The Effects of Learners' Transfer On The Academic Performance

THE EFFECTS OF LEARNERS’ TRANSFER ON THE ACADEMIC PERFORMANCE
IN SECONDARY SCHOOLS IN ITULA SUB-COUNTY, OBONGI DISTRICT
BY
JANSUK DICKSON TABAN
J18/ASC/BED/110
A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF BACHELOR DEGREE IN EDUDCATION OF
UGANDA CHRISTIAN UNIVERSITY
JANUARY 2020
DECLARATION
I Jansuk Dickson Taban of Uganda Christian University do hereby declare that this Research
Report is my own original work and has never been presented to any university for award of
Bachelor Degree in Education.
Sign: ………………………………
Jansuk Dickson Taban
(Student)
Date: …………………………….
i
APPROVAL SHEET
This research report of Jansuk Dickson Taban has been carried out under my supervision and it
is now ready for submission for partial fulfillment of the requirements for the award of Bachelor
Degree in Education of Uganda Christian University.
Sign: ………………………………………
(Supervisor)
Date: ………………………………………
ii
DEDICATION
This research is at utmost dedicated to almighty God for the gift of life, knowledge, wisdom,
protection and countless blessing he gave me. Not forgetting his divine love and mercy to enables
me counter many challenges throughout my way and accomplishing my task.
Secondly, I would like to appreciate my wife Margret kakule for the love, comfort and support she
had given me in all my endeavor to reach this level of my work. The same appreciations go to my
beloved children Poni Judith, Fiona Juru and Duku Philip for their tolerance, patience and
calmness while I struggle as they keep wishing me success in my research work.
Thirdly, I congratulate my parents; Rev. Jame Charles Duku popularly known as ‘TOKUUM’, my
mother Jesilen Pita for the love, care, guidance and protection they have done to me. They tirelessly
and wholeheartedly lived and worked together to raise me to whom I am today. May God bless
and restored their strength as they continue supporting me and my siblings.
Lastly I applaud the head teacher Palorinya secondary school Mr. KenyiKidhia Francis, Mr.
Kajokaya Charles Boniface the director of studies for their encouragements and support which
they have extended to me.to reach this level and do complete my research work.
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ACKNOWLEDGEMENT
With great pleasure and gratitude I would like to thank Almighty God who has enabled and given
me the strength, power and good health to successfully complete this research.
I thank the management of Uganda Christian University for the Technical and professional support
given to me during my period of studies at the College.
I am indebted to my Research Supervisor for his great support and guidance given to me while
preparing this research work.
Finally, my thanks go to my colleagues whose names have not been mentioned herein but
contributed and rendered me support in one way or the other. May the Almighty God bless them
abundantly?
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LIST OF ABBREVIATIONS AND ACRONYMS
BPT: Basic Principles of Teaching
DEO: District Education Officer
MOES: Ministry of Education and Sports
NELS: National Education Longitudinal Study
NPE: National Policy on Education
PDE: Provincial Director of Education
S.S: Secondary School
U.S: United States
UCU: Uganda Christian University
v
TABLE OF CONTENTS
DECLARATION............................................................................................................................ i
APPROVAL SHEET .................................................................................................................... ii
DEDICATION.............................................................................................................................. iii
ACKNOWLEDGEMENT ........................................................................................................... iv
LIST OF ABBREVIATIONS AND ACRONYMS .................................................................... v
LIST OF TABLES ....................................................................................................................... ix
LIST OF FIGURES ...................................................................................................................... x
ABSTRACT .................................................................................................................................. xi
CHAPTER ONE: .......................................................................................................................... 1
1.0 INTRODUCTION................................................................................................................... 1
1.1 BACKGROUND OF THE STUDY ............................................................................................. 1
1.1.1Historical background ................................................................................................................... 1
1.1.2Theoretical Perspective ................................................................................................................. 3
1.1.3Conceptual Perspective ................................................................................................................. 4
1.1.4 Contextual perspective ................................................................................................................. 5
1.2 STATEMENT OF THE PROBLEM ............................................................................................ 5
1.3 PURPOSE OF THE STUDY ........................................................................................................ 6
1.4 OBJECTIVES OF THE STUDY .................................................................................................. 6
1.5 RESEARCH QUESTIONS................................................................................................................. 6
1.6 SCOPE OF THE STUDY ................................................................................................................... 7
1.6.1 Geographical scope ...................................................................................................................... 7
1.6.2 Content scope ............................................................................................................................... 7
1.6.3 Time scope ................................................................................................................................... 7
1.7 SIGNIFICANCE OF THE STUDY .................................................................................................... 7
1.8 LIMITATIONS ................................................................................................................................... 8
1.9 DEFINITIONS OF OPERATIONAL TERMS .................................................................................. 8
CHAPTER TWO ........................................................................................................................ 10
LITERATURE REVIEW ....................................................................................................................... 10
2.0 INTRODUCTION ............................................................................................................................ 10
2.1 REASONS WHY STUDENTS TRANSFER FROM ONE SCHOOL TO ANOTHER. ............. 10
2.2 EFFECTS OF STUDENTS TRANSFER ON THEIR EDUCATION (LEARNING). ................ 12
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2.3 POSSIBLE INTERVENTIONS TO MINIMIZE CASES OF STUDENTS’ TRANSFER IN
SECONDARY SCHOOLS ................................................................................................................. 14
CHAPTER THREE .................................................................................................................... 16
RESEARCH METHODOLOGY ............................................................................................................ 16
3.0 INTRODUCTION ............................................................................................................................ 16
3.1 RESEARCH DESIGN .................................................................................................................. 16
3.2 THE STUDY LOCATION ........................................................................................................... 16
3:3 TARGET POPULATIONS .......................................................................................................... 16
3:4 SAMPLE SIZE AND SAMPLING TECHNIQUES .................................................................... 17
3.5 SOURCES OF DATA .................................................................................................................. 17
3.6 DATA COLLECTION INSTRUMENTS..................................................................................... 18
3.7 DATA QUALITY CONTROL ..................................................................................................... 19
3.8 PROCEDURE OF DATA COLLECTION ................................................................................... 19
3.9 DATA PROCESSING AND ANALYSIS .................................................................................... 20
3.10 ETHICAL CONSIDERATIONS ................................................................................................ 20
CHAPTER FOUR ....................................................................................................................... 21
DATA PRESENTATION, INTERPRETATION AND ANALYSIS .................................................... 21
4.0 INTRODUCTION ............................................................................................................................ 21
4.1 DEMOGRAPHIC DATA ............................................................................................................. 21
4.2REASONS WHY STUDENTS TRANSFER FROM ONE SCHOOL TO THE OTHER. ........... 23
4.3 EFFECTS OF STUDENTS TRANSFER ON STUDENTS’ EDUCATION. .............................. 25
4.4 POSSIBLE STRATEGIES TO MINIMIZE CASES OF STUDENTS’ TRANSFERS IN
SECONDARY SCHOOLS. ................................................................................................................ 27
CHAPTER FIVE ........................................................................................................................ 32
DISCUSSION, SUMMARY, CONCLUSION AND RECOMMENDATIONS .................................... 32
5.0 INTRODUCTION ............................................................................................................................ 32
5.1 DISCUSSION ............................................................................................................................... 32
5.2 SUMMARY ...................................................................................................................................... 35
5.2.1 Reasons why students transfer from one school to the other ..................................................... 35
5.2.2 Effects of studentstransfer on students’ education ..................................................................... 35
5.2.3 Possible strategies to minimize cases of students’ transfers in secondary schools .................... 35
5.3 CONCLUSION ................................................................................................................................. 35
5.4 RECOMMENDATIONS .................................................................................................................. 36
vii
REFERENCES ....................................................................................................................................... 36
QUESTIONNAIRE FOR RESPONDENTS .......................................................................................... 38
LETTER OF RECOMMANDATION .................................................................................................... 43
viii
LIST OF TABLES
Table 1: Summary of sample size for the study………………………………………………….17
Table 2: Distribution of respondents’ demographic information………………………………..21
Table 3: Distribution of respondents’ (head teachers’ and teachers’) working experience……...22
Table 4: Distribution of responses on the factors that contribute to cases of transfers among
students in secondary schools……………………………………………………………………24
Table 5: Distribution of responses on the effects of students transfer on their education in

