Professional Documents
Culture Documents
APRIL 2010
DECLARATION
Sign: ……………………………………………………
Date: ……………………………….
i
APPROVAL
This dissertation has been written under our supervision and has
University Supervisors.
……………………………………………….
Date: ……………………………………….
……………………………………………….
Date: ……………………………………….
ii
DEDICATION
iii
ACKNOWLEDGEMENT
Above all, the Almighty God receives the highest appreciation and
recognize all their contributions, which have enabled this study attain
Dr. B. Ezati, Dr. Mugimu and Dr. Sentongo. I say thank you very
much for sparing time to read through the draft of the proposal and
iv
I similarly thank Fr. John Bosco Ssebwalunnyo who lectured me
for granting me study leave. I must not fail to thank the office of the
Local Council Three – Paidha Town Council and all the Headteachers –
Paidha Town Council who gave me time and permission to carry out
data collection. I also thank them for their cooperation. Special thanks
your moral, spiritual and intellectual support. Thank you very much.
v
I fully acknowledge the patience, tolerance and understanding of my
Mildred, Jane and Divine (daughters). These people had to put up with
vi
TABLE OF CONTENTS
Page
Declaration … … … … … … … … … i
Approval … … … … … … … … … ii
Dedication … … … … … … … … … iii
Acknowledgement … … … … … … … iv
List of tables … … … … … … … … x
Abstract … … … … … … … … xiii
1.0 Introduction … … … … … … … … 1
1.1 Background … … … … … … … … 1
1.3 Purpose … … … … … … … … 12
1.4 Objectives … … … … … … … 12
1.6 Hypotheses … … … … … … … … 13
1.7 Scope … … … … … … … … 13
1.8 Significance … … … … … … … … 14
2.0 Introduction … … … … … … … … 16
vii
2.2 Conceptual Framework … … … … … … 18
3.0 Introduction … … … … … … … … 26
3.1 Design … … … … … … … … 26
3.2 Population … … … … … … … … 26
3.5 Instruments … … … … … … … … 30
3.6 Validity … … … … … … … … … 31
3.7 Reliability … … … … … … … … 32
3.8 Procedure … … … … … … … … 33
INTERPRETATION… … … … … 36
4.0 Introduction … … … … … … … … 36
viii
CHAPTER FIVE: DISCUSSION, CONCLUSIONS AND
RECOMMENDATIONS … … … … 60
5.1 Discussion …. … … … … … … 60
REFERENCES … … … … … … … … 63
ix
LIST OF TABLES
2004 – 2007 … … … … … … … 7
activities … … … … … … … 43
activities index … … … … … … 43
index … … … … … … … … 44
x
Table 4.14: Descriptive statistics and ANOVA results in how pupils’
parents … … … … … … … 49
index … … … … … … … … 50
index … … … … … … … … 54
status … … … … … … … … 57
index … … … … … … … … 57
xi
LIST OF FIGURES
xii
ABSTRACT
because in the past five years, pupils’ performance in the schools has
and 276 pupils (Primary Six and Seven) from the eight schools
xiii
namely questionnaires, interviews, observation and nominal group
discussion.
two, that there was no relationship between family income and pupils’
but level of family income and parents’ marital status had nothing to
xiv
CHAPTER ONE
INTRODUCTION
1.0 Introduction
1.1 Background
dimensions.
realize that pupils are the heart of educational process and that
schooling in many countries and parents come in for the share of the
garden and other domestic work. This makes pupils have limited time
with their teachers and no time for revision, therefore, affecting their
performance.
1
The Uganda Primary School Curriculum (1999) clearly spells out what
Primary Education is. It also spells out the broad aims and objectives
schools. He further pointed out that the home and the school should
above studies, none had been done in Paidha Town Council primary
2
due to its conducive geographical background. Skinner (1945) advised
Could this be true with the case of parents and pupils of Paidha Town
has been done in Paidha Town on the same therefore it has left a gap
of study.
3
further emphasizes the importance of motivation, involvement in
higher the status of a family, the more likely it motivates its children
to learn and perform better. Skinner (1945) advised that for proper
education cycle. The scores and grades that each pupil obtains
measure the degree of achievement. The quality of the grade and the
1990).
4
1.1.4 Contextual Perspective
aided and one private school (District Education office, Nebbi, 2008).
the schools has been deteriorating. While a few pupils excel in their
years, failure rates have been on the increase. Other than pupils’
Mvugu Lower, Nguthe and Cana primary schools and one privately
5
School and another privately owned called Charity College. There are
Triget and Our Lady of Charity nursery schools. Despite this, pupils’
low over the years as illustrated in Tale 1. The low performance has
Congo and east, west and north by Paidha Sub-county. The Town
Council has hilly relief and has pleasant climate with a mean annual
most fertile and productive soils within the tropic. The Town Council
is a source of food for the district and other neighbouring districts like
Arua, Gulu, Masindi and Koboko due to plentiful food crops. Majority
than 80% of the revenue income which the Town Council rely on.
