu Municipality, Western Kenya. International Journal of Education & Research, Vol, 1.Noli pg 6-7 Mugenda and Mugenda (1999). Research Methods: Quantitative and Qualitative approaches ir-library. ku. ac. ke/handle/1 23456789/8328 ~jj~j~l(2/3/1 6) https://soulfulsaver.wordpress.com/.../education-is—an-inherent-birth-right-but-does th. .. viewed (2/3/16~ Nafula Annah, (2016). Teachers arrested for Conducting Holiday Studies http://capitalradio.co.ug/teachers-arrested-conducting-holidav-studies/viewed (11/4/16) Ngwomoya, Amos (2016). KCCA closes school over holiday teaching http://aflafrica.com/stories/201606030608.htm1viewed (13/4/16) Nyako, 1<., & Vorgelegt, V. (2007). Parental involvement: A sine qua non in adolescents’ educational achievement. Ludwig-Maximilians University. Retrieved from http ://edoc. Nyarko, K. (2011). Parental school involvement: The case of Ghana. Journal of Emerging trends in Educational Research and Policy Studies, 2(5), 378-38 1.
31 Omollo, Kevin and Okurnu Rhoda (2016). Teachers arrested in crackdown on illegal holiday tuition viewed) Perse School, (2017). Could Changing School Holidays Improve Educational Attainment? hit ~ attainment/viewed (2/3/16) Sarah Knowles, (2012). Should your child’s friends influence your school choice? http://www.gettherightschool.co. uk/should-vour-childs-friends-influence-vour-school Choice.htmlviewed (13/4/16) Sharp, C., Keys, W. & Benefield, P. (2001) Homework: A review of recent research. Slough: NFER. Ssenyonga, Andrew (2015).Schools Face Closure over Holiday Teaching http://www.newvision.co.ug/new vision/news/i 324857/schools-closure-holiday-teaching ~/3/16~ Topor, D. R., Keane, S. P., Shelton, T. L., & Calkins, S. D. (2010). Parental involvement and Student academic performance: A multiple meditational analysis. Journal of Prey-Interview Community, 38(3), 183- 197.ub.uni-muenchen.de/8384/1/Nyarko_Kingsley.pdf
32 APPENDEX I
QUESTIONNAIRE FOR TEACHERS
Dear respondent,
I am a student at Kampala International University carrying out a research on; Effects of a ban on holiday teaching on academic performance in secondary schools in Soroti Municipality. I kindly request you to respond to this questionnaire individually after carefully reading through it. You are requested to give sincere information to the questions as this information will be handled with confidentiality.
Section A: Background Information of the Respondent
1. What is your gender?
Male Female
2. What is your age category?
18 —30 31 -40 41-50 51 & above
Section B: Effect of abolishing holiday teaching on Academic Performance
In these sections, use the scale provided to tick a number that best describes your opinion
5 Strongly Agree (SA) 4 = Agree (A) 3 Not Sure (N) 2 = Disagree (D) 1 Strongly Disagree (SD)
No Statement SA A ~
S 42T1
1 Abolishing holiday teaching important —
2. Abolishing holiday teaching has no negative effect on learning —
3. Holiday teaching denies children a chance to learn basic skills —
4. Holiday teaching is stressful — 5 Most students have little interest in holiday teaching 6 Students become fatigued with holiday teaching
33 Section C: Students’ perception of the ban on holiday teaching practice
No Statement SA A NS D S ~ D 5 ~ 1 Holiday teaching is held in this school 2 There is serious teaching during holidays
3 Students do more revision when they attend class during holidays — 4 Students who attend class during holidays perform better
5 Holiday teaching provides more time for syllabus coverage 6 Both teachers and students support holiday teaching in this school 7 Both teachers and students get without holiday teaching.
Section D: Strategies schools adopted to offer remedial classes in secondary schools —
Statement SA A D SD~ 5 43 21
I The school teaching environment supports remedial teaching —______2 My parents strictly check to see if I have done homework.
3~ This school is veiy serious on student homework 4 Parents of this school keep in close contact with teachers to provide appropriate guidance to develop the student potentials.
5 There is peer academic support in this school
Thank You for Your Time and Responses
APPENDEX II
QUESTIONNAIRE FOR STUDENTS
Dear respondent,
34 I am a student Kampala International University carrying out a research on; Effects of a ban on holiday teaching on academic performance in secondary schools in Soroti Municipality. I kindly request you to respond to this questionnaire individually after carefully reading through it. You are requested to give sincere information to the questions as this information will be handled with confidentiality.
Section A: Background Information of the Respondent
1. What is your gender?
Male Female
2. What is your age category?
18—30 31-40 41-50 51&above
Section B: Effect of abolishing holiday teaching on Academic Performance
In these sections, use the scale provided to tick a number that best describes your opinion
5 Strongly Agree (SA) 4 = Agree (A) 3 = Not Sure (N) 2 = Disagree (D) 1= Strongly Disagree (SD)
No Statement SA NS S
5 4 3 2 1 i~ Abolishing holiday teaching important 2. Abolishing holiday achin has no ne°ative effect on learning 3. Holiday teaching denies children a chance to learn basic skills
Holiday teaching is stressful H5 Most students have little interest in holiday teaching — — 6 Students become fatigued with holiday teaching
Section C: Students’ perception of the ban on holiday teaching practice
No Statement SA A NS D S D 5 4 3 2 1
35 1 Holiday teaching is held in this school
2 There is serious teaching during holidays
3 Students do more revision when they attend class during holidays
4~ Students who attend class during holidays perform better —
5 Holiday teaching provides more time for syllabus coverage
6 Both teachers and students support holiday teaching in this school
7 Both teachers and students get without holiday teaching.
Section D: Strategies schools adopted to offer remedial classes in secondary schools
Statement SA A NS D SD
5 43 21
1 The school teaching environment supports remedial teaching 2 My parents strictly check to see if I have done homework.
3 This school is very serious on student homework 4 Parents of this school keep in close contact with teachers to provide
[ appropriate guidance to develop the student potentials. ~ 5 There is peer academic support in this school
Thank You for Your Time and Responses
APPENDEX III
INTERVIEW GUIDE FOR HEAD TEACHERS
Section A: Effects of ban on holiday teaching on academic performance
1) According to you what does a ban on holiday teaching intend to achieve?
36 2) How has a ban on holiday teaching affected academic performance in secondary schools in Soroti Municipality?
Section B: Students’ perception of the ban on holiday teaching practice
1. In your opinion, how do teachers cover the syllabus?
2. How does the school make better use of the holiday time?
Section C: Strategies schools adopted to offer remedial classes
1. In your opinion, what strategies have schools adopted after the ban on holiday teaching to offer remedial classes in secondary schools in Soroti Municipality.?
Thank You for Your Time and Responses
APPEDIX IV
BUDGET
The study is estimated to cost 340,000/ arrived at as follows
37 ITEM Cost(Ugshs)
Stationary and other related 100,000
Transport 80,000
Communication 20,000 photocopy 50,000
Typesetting and binding 30,000
Internet 15,000
Subsistence 25,000
Miscellaneous 20,000
Total 340,000
38