secondary schools………………………………………………………………………………..25
Table 6: Distribution of responses on the possible strategies to minimize cases of students’ transfer
in secondary schools……………………………………………………………………26
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LIST OF FIGURES
Figure 2: Distribution of respondents’ highest academic qualification…………………………...4
Figure 3: Distribution of responses on whether there are cases of students transfers in secondary
schools……………………………………………………………………………………………22
Figure 4: Distribution of responses on the level of students’ transfers in secondary schools…...23
Figure 5: Distribution of responses on respondents’ opinions on whether there is any relationship

between students transfer and academic performance…………………………………………...25
x
ABSTRACT
The study investigated the effects of learners’ transfers on academic performance in secondary
schools in Itula sub county Obongi district. It was focused on the following research objectives:To
identify the reasons that prompt students to transfer into or out of a school; to determine the effects
of student transfers on transferred students' academic performance in secondary schools in Itula
sub county district and to establish possible solutions to minimize cases of students’ transfer in
secondary schools in Itula sub county Obongi district.
The study utilized descriptive survey design to establish the effects of learners’ transfer on
academic performance. The data was obtained fromsixty five (65) respondentscomprisinghead
teachers, class teachers, opinion leaders and students using questionnaires and interview guides.
The case study schools were Idiwa Parents S.S, Luru S.S, Itula S.S, Palorinya S.S, and Kali S.S.
The researcher established the effects of learners’ transfers in secondary schools as; low academic
achievement, high dropout rates, increased indiscipline cases, low syllabus coverage by the
affected students, de-motivation for the affected students and low concentration in studies. The
researcher has therefore, confirmed beyond reasonable doubts that learners’ transfers in secondary
schools in Itula sub county Obongi district has great negative influence on the academic
performance of students.
The researcher has come up the following recommendations to minimize cases of students’
transfers in secondary schools:
 There is need for the schools to create positive, friendly and non-threatening environment
for students to enjoy their studies in secondary schools.
 The government should regulate school fees in secondary schools to cater for all the parents
regardless of their socio-economic status.
 There is need for the school administrators and teachers to use alternative modes (forms)
of punishment to discipline the students and organize guidance and counseling services for
the students.
 School administrators need to involve parents and students in decision making in the affairs
of the school.
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CHAPTER ONE:
1.0 INTRODUCTION
This chapter consists of background of the study, statement of the problem, purpose of the study,
objectives of the study, research questions, significance of the study, scope of the study, limitations
of the study, and operational definition of terms.
1.1 BACKGROUND OF THE STUDY

1.1.1Historical background
Student transfer phenomenon is the practice by some students to move from one school to the other
for reasons other than being promoted from one school level to the next (Ejieh, 2000). Promotional
school changes that occur, say from primary school to secondary school, are part of the academic
program and are planned. The school students’ transfers which are non-promotional in nature are
often disruptive to the learning process. This practice of changing schools, which can take place
in between school years or during the school year, usually result in inconsistency or interruption
in the educational experience of the students involved. A study of California elementary children
who transferred by Rumberger et al (1999) found that students can suffer psychologically, socially
and academically due to such movements. Transferred students must adjust to new academic
standards and expected classroom behavior. Transferred students sometimes get placed in wrong
classes in their schools. But why do some students seem to be adversely affected by changing
schools and others do not? Do the reasons and timing determine how well students adjust in their
new schools?
The reasons for student transfers are many and varied. Discipline problems, socio-economic
factors, academic-related problems, and open-enrolments are some of the factors that have been
identified. In addition, more often than not most students do not join secondary schools of their
choice. The reasons could be rooted in their academic performance or their parents’ economic
abilities. During the course of the secondary school education, some students may decide to go
back to their schools of choice if space and financial ability could allow. This involves changing
schools to fulfill their goals. Whatever the reasons though, Donelly (2002) argued that the issue of
frequent student transfers has been recognized as a serious problem in education.
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The leading cause of student transfers in the U.S is residential mobility. Following a
comprehensive study by federal government in 1996, no child left behind act (NCLB) of 2001
which was supported by the congress and signed by the U.S president recognized student transfers
as a factor in achievement. Under the same act, one of the performance indicators mandated for
schools was to establish relationships between student transfers and school ratings. All U.S public
schools are now accountable to NCLB performance requirements.
According to Douglas (2007), in his empirical study of pupils’ adjustment to secondary schooling
noted that the start of secondary school in itself is a hard time as students struggle to adjust to a
new school with new peers, a more complex social structure and more demanding academic
requirements. Transferring again may exacerbate students’ difficulties in an already difficult time
that is; introducing transfers at a time in which students still experience transition. This culminates
in grave implications on academic outcomes since most of the students’ time is taken up coping
with uncertainty and change. New classrooms, new teachers, new friends, and sometimes new
subjects are issues students are expected to deal with when they decide to transfer. They need to
cope and finally overcome these changes.
The education act in the laws of Uganda states that admission and dismissal of students from one
school to another has to be approved by the District Education Officer (DEO) and the board of
governors. This law is reiterated in the secondary school heads manual which states that the
principals of public secondary schools have the power to fill vacancies in their schools only by
approval of the Provincial Director of Education (PDE) through the DEO. This concerns fresh
form one admissions and transfers from one school to another. Despite the existence of this law, it
is usual for secondary school head teachers especially to entertain a large number of request from
parents to transfer their children from one school to another especially at the beginning of each
school year.
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1.1.2Theoretical Perspective
This study was based on Abraham Maslow's Hierarchy of Needs Motivational Theory. The theory
is often presented as a pyramid with eight levels of needs. It is a motivational theory which argues
that in addition to aiming to meet basic needs, peoplealso seek to meet successively higher needs
resulting in a hierarchy. Abraham Maslow's book Motivation and Personality, published in 1954
(2nd edition 1970) introduced the hierarchy of human needs. This theory posits that human beings
are motivated by a desire to satisfy their needs. It is a guide that is useful and applicable for
understanding, explaining and handling many human behavior situations.
The order and direction in the hierarchy of needs would be reversed in the case of student transfers,
with students expected to perform higher-order thinking skills before their basic security and sense
of belonging is addressed. Educators usually work on the premise that achievement and mastery
rather than belonging are primary to self-esteem. A transferred student can be expected to be
distracted by safety, security and belonging issues before she/he may be ready to tackle curricular
tasks. These students are routinely asked to ignore their previous experiences, exhibit problem-
solving skills and perform academically before being assured of their survival needs (food and
shelter) or personal safety.
Maslow's Motivational Theory explains why student transfers can be so disruptive to thelearning
process if adjusting process is not well-conceived. This in turn translates in poor academic
outcomes.
This study is also based on Social Constructivism Theory pioneered by Vgotsky (1978). It argued
that culture and context are important in forming understanding. Social constructivism theory
posited that learning requires a functional social environment. Learning is neither a purely internal
process nor is it a passive shaping of behaviors. Vygotsky favored a concept of learning as a social
construct which is mediated by language via social discourse. In contrast to the individual-
cognitive constructivist, the socio-cultural constructivist locates the mind in the individual -in-
social action. According to this theory, learning is a process of enculturation into a community of
practice.Social constructivism views the context in which learning occurs as central to
learningitself. Learning results from social processes in which the learner associates experience
with language and thought. Social Constructivism requires one primary element, two or more
participants. These participants must be involved in some form of interaction for knowledge to be
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constructed. Vgotsky is given credit for creating the underlying concepts that give rise to
understanding constructivist thought. Constructivists believe that knowledge does not exist in
isolation, but is the result of the learner's interaction with the environment.
1.1.3Conceptual Perspective
The following conceptual framework (Figure 1) shows the relationship between student transfers
and its effects diagrammatically.
Figure 1: Conceptual Framework on the Effects of Student Transfers on Learning and Academic
Performance.
Challenges faced during