6
Table 1: Primary Schools past results in Paidha Town Council
Oturgang D1 D2 D3 D4 DX DU D1 D2 D3 D4 DX DU
Boys’
2004 14 36 0 1 4 0 10 49 56 7 5 5
2005 10 42 2 0 1 0 11 52 42 14 4 3
2006 28 15 0 0 0 0 6 64 25 38 8 12
2007 14 28 0 0 0 0 3 28 47 58 6 26
Mvugu Lower D1 D2 D3 D4 DX DU D1 D2 D3 D4 DX DU
2004 1 25 12 11 2 7 2 20 8 20 2 10
2005 0 17 22 7 10 5 6 13 4 22 0 13
2006 1 25 23 15 8 6 0 4 1 8 2 29
2007 2 29 18 5 7 6 2 8 5 34 2 38
Total 4 96 75 38 27 24 10 45 18 84 6 90
Mvugu Upper D1 D2 D3 D4 DX DU D1 D2 D3 D4 DX DU
2004 0 11 13 11 1 12 2 10 15 30 10 28
2005 0 10 16 15 9 12 0 24 14 29 31 25
2006 0 25 15 6 6 4 1 24 14 40 10 16
2007 0 14 14 7 6 8 2 26 16 20 24 14
Total 0 60 58 39 22 36 5 84 59 119 75 83
7
Year School Primary 7 Primary 6
Paidha D1 D2 D3 D4 DX DU D1 D2 D3 D4 DX DU
Demonstration
2004 6 63 9 7 4 3 4 28 25 15 0 14
2005 0 57 19 16 3 2 2 24 23 29 6 2
2006 1 60 12 5 4 1 1 14 24 48 0 32
2007 1 42 6 0 0 0 1 12 15 50 0 0
Paidha Model D1 D2 D3 D4 DX DU D1 D2 D3 D4 DX DU
2004 14 18 0 0 1 0 20 36 2 7 0 1
2005 16 29 5 7 1 0 16 29 5 7 0 1
2006 5 35 2 0 1 0 16 28 39 14 1 12
2007 22 25 0 0 1 0 2 16 25 19 0 12
Oturgang Girls D1 D2 D3 D4 DX DU D1 D2 D3 D4 DX DU
2004 0 22 4 2 0 1 3 14 15 25 7 9
2005 0 22 9 0 0 4 2 15 9 34 1 10
2006 2 26 1 1 0 1 1 20 10 18 6 7
2007 1 30 5 2 0 3 3 18 11 17 8 6
Total 3 100 19 5 0 9 9 67 45 94 22 32
8
Year School Primary 7 Primary 6
Nguthe D1 D2 D3 D4 DX DU D1 D2 D3 D4 DX DU
2004 0 7 20 15 3 8 0 8 10 20 6 8
2005 0 5 23 14 2 5 0 6 21 10 3 8
2006 0 4 20 9 1 7 0 5 22 15 2 10
2007 0 6 27 10 2 6 0 4 13 18 5 12
Total 0 22 90 48 8 26 0 23 66 63 16 38
2004 0 2 26 10 6 8
2005 0 0 34 9 4 19
2006 0 3 30 11 11 7
2007 0 0 5 38 13 10
Total 0 5 95 68 34 44
offices.
The above table shows that over the period of decade, Oturgang Boys’
Six were: 54 Division 1, 109 Division 2 and 71 Division the rest were
9
also in Division 4 and Division U. The total number of pupils who
qualified from all the eight primary schools were: Primary Seven
pupils who got Division One in the whole schools were 138, Division
two were 728 and Division Three were 374, the rest were in Division 4
and U. Primary Six who got Division 1 from the eight schools were
115, 529 Division Two and 762 Division Three. The table further
low, as the statistic shows. These could be affected by, among other
factors, the quality of the pupils admitted into the primary schools
10
refers to teachers management of time (Shalaway, 2001), student
learners so that they can properly serve the society according to their
The learning process must be guided and controlled; and the learning
whatever they do. Given this role, Government has deliberately made
11
the elements of: Level of education of parents, level of family income
and parents’ marital status and pupils’ performance in the said area.
1.3 Purpose
1.4 Objectives
12
2. To what extent does family income influence performance of
1.6 Hypotheses
Council.
Council.