learning
Reasons for transfer Impact (outcome)
 Social
 School factors Academic
 Academic
 Student factors performance good/bad
 Psychological
 Physical
Source: Researcher's own concept.
This conceptual framework summarized how student transfers as a problem in education can
influence learning and performance. A student who changes schools can be affected socially,
psychologically, physically or academically. The change inlearning styles, different teachers and
teaching styles are some of the academicchallenges students have to contend with. Sometimes the
students in the present school can be either ahead or behind in syllabus coverage, this might be
confusing to a transferred student. Since there is a change in environment some transferred students
may be affected physically.
If help from meaningful quarters does not arrive in time these challenges students face during the
process of adjusting to the new school might lead to poor self esteem,absenteeism, and discipline
problems and in the long run, their academic outcomes mightbe affected negatively. Depending
4
on the reason for transferring, some individual students seem to weather school changes better than
others. Voluntary, timely and strategic transfers in most cases yield positive educational outcomes.
1.1.4 Contextual perspective
Head teachers of secondary schools in Itula sub-county have not put up any standard measure upon
which learners transfer can be regulated. Some learner’s transfers have used pecuniary reasons for
high schools demands for their transfers. They usually state the requirements demands to be the
force behind their transfer Charles (2009). It has been evident in some school that when students
perform well, the concerned teachers in candidate classes are given some rewards which may not
be the case with other teachers who teach in other classes yet they also play a role in preparing
these candidates in lower classes for the final exams. Other individual groups of teachers have also
been employed by implementing partners on the ground on fulfilling the employment requirement.
Obongi district being a refugee hosting district for south Sudanese has both government aided and
private secondary schools with very many numbers of students. Due to the culture and social
behavior of the students in the camps and host communities, there were rampant cases students’
transfers in the secondary schools in Itula sub county Obongi district.
1.2 STATEMENT OF THE PROBLEM
From the foregoing, the issue of student transfers is not new in the field of education.Despite vast
literature on educational issues, research documenting student transfers andits links to student
academic performance is thin on the ground in Africa and indeed in Uganda. Based on National
Education Longitudinal Study (NELS) of over 10,000California high school students-six-year
study led Rumberger, Larson, Ream and Polardy(1999) to report a tendency for students who
frequently transfer from one school to the other to suffer psychologically, socially and
academically. Their study further shows that student transfers negatively impact the classrooms
and schools concerned. Another study of Texas students reported that students who were stable
scored better on state standard achievement tests than their more mobile peers (Mao, Whitsittand
Mellor, 1998). Based on these two studies from renowned researchers among others from other
Parts of the world, student transfers can have profound effect on learning and academic
performance. However, the issue of student transfers has not received any attention as a factor in
5
academic performance in Uganda yet there are a number of transfers that take place. With some
students desiring to transfer or parents desiring to transfer their children from one school to
another, what effect do these transfers have on the students' academic performance? Every
individual child's educational performance and progression through the school years is important.
According to various stakeholders, Obongi district Itula Sub County in particular has consistently
posted poor national examresults in the previous years and they attributed this to the frequent
student transfers that affectedthe pace of curriculum delivery in terms of time wasting. The
researcher therefore sought to find out whether there is any relationship between student transfers
and academic performance in secondary schools in Itula Sub county Obongi district. Since most
of the existing researches on student transfers have been done at elementary level of education as
reflected in the literature review, this study focused on the secondary school level in Obongi
district, to find out how effects of student transfers differ for different ages of learners.
1.3 PURPOSE OF THE STUDY
The purpose of this study was to establish effect of learners’ transfers on academic performance
in secondary schools in Itula sub county Obongi district.
1.4 OBJECTIVES OF THE STUDY
The study focused on the following research objectives:
i. To identify the reasons that prompt students to transfer into or out of a school.
ii. To determine the effects of student transfers on transferred students' academic performance
in secondary schools in Itula sub county district.
iii. To establish possible solutions to minimize cases of students’ transfer in secondary schools
in Itula sub county Obongi district.
1.5 RESEARCH QUESTIONS
The study was guided by the following research questions:
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i. What prompts students to transfer into or out of secondary schools in Itula sub county
Obongi district?
ii. What are the effects of student transfers on the transferred students' academic performance
in secondary schools in Itula sub county Obongi district?
iii. What are some of the intervention measures that can be done to reduce cases of students’
transfer?
iv.
1.6 SCOPE OF THE STUDY
1.6.1 Geographical scope

The study was carried out in five secondary schools in Itula Sub County. Itula Sub County is found
in Obongi district West Nile sub region Northern Uganda. Itula Sub County is bordered to the
North by Palorinya Sub County, South by Gimara Sub County, East by River Nile, and west by
Lefori Sub County.
1.6.2 Content scope

The studyfocusedonthe effects of learners transfer on academic performance in secondary schools
in Itula sub county Obongi district.
1.6.3 Time scope

The period within which this research was carried out was from 2018 to 2019. Therefore, the study
was limited to this period.
1.7 SIGNIFICANCE OF THE STUDY
 This study would inform policy makers, curriculum specialists, educators and parents of
the magnitude of the problem of student transfers in the district. It would also draw their
attention to the issues they must address in combating it in order to lessen its negative
effects. The policies and procedures in place concerning student transfers need also to be
reassessed. It would assist the parents to make informed decisions on transfer issues of
their children.
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 It is also useful to school counselors and other school personnel in developing proactive
intervention measures that enable transferred students to maneuver the new environment
successfully and avert problems that might arise from their changing circumstances.
 Having narrowed the gap of unawareness of the influence of student transfers, school
administrators could put in place mechanisms that endeavor to meet students' needs and
hopefully motivate them to remain in their schools. This hopefully would lead to improved
educational standards.
 It would also form the basis for further research on the phenomenon of student transfers in
the district and beyond.
1.8 LIMITATIONS
Mugenda and Mugenda (1999) defined limitations as the anticipated difficulties thatmight hinder
effective data collection process of any study and which might also reducethe scope, the sample
and the extent to which generalization of the findings canbemade.
The researcher faced challenges ranging from financial constraints that affected the means of
transport and secretarial services like typesetting, printing, etc. time constraints affected the
smooth running of the research activities since the study was conducted besides other academic
works and personal duties, poor climatic conditions like heavy rains affected the researcher’s
movement during data collection, and fear from respondents in filling the questionnaires.
1.9 DEFINITIONS OF OPERATIONAL TERMS
Academic Performance: refers to the knowledge obtained or skills developed in the school
subjects usually designated by test scores/mean grades in end of term exams which reflect
achievement in summative evaluation. It could be very good, good or poor depending on a set of
pass mark.
Effects: refer to changes in learning engagement and academic performance as a result of students'
transfers. It is either positive or negative.
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Learning: refers to the construction of knowledge through experience which usually causes
persistent change in an individual's potential behavior .In this case; it takes place in a formal
setting.
Promotional School Changes: are moves that occur from one class level to the next say,from
primary school to secondary school. They are part of academic program and are planned.
Public Schools: are schools which are developed, equipped and provided with staff frompublic
funds by government, parents and communities.
Student Transfers: refer to the practice of changing schools by somestudents, for non-
promotional reasons, at least once during their secondary school education.
Transferred Students:Arestudents who have switched schools for non-promotionalreasons at

least once during their secondary school education. They are newcomers in their present secondary
schools
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CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
This chapter focuses on the review of the currently available literature relevant to the
understanding of student transfers in relation to academic performance. In particular, this section
is subdivided into: reasons why students transfer from one school to another, effects of students
transfer on their education (learning), and possible solutions to minimize cases of students’
transfers in schools.
2.1 REASONS WHY STUDENTS TRANSFER FROM ONE SCHOOL TO

ANOTHER.
Students are generally driven by 'push' and 'pull' factors. Conditions and events in one school may
compel individual students to move out to an alternative school. Student characteristics in terms
of age, gender, academic behavior, character and socio-economic status need to be assessed. The
various factors that compel students to transfer can be categorized broadly into: School
Characteristics; Student Characteristics; and School Characteristics.
According to Eshiwani (2013), in his book 'Education in Kenya since Independence' stated that
determinants of a school achievement are desks, instructional materials, text books, school library,
teacher quality and length of instructional programs, school administration, laboratory, class sizes
and individual teacher salary levels. The shortage of the mentioned factors may directly prompt
students to transfer. Availability of good infrastructure, adequate human and physical facilities
attracts students to a school. These physical and human resources are fundamental to learning
especially at secondary school level. This creates an environment that increases student
engagement in learning, hence,reduces student transfers.
Swanson & Schneider (2000)in their studies on Educational Consequences of Students on the
Move in American Schools noted that students change schools often for both voluntary and
involuntary reasons. Voluntary reasons may include parent's wish to get children to better
performing schools. This is a strategic move which may yield better educational
outcomes.Involuntary reasons may occur through explicit policies and conscious decisions that
10
cause students to withdraw from school. The rules may concern low grades, poor attendance or
misbehavior and can lead to suspensions, expulsions and forced transfers.
Martin (2014) elaborated that schools contribute to student transfers through their common
policies andpractices that are intended to promote the general school operations. They may affect
the conditions that keep students engage in a school. Open enrolments allow students to readily
change schools if they can find one with sufficient space. Other school policies are repetition of
the same class by students with low grades.
According to Achola (2007), many educators believe that student transfers are an inevitable result
of studentschangingresidences. Indeed, 2000 U.S. census data show that 15% to 18% of school-
age children moved in the previous year. There have also been indicators that welfare reform may
affect moving, with parents moving to accept jobs. However, research has also found that between
30-40% of school changes are not associated with residential changes.
Rumberger et al (1999) pointed that school factors e.g. overcrowding, class size reduction,
suspension and expulsion policies and the general academic and social climate also contribute to
student transfers in secondary schools. Most students in secondary schools are affected by the
above mentioned factors subsequently leading to transfers.
Saha (2011) pointed out that the choice of a school for a student depends on what that school
offers. School boardingstatus may influence some students to either transfer out or into a school.
Some students prefer day schools to boarding schools and vice versa. Nearness to loved ones for
others is a need that needs to be satisfied. Others may find out that they do not get enough time to
study in their day schools and hence may opt to transfer to boarding schools. At form three classes
in Uganda where students choose subjects from optional groups, some students may make some
school changes to be able to do their preferences in the school curriculum.
Machin (2006) in his study of 'The Mobility of English School Children' came up with the
following findings. Some children change schools because their parents change jobs, divorce, or
because they migrated from other regions of the country or other countries. Others may switch
schools because parents change neighborhood to be closer to a 'better' school for their children,
often paying significanthouse premium to do so. Several student-related factors also predict
student mobility:schools with high concentration of at-risk and minority students have lower
11
mobility rates even after controlling for differences in student factors, while schools with higher
teacher salaries and better teachers have lower mobility than other schools.
Bogonko (2017) elaborated that students of average or above average academic ability may make
strategic changes of schools to take advantage of physical and human resources found in an
alternative school.If well-timed, it can lead to better educational outcomes as students build
resilience and respond to new challenges and new learning situations positively.
In regard to Averch (2003), students who exude indiscipline tendencies in one school may move
to an alternative school to continue with their studies. This reason for transferring if the underlying
problem has been not resolved does not yield good educational outcomes. In the behavioral model
of learning, events that follow behavior are essential in determining whether the behavior will be
strengthened, maintained or weakened. A teacher who is in constant contact with the learner is in
a position to reinforce such a behavior. It is forthese behavioral reasons that transfer of students
should be sparingly done to facilitatelearning.
According to Bloom (2011), physically, some students may fall sick and may be forced to relocate
to schools near their homes for closer monitoring. Pregnancies among the girls may leave them no
option but to change schools after delivery to avoid embarrassment. Also students who are
affiliated to a particular religion may not fit in schools which do not conform to their religious
beliefs. Some students of particular gender may prefer to study in single gender schools.
2.2 EFFECTS OF STUDENTS TRANSFER ON THEIR EDUCATION

(LEARNING).
According to Harrold (2004), students who transfer frequently between schools during the school
year are a greater risk for academic and behavioral problems. Students who move often between
schools may experience a range of problems such as; lower achievement levels due to discontinuity
of curriculum between schools, behavioral problems, difficulty developing peer relationships and
a greater risk of dropping out.
Mwangi (2009) expressed that disruptions due to transfers can lessen the time available for
students to learnacademiccourse material. While the lesson plan for the day may indicate that a
transferred studentis to learn probability in mathematics, the actual learning may consist of the
12
lesson that food is not enough in this new school or people in the new school are not friendly. That
student's ability to focus on probability at all that day may be significantly altered. The students
will feel accepted and recognized in a warm and welcoming environment hence, boosting their
self esteem. The power such a model school can have on the totality of a student's life can produce
tremendous positive results. It becomes a haven and can counterbalance some of the negative
experiences.
A studyconducted by Rumberger et al (1999) in California elementary schools found that students

suffer psychologically, socially and academically due to such movements (transfers). Transferred
students tend to suffer socially in the way they adjust to new peers and social expectations. Having
to build a new social network and finding new friends in the school setting are some of the
challenges transferred students have to encounter. They are often filled with fear and anxiety.
Social development and the formation of relationships with peers and teachers are complementary
to academic success. Pribesh&Downey (1999) on the social capital theory in relation to student
transfers report that such disruptions might pose threat to student learning and achievement. They
also note that moving damages or completely severs important social ties that are useful for
cognitive and social development.
Kratz (2000) said that academically,students who transfer frequently have lowerachievement than
non-transfer students. The change in learning styles, different teachers and teaching styles are some
of the challenges that students have to contend with. Schools with high transfer rates are unable to
hold onto children long enough to teach them basic skills. In a study by Kerbow(1996), where he
examined elementary schools in Chicago, he documented remarkable levels of student transfers.
He also found out thatsuccessive school changes result in cumulative academic lag- students who
move morethan three times in a six-year period can fall one full academic year behind stable
students. Though his was on students in elementary schools, it also applies to high school students
who transfer. Students who make frequent moves are more likely to repeat aclass which does not
allow them to progress at an age-appropriate level, this jeopardizesestablished relationships.
Maundu (2006) stated that students who transfer from one secondary school to another during the
last year or two of secondary school with the hopes of getting a fresh-start are unlikely to succeed.
This move tends to be countered by disruptions to a student's social support networks in the home,
neighborhood and school. Conversely, students who change schools early insecondary school are
13
significantly more likely to remain in high school through theirsenior year, but only if they can
weather the difficult period of adjustment. Students who change schools especially during the
course of the academic school year are a perennial concern for many teachers. Studies show that
the transition time between moving and adjusting is extremely important and if not carefully
conceived it can yield negative educational effects.
Doyle (2000) said that transfers made by students can have dramatic effects on school budgets
andfunding, especially, in rural secondary schools that are typically smaller and grappling for
resources. Every time students leave a school, they take funding with them. When students move
without clearing, it means that they go away with text books, leave accumulated arrears which
would have sustained the running of the school. It has been discovered that frequent transfer of
students adversely affects performance and the financial stability of the affected schools.
Instability of finances occurs especially in those schools that cannot get their full student
complement through student transfers. It may force some schools to lower their entry mark to
maintain the same number of students or revert to a lower number of streams because of the
turnover. Other schools may close down if the situation persists.
Brookover et al (2017) who studied elementary students in public schools conclude that frequent
transfers can have a negative impact on a student's academic routine and potential success. In their
study which examined student transfers during the first five years of elementary schooling, they
suggest that transfers and absenteeism are often associated with low academic achievement. When
students were administered a measure of stressful life events, the same researchers found that
students reported changing schools being as stressful as the hospitalization or incarceration of a
parent.
2.3 POSSIBLE INTERVENTIONS TO MINIMIZE CASES OF STUDENTS’