1.7 Scope
primary schools, one of which is private and the rest of the seven are
13
performance in Primary Leaving Examinations. The respondents in
1.8 Significance
and pupils identify their areas of strength and weaknesses and make
would also help pupils think of their own learning and redirect their
and politicians see, recognize and appreciate the need for motivation
14
performance. Lastly, the study was expected to add to the existing
similar studies. It would also help future researchers who have the
quest for improving education for all the learners in primary schools
15
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
children as observed by Obanya and Ezewu (1988) that the higher the
status of a family the more likely it motivates its children to learn and
their parents.
aspects of life and have high moral reasoning and good performance.
kind of schools the child will attend. She defined income as money
16
for work or returns on investment. She defines family income as the
17
2.2 Conceptual Framework
pupil’s performance.
18
The framework in Figure 2.1 suggests that the independent variable is
that students acquire (Ferguson 1990). This includes daily class work,
activities which involve games and sports, music dance and drama,
and debating.
school
some end or goal in life. It deals with preparing the right type of
19
spiritually so as to develop harmoniously within themselves and
in most cases at the age of five to six. Ezewu (1998) pointed out that
children who join primary schools at early age also complete their
perform better in all subjects. These parents are concerned over their
them. They send their children to the best nursery and primary
20
According to Sentamu (2003), the educational attainment of parents
schools are near in kind to the ones their parents attended. This tends
Maani (1990) and Mugisha (1991) who both attempted to analyze the
21
children to value and actively engage in receiving education. In a
that the higher the levels of education of parents, the more likely it
schools
Income means money received over a certain period of time, which can
from poor home background usually suffer from serious diseases that
22
better in many aspects of life and have high moral reasoning and
found that family income was the determinant of the kind of a school
a child attends. This was in congruence with what Combs (1985) had
academically better.
wife (Oxford Advanced Learners’ Dictionary 1994). This state has both
23
(1995:11) observed that polygamous and extended families where
hence affects their performance both in school and at home. The fact
that no study has been carried out in the said schools has left a gap
Baron and others (1991), Mbuti (1969) and Malaga (1981) pointed out
that marriage is a bond that unites two families, two clans, even more,
a bond that introduces families into another. One the full contract of
(1989), further said, children from single parent families receive less
24
According to Gentlement and Markowitz (1974) they looked at
(1988), Michael and Sheila (1989) found that level of parents’ marital
on the said problem to find out whether it has its effects on the
25
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter presents the study design, study population, sample and
3.1 Design
the participants. The survey was also preferred because it allowed the
qualitative ideas.
3.2 Population
The study was conducted in all the eight primary schools namely:
26
Mvugu Upper, Mvugu Lower, Nguthe and Cana primary schools. The
parents and 1429 pupils of primary six and seven. The total
headteachers’ offices.
Nguthe Primary
Primary
Demonstration
Oturgang Boys
Oturgang Girls
Paidha Model
Mvugu Lower
Mvugu Upper
Schools
Paidha
School
School
Total
Cana
Primary Six 120 124 112 188 134 96 64 58 896
Primary 58 60 98 66 67 79 55 50 533
Seven
Total 178 184 210 254 201 175 119 108 1429
27
3.3 Sample and Sampling Techniques
Note: R.V. Krejcie and D.W. Morgan (1970) Determining Sample Size
teachers because they were few and were the experts in the education
was 164. Parents and pupils were also purposively selected because
the researcher believed that they were the right people who could give
the right information about the pupils and parents. The researcher
had in mind that they had information she required (Amia, 2005:142).
and 567 parents that made up the total of 2,160 from eight primary
schools only 404 respondents were sampled to reduce cost, time and
effort. The sampling was done in such a way that different categories
28
of respondents were represented in the sample. The sample was large
nominal group discussion were the methods used to collect data from
respondents, cost and the nature of the topic which had both
were also preferred because they were easy to fill by the participants.
objective and were fairly easy to make frequent counts and it was the
29
3.5 Instruments
group discussion.
3.5.1 Questionnaires
number of respondents, costs and the nature of the topic, which had
3.5.2 Interviews
30
Town Council. Interviews were preferred because they allowed
results and end of year results were also consulted and thoroughly
that the finding be in agreement with that of the group (Amia 2005).
3.6 Validity
instruments that had the ability to obtain the expected relevant data.
31
Headteachers, teachers and parents were interviewed to obtain data
4.2
The CVI for the questionnaires for pupils was 0.7 which was
6
3.7 Reliability
that answered to the objectives of the study. Raw data from the
32
k 1 SDi
2
k 1 SDt2
SD i
2
= the summation, variance for individual items in the
questionnaires.