TRANSFER IN SECONDARY SCHOOLS
14
In the Government of Uganda action plan on Education for All (2003), thegovernmentstressed the
need for enforcement of Education Act on fees collection and the fee guidelines by the ministry of
education to ensure 100% fees collection. Poverty being a major hindrance to fee payment by
parents, the government can reduce the burden by the government financing secondary school
scheme, bursaries and grants to schools. The 'free' day secondary education introduced in Uganda
supplements the budget by parents. It has led to higher enrolment of many students from low
income backgrounds. Delays in reimbursement of the same and poor way of identifying students
in need, has led to transfer of some students who cannot afford.
Finn and Achilles (2015) suggested that school administrators should create positive, friendly and
non-threatening environmentthat motivates students to learn. It is logical to assume that students
will not have a desire to transfer and hence improved performance will eventually follow. If
students believe that learning activities provided with will enable them to meet some of their basic
needs, they are more motivated to learn. Needs assessment involves needs analysis, diagnosis and
prioritization. It is important to identify the needs of students who transfer from one school to
another and whether those needs are achieved in the alternative schools.
According to Croll (2000), in the school situation, school administrators and teachers should find
ways of motivating students to learn since they are the customers in the educationindustry. As long
as students are motivated to satisfy their cravings according toMaslow's hierarchy of needs, they
are moving towards growth and self actualization.This would in turn lead to increased productivity
i.e. better educational outcomes.
Hastings (2000) proposed that students should experience classroom as a caring, supportive place
where there is a sense of belonging and everyone is valued and respected. Teachers who are in
direct contact with students on almost daily basis are expected to assist in integrating transferred
students into their classes. In this way, the negative effects of transfer will be reduced and the
transferred students will settle down faster. Without motivation to learn, it is unlikely for education
to succeed to the extent intended. In order to maximize this motivational desire to learn, educators
need to attend to needs of individual stude
15
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 INTRODUCTION
This chapter discusses the research methods and the instruments used by the researcher to carryout
research. It provides a description of research design, study location, target population, sample size
and sampling techniques, sources of data, data collection instruments, data quality control,
procedures of data collection, data processing and analysis, and ethical considerations.
3.1 RESEARCH DESIGN

Kerlinger (2010) defines research design as a plan and strategy of investigating a problemand
seeking to obtain answers to questions. This study used descriptive survey design to establish the
effects of learners’ transfer on academic performance in secondary schools in Itula sub county
Obongi district. Mugenda&Mugenda (1999) defines surveydesign as an attempt to collect data
from members of a population in order to determinethe current status of that population with
respect to one or more variables.A survey design is appropriate in this study since the researcher
wished to obtain information that describes existing status of a phenomenon in this case: student
transfers in relation to academic performance. In adopting this approach, theresearcherattempted
to determine the extent of student transfers and its effects on academic performance in secondary
schools in Itula sub county Obongi district. According to Orodho (2002), surveydesign allows
researchers to gather information, summarize, present and interpret for thepurpose of clarification.
The researcher utilized both qualitative and quantitative research methods to generate authentic
information on student transfers from head teachers, class teachers and transferredstudents. By
involving many respondents, diverse answers to the samequestionsobtained.
3.2 THE STUDY LOCATION

The study was conducted in secondary schools in Itula sub county Obongi district West Nile Sub-
Region Northern Uganda.
3:3 TARGET POPULATIONS
16
The study targeted head teachers, class teachers, opinion leaders and students from secondary
schools in Itula sub county Obongi district. These included: Idiwa Parents S.S, Luru S.S, ItulaS.S,
Palorinya S.S, and Kali S.S. The population included both male and female respondents from the
cases study area since they are directly involved in the welfare of students.
3:4 SAMPLE SIZE AND SAMPLING TECHNIQUES
The study was conducted in five (5) randomly sampled secondary schools in Itula sub county
Obongi district. The case study schools included; Idiwa Parents S.S, Luru S.S, Itula S.S, Palorinya
S.S, and Kali S.S. The researcher collected data from five (5) purposively sampled head teachers,
twenty (20) randomly sampled class teachers, ten (10) purposively sampled opinion leaders, and
thirty (30) randomly sampled students from the case study schools. In total there weresixty five
(65) respondents for the actual research study. This was in line with Mosco’s rule of thumb
(Sekara, 2000) which stated that a minimum sample of 30 respondents is sufficient.Thisoffered
the researcher an opportunity for selecting respondents who fully represent the entire population.
Table 1: Summary of sample size for the research study
Target population Population sample Sample size Technique

Head teachers 05 05 Purposive
Teachers 85 20 Simple random
Opinion leaders 30 10 Purposive
Students 1250 30 Simple random
Total 1370 65 N/A
Source: Primary data
3.5 SOURCES OF DATA

The researcher used both primary and secondary data.
17
Primary data was collected through questionnaires as well asin-depth interviews conducted with
the school administrators, class teachers, on what they perceive to be the effects of learners’
transfer on academic performance.
Secondary data was obtained from published and unpublished documents available at the
institutions and the Central Bureau of Statistics as well as relevant articles in Journals, Newspapers
and research papers was reviewed to provide statistical data and to supplement data from the
primary sources. Most of the data extracted from the documents were related to the trends in the
provision of facilities, staff establishment, student enrolment, budgetary expenditure and problems
created by increased student numbers.
3.6 DATA COLLECTION INSTRUMENTS
In principle, there are three ways of obtaining information from respondents i.e. watching over
them, asking them questions and examining materials written by them or about them. The
researcher used the following instruments for data collection, questionnaire guide and Interview
guide.
Questionnaires wereused to collect data from respondents and those with busy schedules wereleft
with questionnaires that were picked later at an agreed convenient time after being filled. In neither
cases where the respondent could neither read nor write English, the researcher read the questions
to the respondent who provided the responses. Also questionnaire guided interviews wereused to
get information from the respondents with tight schedule because they spared a few minutes of
their time.
3.6.1 The Questionnaire Guide
These wereissued to respondents such as head teachers, class teachers and opinion leaders and they
contained both close and open ended questions. This enabled the researcher to tap responses in his
own words. These were employed to get information from the respondents especially those with
tight schedules but who spared a few minutes of their time.
18
3.6.2 The Interview Guide
The researcher used structured interviews for the students. It is cheap and faster in data collection.
Interviews enabled the researcher to probe more detailed information from the respondents through
face to face interactions.
3.7 DATA QUALITY CONTROL

3.7.1 Validity of Instruments
The validity of questionnaires wereensured by presenting them to the supervisor and research
coordinator for approval and their recommendation were used to solicit the expected data.
The interview guides were submitted for approval. During the interviews, the researcher used
friendly relationship with the respondents in order to obtain authentic results. The researcher asked
questions carefully, listened to the responses and informed the respondents of high degree of
confidentiality to enable him probe more information.
3.7.2 Reliability of the Instruments

The reliability of the instruments were ensured by administering the tools to respondents of
different ages, educational and economic levels such as head teachers, teachers, opinion leaders,
and students for pilot study before the actual study. The results of the pilot study were used to
make amendments to the items in the instruments.
3.8 PROCEDURE OF DATA COLLECTION

The researcher obtained an introduction letter from the research coordinator Uganda Christian
University, Arua campus which was used as a research permit to carry out the study. The
researcherused the research permit to seek permission from Obongi district headquarters and Itula
Sub County headquarters. After obtaining the permission to thestudy area, the researcher met the
participants and sought for the consent of the sampled participants using consent form designed
and then administered the questionnaires to those who understand English very well and explained
to those who didn’t understand. The researcher ensured that the questions were completed. The
completed questionnaires were collected on spot and confidentiality was kept.
19
3.9 DATA PROCESSING AND ANALYSIS
After the fieldwork, questionnaires and interview guides were carefully scrutinized, edited,
classified, coded and analyzed.
3.9.1 Data processing

Data got from various documents and publications were read carefully and compared with the
responses from respondents on the questionnaires and interview guides. This was therefore edited
for completeness and accuracy and tabulated where appropriate.
3.9.2 Data analysis

The relationship between the variables was established using Karl Pearson’s correlation coefficient
and analysis which were to explain the nature of the relationship between the independent and
dependent variables. Also tables, graphs, frequencies and percentages wereused to analyze and
present the findings of the study.
3.10 ETHICAL CONSIDERATIONS

Ethics refer to norms of conduct that distinguish between acceptable and unacceptable behaviour
(Rensnik, 2011). To ensure ethical considerations during this study, the researcher sought for
consent from the department of research studies and administration of Uganda Christian University
(UCU). Consent was also sought from Obongi district education department.
In school that the researcher collected data, permission was sought from the administrators before
embarking on administration of tools. Consent is one of the means by which participant autonomy
is protected. It seeks to prevent assaults on the integrity of the participants and protect personal
liberty and veracity (Farouk, 2011). The names of the participants remained anonymous to protect
their identity. The data collected was treated with the utmost confidentiality.
20
CHAPTER FOUR
DATA PRESENTATION, INTERPRETATION AND ANALYSIS
4.0 INTRODUCTION
In this chapter the findings of the study were presented, interpreted and analyzed as below:
4.1 DEMOGRAPHIC DATA

Table 2: Distribution of respondents’ demographic information
Variable Frequency Percentage

Gender
Male 35 54%
Female 30 46%
Total 65 100%
Designation
Head teacher 05 08%
Teacher 20 31%
Opinion leader 10 15%
Student 30 46%
Others 00 00%
Total 65 100%
According to the demographic information presented in table above, 54% of the participants
sampled for the study were male respondents meanwhile, 46% of the participants were female
respondents. This therefore means that the number of male respondents was slightly more than the
female respondents. The demographic data presented in the table above further indicated that out
of the sampled respondents, 08% were head teachers, 31% were teachers, 15% were opinion
leaders while, 46% were students. This clearly shows that most of the respondents were students
from secondary schools in Itula sub county Obongi district.
21
Figure 2: Distribution of respondents’ highest academic qualification.
50%
40%
Percentage
30%
20%
10%
0%
None Certificate Diploma Graduate
Qualification
The information presented in figure above indicated that 46% of the respondents who participated
in the study no any academic qualification, 20% of them had certificate as their highest academic
qualification, 23% had Diploma whereas, 15% of the respondents were Graduates. The greatest
percentage was of the respondents who hadn’t attained any academic qualification and these were
all students pursuing secondary education.
Table 3: Distribution of respondents’ (head teachers’ and teachers’) working experience
Response Frequency Percentage

Less than 5 years 03 12%
5-10 years 12 48%
More than 10 years 10 40%
Total 25 100%
The demographic data on the working experience of head teachers and teachers presented in table
above indicated that 12% of the respondents had a working experience of less than 5 years, 48%
of them had a working experience of 5-10 years meanwhile, 40% of the respondents had a working
experience of more than 10 years.Based on this information, majority of the head teachers and
teachers sampled for the study were well experienced in the field.
22
4.2REASONS WHY STUDENTS TRANSFER FROM ONE SCHOOL TO
THE OTHER.
Figure 3: Distribution of responses on whether there are cases of students transfers in
secondary schools.
8%
Yes
No
92%
According to the researcher’sreport got from various respondents in secondary schools of

Palorinya Refugee settlement Obongi District which is presented in figure above, 92% of the
respondents confirmed that cases of students’ transfers were registered in secondary schools in
Itula Sub County Obongi district meanwhile, 08% of the respondents sampled said that cases of
students transfers were not registered in secondary schools in Itula sub county Obongi district.
23
Figure 4: Distribution of responses on the level of students’ transfers in secondary schools.
Percentage 40%
30%
20%
10%
0%
Low Moderate High Very high
Level of participation
The data on the level of students’ transfers in secondary schools presented in figure above indicated
that 08% of the respondents said that it was low, 31% said it was moderate, 35% said that it was
high while, 26% of the respondents said that the level of students transfer was very high.
Table 4: Distribution of responses on the factors that contribute to cases of transfers among
students in secondary schools

Indiscipline cases 35 47%
Long distance to school 10 13%
Too much restriction in schools 05 07%
Corporal punishment 15 20%
Religious beliefs 03 04%
Cultural attributes 07 09%
Total 75 100%
24
According to the information presented on the factors that contribute to cases of transfers among
students in secondary schools in table above, 47% of the respondents said that transfers were due
to indiscipline cases among the students, 13% mentioned long distance to schools, 07% said it was
due to too much restriction in secondary schools, 20% said that it was due to corporal punishment
administered in the schools, 04% stated that it was due to religious beliefs meanwhile, 09% of the
respondents pointed that transfers in secondary schools were due to cultural attributes that existed
in the communities.
4.3 EFFECTS OF STUDENTS TRANSFER ON STUDENTS’ EDUCATION.

Figure 5: Distribution of responses on respondents’ opinions on whether there is any
relationship between students transfer and academic performance.
23%
Yes
77% No
According to the information presented in the figure above, 77% of the respondents strongly
agreed that there is relationship between students transfer and academic performance whereas,
23% of the respondents said that there is no relationship between students transfer and academic
performance in secondary schools in Itula sub county Obongi district. In regard to this data, it’s
clear that students transfer influence academic performance among the students in secondary
schools.
25
Table 5: Distribution of responses on the effects of students transfer on their education

Low academic achievement 50 50%
High dropout rates 14 14%
Increased indiscipline cases 03 03%
Low syllabus coverage 20 20%
De-motivate the affected students 04 04%
Low concentration in studies 09 09%
Total 100 100%
According to the data presented on the effects of students transfer on their education in secondary
schools in the table above, 50% of the respondents said that it leads to low academic achievement,
14% mentioned high dropout rates, 03% said that it leads to increased indiscipline cases, 20%
pointed low syllabus coverage by the affected students, 04% said that transfers de-motivate the
affected students while, 09% of the respondents said that student transfers causes low
concentration in studies among the students in secondary schools in Itula sub county Obongi
district.
26
4.4 POSSIBLE STRATEGIES TO MINIMIZE CASES OF STUDENTS’
TRANSFERS IN SECONDARY SCHOOLS.
Table 6: Distribution of responses on the possible strategies to minimize cases of students’
transfer in secondary schools.