4.8
The reliability for the questionnaires for pupils was 0.8 , which
6
3.8 Procedure
schools. The raw data obtained were then arranged into a format from
33
3.9 Data Analysis
used:
x = summation of variable x
34
(y)2 = the square of summation of variable y
35
CHAPTER FOUR
4.0 Introduction
Table 4.1 illustrates that out of the total of 276 respondents, the male
students had the highest representation of about 53% and the female
(2007) female pupils slightly outnumber the male pupils. The highest
36
number of male respondents would mean that there might have been
Percentage
aged above 14 years and the least number of respondents (less than
age groups are more honest than those of 13 years and above 14 years
those above 14 and those below 13 years old or they might be more
cooperative.
37
4.1.3 Respondents by class
from Primary Seven (over 51%) followed by Primary Six pupils (about
49%). This could be that primary Seven were more cooperative than
38
Table 4.4: Respondents by school
Nguthe 27 9.8
Cana 26 9.4
Boys and Oturgang Girls primary schools (about 15%) each. Cana
Primary School came last with (over 9.4%). Actually, Mvugu Upper
that came fifth has the highest enrolments in the Ton Council.
39
Table 4.5: Respondents by Responsibility
Prefect 54 19.6
those pupils who did not hold any responsibility in school activities
themselves.
performance in daily class work, weekly tests, end of term and end of
year examinations. The scale used had a one representing “poor”, two
40
representing “fair”, three representing “good” and four representing
Performance Deviation
Table 4.6 suggests that pupils performed highest in daily class work,
in Table 4.7.
41
Table 4.7: Descriptive statistics on academic performance index
Deviation
performance, the two indices Academic (from Table 4.6) and Co-
42
Table 4.8: Descriptive statistics on performance in co-curricular
activities
was fairly good (all means between 2.5 and 3). To get an overall
activities index
performance, the two indices, Academic (from Table 4.6) and Co-
43
Table 4.10: Descriptive statistics on overall pupils’ performance
and Co-curricular (from Table 4.8) were aggregated into one index,
school respectively.
sex. Table 4.1 shows pertinent descriptive statistics and T-test results.
Deviation
44
Means in Table 4.11 suggest that males were better than females at
of significance.
results.
deviation
scoring highest, followed by age group “13 – 14 years” and age group
45
consider the F-value of 3.285 with its significant value of 0.039 which
is less than alpha 0.05, leading to the conclusion that there were
level of significance.
class. Table 4.13 shows descriptive statistics and T-test results there
of.
deviation
Means in Table 4.13 suggest that Primary Seven were better than
of -3.77 and its calculated sig value .000 which is less than 0.01.
46
4.3.4 Variation of Pupils’ Performance with School
there-of.
deviation
Demonstration
and Cana primary School scoring the lowest. To confirm whether the
significance.
47
4.3.5 Variation of pupils’ performance with responsibility at
school
results.
deviation
48
4.4 Verification of Hypotheses
deviation
between Primary and Secondary levels (means about 2.5). Table 4.16
49
those of their mothers. To get an overall picture of how pupils rated
the level of their parents’ education, all items in Table 4.16 were
index
deviation
in Table 4.18.
50
Table 4.18: Pearson Product Moment Correlation for level of
Pupils’ Parents’
performance education
value = .000 which was less than alpha = 0.01 implies that pupils’
leavers who are not very concerned about the performance of their
51
children late to schools at the age of eight or nine years instead of six.
Paidha Town Council are not concerned about the education of their
children, especially the education of the girls. She revealed that most
girls who listen to their mothers and stay at home to help them with
domestic work.
these parents is not only seen in the way they handle their children’s
among parents and teachers because parents are not concerned even
about the discipline of their children; instead they blame the teachers
52
proposed for serious sensitization of parents if performance in these
those who did not attend schools are 6 percent (own finding).
The hypothesis was to the effect that “level of family income has
Guardian, whose level of income was scaled using a Likert scale where
deviation
53
The means in Table 4.19 illustrate that the level of family income of
parents were between low and middle (means about 1.5). Table 4.19
further illustrates that pupils rated the level of family income of their
lowest in that order. To get n overall picture of how pupils rated the
level of their parents’ income all items in Table 4.19 were aggregated
4.20.
index
deviation
in Table 4.21.
54
Table 4.21: Pearson Product Moment correlation for level of
Performance Parents’
income
value .074, which is greater than alpha 0.05 however implied that
and women who can afford paying the school fees of their children.
They are able to support their children in both academic and co-
55
all the curricular activities held at schools. One headteacher observed
that the majority of the parents are able to afford scholastic materials.