Creation of positive, friendly and non-threatening 35 37%
environment
Frequent motivation of students 10 11%
Regulation of school fees by the government in schools 20 21%
Massive sensitization for the parents on student transfers 05 05%
Designing alternative modes of punishment 10 11%
Organizing guidance and counseling services for the students 15 15%
Total 95 100%
The information presented in table above indicated respondents views on possible strategies to
minimize cases of students transfer in secondary schools. According to 37% of the respondents
creation of positive, friendly and non-threatening environment would reduce cases of students’
transfers in secondary schools, 11% proposed frequent motivation for students, 21% suggested
that school fees be regulated by the government, 05% proposed that massive sensitization for the
parents on transfers be held frequently, 11% suggested that alternative modes (forms) of
punishment be designed to discipline the students meanwhile, 15% o the respondents suggested
that guidance and counseling services be organized for the students in the secondary schools in
Itula sub county Obongi district.
According to the researcher, there is need for secondary schools in Palorinya Refugees settlement
to offer standard educational service for their learners in order to attract their learners’ interest to
continue learning in the same school. Those who are in particular schools should be able to
accomplish their learning process in Secondary School over the stated period of time without any
condition pushing them out to other schools.
27
The schools’ administrations should also observe strictness during the enrolment process in order
to establish the exactly circumstance surrounding each leaner for easy organisation of guidance
and counseling services for such particular learner to enable them cope up with their own problem.
Secondary schools in Palorinya Refugee settlement, Obongi District should continually sensitize
their learners in matters regards to their academic work and importance of learning in a single
environment to master the syllabus coverage for better results.
Parents should also be involved in sharing the transfer cases of their children in secondary schools
so that those learners transferring out of curiosity and peer influence are regulated.
Some schools should also relax on their administrative policies for instance the zero balance of
school dues at the end of the term, strictness in schoolrules and regulations, tight programme
schedule among others should be revised to suit learners interest in the learning process.
UNHCR and the implementing partners should balance their resources distribution in these schools
so that learners easily access what they need at the nearest point of their studies. For instance
recruitment and deployment of teachers in secondary schools, distribution of stationery to schools
should be timely, supply of laboratory reagents and equipment among others to unify the learning
process in these schools since most of the refugees are vulnerable and they always look for support
and benefits to uplift their standards.
The distinct educational stake holders should be vigilant of the gross misconduct of those teenagers
who so much influence the behavior of school going children who exercise their freedom through
academic transfers to cover up their behavior in attempt to progress in a faults way.
However, according to the researcher, a number of reasons seem to be inevitable for student
transfer from one School to the other in Palorinya Refugee settlement, Obongi District. Among
others he found the following:
Some of the students transfer because they have been school fees defaulters. These students
normally change school termly. According to the researcher, these students used to spend their
money on leisure activities, for instance watching football, drinking alcohol and the boys in most
cases sponsor their girls/give money to their girlfriends and at the end could not clear the chool
dues as demanded, hence transfer to other schools.
28
Similarly some of these school going children in secondary school live under traumatized
conditions, caused by their parents through domestic violence hence they opt to join their relatives
in the other part of Camp for better studies in a conducive environment hence transfer cases in
Palorinya Refugee settlement, Obongi District became common.
Child parents. In Palorinya Refugee Settlement, Obongi district, many children appeared to have
come to refugee Camps without their parents at time of arrival to be registered as refugees hence
others acknowledge the arrival of their parents at the later time in which they had already been
separated with them into different Camps which calls for unification with their parents after joining
secondary schools hence transfers in palorinya Refugee Settlement, Obongi District secondary
school became inevitable.
The emergence of the new secondary schools in Palorinya refugee settlement during the regugee
influx in 2017. Soon many community schools were established such as Palorinya Secondary
School, Idiwa parents secondary school, Ebenezer Baptist secondary school, Kali hills secondary
schools, Luru secondary school and Nile High secondary school which later emerged. Most of
these schools started humbly with fair administrative policies which attracted many students to
join in these schools for instance Nile High Secondary school which is Church founded secondary
school by Germany missionaries offered free educational services which include provisio of meals
for learers, accommodation school uniforms free of charge to the students.these marvelous act
attracted many learners to transfer from aother schools to catchup with these new prevailing
opportunities.
Similarly among the refugees there is a culture of mobility from one settlement to another to
gather resources from UN agents interms of food and non-food items in attempt to achieve these
many learners transfer from one school to another termly to gather scholastic materials which are
provided by education implementing partners in order to sell and raise money for their well being.
The researcher also found out that some students transfer in upper secondary school that is in senior
three and four to book for their registration process in senior four for Uganda Certificate of
Education (UCE). This is clearly noted among the secondary schools in Palorinya Refugee
settlement, Obongi District since majority of these schools don’t have Centre number for
registering their candidates for UCE examinations. Hence as aresult of stiff competition students
29
from this schools cross transfer in order to win the selection in the respective school for easy
entrance in the the final class.
The researcher also found out that most of the secondary school in Palorinya Refugee settlement
are day schools with the exception of Itula secondary school, Palorinya secondary school and Nile
high secondary school which offers some boarding facilities to the students do attract many
students who wish to register in these schools make a choice to transfer into these schools.
Other learners are found transferring to catch UNHCR sponsorship scheme offered through the
Head teacher’s selection of the most competent students for educational benefits which in most
cases induce many students to massively transfer to cath up with these opportunities.
The researcher also found that some learners transfer from one school to the other in Palorinya
Refugee settlement, Obongi District as a result of group influence most teenagers have common
interest in their day to day social interaction in which learning process is one of the avenue they
are closely linked to one another hence friends are fond studying together in most schools
Further in the researcher’s school, where he teaches most of the students transferring in and out
are those with academic challenges most of these students had poorly performed in their last termly
examinations hence to cover up the shame of repeating in the same school they usually they usually
transfer to new schools to continue there.
Similarly others transfer to cover up their financial challenges by dodging payments of the school
dues in one school to the other. Most schools had sympathetic policies of pardoning those who
have not paid their dues has been requested by UNHCR and implementing partners to allow such
students register at the school of their choice without any extra charges which stimulated many
learners to transfer in most secondary schools in Palorinya Refugee settlement in Obongi District.
The researcher had observed a cross – relaxation of the school administration in controlling the
movement of the students from one school to the other without coming up with strategies over the
last three years to control phenomena, some schools have little time to talk to their learners in
regard to their academic issues.
On the other hand, the researcherfound out that most of those students transfer from one school to
the other had academic challenges and usually perform poorly in academic work much as they had
30
secured a new vacancy in other schools. Others continue with bad behaviours in the new secondary
schools where they are registered which act as a bad example to others which always instigate
other students into indiscipline act. For instance a newly enrolled students was reported by the
disciplinary committee for picking other students items and taking it home for which she was tried
by the committee and was found guilty of stealing these items as such she was forced to refund
such items by the school administration ad finally she disappeared to another school as a way of
covering up her shame.
Further some students transferring are witnessed presenting poor results for the registration and
instantly perform poorly in class. They are also found wasting a lot of time mastering the new
environment as they try to catch up with the new school programs hence ends up failing further.
The researcher also found high forgery rate of academic documenta such as report cards, identity
cards among others for accessing easy registration in other schools is on increase among the
students particularly those who have academic challenges in palorinya Refugee settlement
secondary schools.
Similarly some of these students transferring often had low syllabi coverage since most of their
time is wasted moving from one school to another. Others end up capitalizing in comparing
teachers, notes, school structures, school programes, dressing styles, talks, friends and other
activities offered in the school which distort their academic concentration.
Others could take long to adjust in the new school environment, new school conditions as such
wasting time other than concentrating in academic work hence they end up getting poor results.
31
CHAPTER FIVE
DISCUSSION, SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 INTRODUCTION
This chapter presented discussion on the findings of the study which were in turn summarized,
conclusion drawn on the findings and recommendations made as below:
5.1 DISCUSSION
5.1.1 Demographic Data
According to the demographic information obtained from the field, 54% of the participants
sampled for the study were male respondents meanwhile, 46% of the participants were female
respondents. This therefore means that the number of male respondents was slightly more than the
female respondents. The demographic data obtained further indicated that out of the sampled
respondents, 08% were head teachers, 31% were teachers, 15% were opinion leaders while, 46%
were students. This clearly shows that most of the respondents sampled for the study were students
from the case study secondary schools in Itula sub county Obongi district. Out of the respondents
sampled for the study, greatest number had not attained any academic qualification and these were
the students who were still pursuing secondary education in the case study schools, this was closely
followed by respondents who had Diploma as their highest academic qualification, certificate
holders followed and Graduates were the least among the sampled respondents.
The demographic data obtained on the working experience of head teachers and teachers who
participated in the study indicated that 12% of the respondents had a working experience of less
than 5 years, 48% of them had a working experience of 5-10 years meanwhile, 40% of the
respondents had a working experience of more than 10 years. Based on this information, majority
of the head teachers and teachers sampled for the study were well experienced in the field.
5.1.2Reasons why students transfer from one school to the other.

The result obtained from the respondents on whether cases of students’ transfers were registered
in secondary schools in Itula Sub County Obongi district revealed that majority (92%) of the
respondents confirmed that cases of students’ transfers were registered in secondary schools in
32
Itula Sub County Obongi district meanwhile, minority (08%) of the respondents sampled said that
cases of students transfers were not registered in secondary schools in Itula sub county Obongi
district. This was evident enough to confirm that cases of students’ transfers were registered in all
the secondary schools in ItulaSub CountyObongi district. According to the responses from the
respondents on the level of students’ transfers in secondary schools in Itula sub county Obongi
district, 08% of the respondents said that it was low, 31% said it was moderate, 35% said that it
was high while, 26% of the respondents said that the level of students transfer was very high. This
clearly shows that the level of students’ transfers was very high since majority of the respondents
unanimously said so.
To continue still, the statistical data obtained on the factors that contribute to cases of transfers
among students in secondary schools in Itula sub county Obongi district revealed that students
transfer due to indiscipline case, long distance to schools, too much restriction levied on students
in secondary schools, corporal punishments administered in the schools, religious beliefs and
cultural attributes that exist in the communities.The data obtained on the reasons why students
transfer from one school to other strongly agreed with Averch’s (2003) study findings which
revealed that students who exude indiscipline tendencies in one school may move to an alternative
school to continue with their studies. Similarly, Rumberger et al (1999) pointed that school factors
e.g. overcrowding, class size reduction, suspension and expulsion policies and the general
academic and social climate also contribute to student transfers in secondary schools.This means
that the above mentioned factors influenced students’ transfers in various secondary schools in
Itula sub county Obongi district.
5.1.3 Effects of students transfer on students’ education.