He added that parents are supportive and are able to provide basic
petty trade which result into their poor performance. They emphasized
that parents are financially okay only that some of them have resorted
the study area get the highest income from coffee sales that make
Guardian and marital status was scaled using a Likert scale where
56
one represented “Divorced”; two represented “Widowed”; three
status
The means in Table 4.22 suggest that the level of parents’ marital
status parents were between single and married (means between 1.5
and 2.5). To get an overall picture of how pupils rated the level of their
parents’ marital status all items in Table 4.22 were aggregated into
in Table 4.23.
57
status and performance) were correlated using Pearson co-relation co-
Pupils’ Parents’
58
it has encouraged majority of the pupils to be God-fearing. In fact,
some headteachers and teachers revealed that parents who are stable
perform far better than children from single and divorce families. One
are stable in their marriages are the parents who regularly visit
Three and ten Council officials who are also parents reveal that
majority of parents in the Town Council are Christians who are stable
Table 4.24.
59
CHAPTER FIVE
5.0 Introduction
The fourth Section puts forward possible areas for further research.
5.1 Discussion
The first objective of this study was to investigate the influence of level
schools.
60
1.1.2 Level of family income and pupils’ performance at school
schools. This could be to the fact that most parents in the study area
generally have equal income. They are equally poor or rich, thus the
Sheila (1989) and Peny (2001) which found that level of parents’
marital status.
61
5.2 Conclusions
drawn:
5.3 Recommendations
The results of this research revealed that family income and parents’
62
REFERENCES
Publishers.
http://www.pubmedcentral.nib.gov/article.fcgartid.
Group Ltd.
63
Ferguson, R. F. (1990). Racial Patterns on How School and
Foundation.
Kampala, Uganda.
Sage Publications.
Massachusetts.
64
Maicibi, N. A. (2005). Pertinent issues in Management: Human
Kampala, Uganda.
UK Ltd.
65
Penny, M. (2001). Understanding Children’s Challenging
Prentice Hall.
Publishers Ltd.
Education Journal, 4.
66
APPENDIX A
Dear respondent,
the questionnaire. All your responses will be kept confidential and for
Thank you.
Yours sincerely,
Researcher.
67
Section A: Background Information
about yourself as the case may be. Tick your appropriate choice in
boxes provided.
For the following sub-sections, use the rating scale below to supply
appropriate facts about your parents’ status. Tick on the digit that
4. Above secondary
4. Above secondary
4. Above secondary
68
2.2 Mother: 1. Low 2. Middle 3. High
Please tick () the number of the correct response that you feel is
2.2 Music, Dance and Drama: 1. Poor 2. Fair 3. Good 4. Very good
69
APPENDIX B
……………………………………………………………………………………….
4. What is your opinion about the level of income of the majority of the
……………………………………………………………………………………….
school. ……………………………………………………………………………..
7. What influence does the marital status of the parents have on the
……………………………………………………………………………………….
70
Section C.1: Academic Performance
……………………………………………………………………………………….
9. What do you think are some of the factors that have led to the
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
your school?
(i) …………………………………………………………………..………………
(ii) …………………………………………………………………….……………
(iii) …………………………………………………………………………………
71
APPENDIX C
(i) …………………………………………………………………..………………
(ii) …………………………………………………………………….……………
(iii) …………………………………………………………………………………
………………………………………………………………………………………
5. How does your income level compare with that of other parents in
………………………………………………………………………………………
3. Divorced 4. Widowed
8. Do you stay together wit your wife(s) and children? If no, why?
………………………………………………………………………………………
72
9. Who do you think is responsible for the improvement of pupils’
………………………………………………………………………………………
10. What do you think are some of the major problems that hinder
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(i) ………………………………………………………………..…………………
(ii) …………………………………………………………………….……………
(iii) …………………………………………………………………………………
73
APPENDIX D
5. What is your view about the level of education of the majority of the
7. What is your opinion about the level of income of the majority of the
their children?
74
Section B.3: Parents’ marital status
school.
10. What influence does the marital status of parents have on the
11. What is your view about the performance of pupils in your school?
12. What do you think are some of the factors that have led to the
school?
(i) …………………………………………………………………………….
(ii) …………………………………………………………………………….
(iii) …………………………………………………………………………….
75
APPENDIX E
(iv) …………………………………………………………………………….
(v) …………………………………………………………………………….
(vi) …………………………………………………………………………….
4. What are some of the problems that affect your economic activities?
Section B.3
76
7. Do you stay together with your family members? If no, why?
performance in schools?
(i) …………………………………………………………………………….
(ii) …………………………………………………………………………….
(iii) …………………………………………………………………………….
77