Students transfers is a normal routine for some students in secondary schools and such students
forget that it has some negative influence on their academic performance. According to the
information obtained from the study, 77% of the respondents strongly agreed that there is
relationship between students transfer and academic performance whereas, 23% of the respondents
said that there is no relationship between students transfer and academic performance in secondary
schools in Itula sub county Obongi district. In regard to this data, it’s clear that students transfer
influence academic performance among the students in secondary schools. This was also
33
confirmed by Brookover et al (2017) who studied elementary students in public schools and that
frequent transfers can have a negative impact on a student's academic routine and potential success.
According to the statistical data obtained on the effects of students transfer on their education in
secondary schools, 50% of the respondents said that it leads to low academic achievement, 14%
mentioned high dropout rates, 03% said that it leads to increased indiscipline cases, 20% pointed
out low syllabus coverage by the affected students, 04% said that transfers de-motivate the affected
students while, 09% of the respondents said that student transfers causes low concentration in
studies among the students in secondary schools in Itula sub county Obongi district. Based on this
information from the respondents, the effects of students’ transfers on their education include; low
academic achievement, high dropout rates, increased indiscipline cases, low syllabus coverage by
the affected students, de-motivation for the affected students and low concentration in studies
among the students in secondary schools in Itula sub county Obongi district. The effects of
students’ transfers pointed out by the respondents in the study concurred with Harrold’s (2004)
study findings which revealed that students who transfer frequently between schools during the
school year are a greater risk for academic and behavioral problems. They may experience a range
of problems such as; lower achievement levels due to discontinuity of curriculum between schools,
behavioral problems, difficulty developing peer relationships and a greater risk of dropping out.
5.1.4 Possible strategies to minimize cases of students’ transfers in secondary

schools.
Students’ transfers have diverse effects on the academic performance and general education of the
affected students as stated by the different respondents and scholars earlier on. However, the
respondents under study established possible strategies to minimize cases of students transfers in
secondary schools in Itula sub county as; creation of positive, friendly and non-threatening
environment, offering frequent motivation for students, regulation of school fees by the
government in secondary schools, holding massive sensitization for the parents on transfers, use
of alternative modes (forms) of punishment to discipline the students and organizing guidance and
counseling services for the students in the secondary schools in Itula sub county Obongi district.
The strategies suggested by the respondents in the study strongly agreed with Finn and Achilles’
(2015) proposal that school administrators should create positive, friendly and non-threatening
environmentthat motivates students to learn. Similarly, Hastings (2000) proposed that students
34
should experience classroom as a caring, supportive place where there is a sense of belonging and
everyone is valued and respected. Teachers who are in direct contact with students on almost daily
basis are expected to assist in integrating transferred students into their classes. In this way, the
negative effects of transfer will be reduced and the transferred students will settle down faster.
5.2 SUMMARY
5.2.1 Reasons why students transfer from one school to the other
The reasons why students transfer from one school to another were as follows; indiscipline case,
poor administration, long distance to schools, too much restriction levied on students in secondary
schools, corporal punishments administered in the schools, religious beliefs and cultural attributes
that exist in the communities.
5.2.2 Effects of studentstransfer on students’ education

Students transfers is a normal routine for some students in secondary schools and such students
forget that it has some negative influence on their academic performance.
The effects of students’ transfers on their education obtained from the respondents included; low
academic achievement, high dropout rates, increased indiscipline cases, low syllabus coverage by
the affected students, de-motivation for the affected students and low concentration in studies
among the students in secondary schools in Itula sub county Obongi
5.2.3 Possible strategies to minimize cases of students’ transfers in secondary

schools
The possible strategies suggested by the respondents in Itula sub county to minimize rampant
cases of students’ transfers were; creation of positive, friendly and non-threatening environment,
offering frequent motivation for students, regulation of school fees by the government in secondary
schools, holding massive sensitization for the parents on transfers, use of alternative modes (forms)
of punishment to discipline the students and organizing guidance and counseling services for the
students in the secondary schools in Itula sub county Obongi district.
5.3 CONCLUSION
Based on the findings of the study, the researcher has established the effects of learners’ transfers
in secondary schools as; low academic achievement, high dropout rates, increased indiscipline
cases, low syllabus coverage by the affected students, de-motivation for the affected students and
35
low concentration in studies. The researcher has therefore, confirmed beyond reasonable doubts
that learners’ transfers in secondary schools in Itula sub county Obongi district has great negative
influence on the academic performance of students.
5.4 RECOMMENDATIONS
The researcher has come up the following recommendations to minimize cases of students’
transfers in secondary schools:
 There is need for the schools to create positive, friendly and non-threatening environment
for students to enjoy their studies in secondary schools.
 There is need for all the stakeholders to offer frequent motivation for students so as to
improve on their retention ability.
 The government should regulate school fees in secondary schools to cater for all the parents
regardless of their socio-economic status.
 The stakeholders need to hold regular and massive sensitization for the parents on the
dangers of transfers on the academic performance of students in secondary schools.
 There is need for the school administrators and teachers to use alternative modes (forms)
of punishment to discipline the students and organize guidance and counseling services for
the students.
 School administrators need to involve parents and students in decision making in the affairs
of the school.
REFERENCES
Achola, W (2007) "Mobilizing additional funds for Secondary and Higher Education in Kenya".
Kenya Journal of Higher Education. Vol. 4 No I.
Achola et al (eds), Trends and the future of University Education in Kenya. Professors WorldPeace
Academy of Kenya, Nairobi, Kenya, 1990.
36
Averch, H.A, Caroll, S.1, Donaldson, 1.S, Kiesling H.1,PinusJ. (2003). How effective isschooling?
A critical review and synthesis of research findings. Rand Corporation, Santamonica, Califonia.
Bloom, B (2011). Our children are learning: A premier for parents, teachers and other educators.
McGraw Hill, New York, 1976.
Bogonko, S.N (2010). African political associations and the quest for secular education in Kenya,
Nairobi University Press, Kenya.
Brookover. W.E et al, (2017). "Elementary school social climate and school achievement,"
American Educational Research Journal. Vol. 15.
Croll, P. (2000). Teacher - pupil interaction in the classroom", Croll, P, and Hastings, N"(Eds).
Effective secondary teaching: Research based classroom strategies,Fulton Publishers Ltd, London.
Doyle, W (2000). "Classroom organization and management.” Wittrock, M, C (ed). Handbook of

research and leaching (3rd Edition), Macmillan PublishingCompany, New York.
Eshiwani, G (2013). Factors Influencing students’ transfer and performance among secondary
School learners in Western Province of Kenya, Bureau of Educational Research,Kenyatta
University Nairobi Kenya.
Finn, J D, and Achilles, M (2015). "Answers and Questions about class size. A
statewideexperiment", American educational research Journal. Vol 27 No 3.
Harrold, R (2004). Overview Educational planning and financing.Olernbo, J.O. and Harrold, R
(Eds), Planning andfinancing education in Africa, Commonwealth Council for educational
Administration, University of New England, Arrnidale, New South Wales, Austria.
Hastings, N. (2000). "A place for learning", Croll, P., and Hastings, N., (Eds) Effective Secondary
teaching: research based classroom strategies, David Fulton Publishers Ltd. London.
Kratz, P (2000). Teacher Behaviour Ecology in the classroom. O'leary. KD andO'leary, SG (Eds)
Classroom Management: the successful use of behaviour modification, Pergamum Press, New
York.
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Martin, E (2014). Observed classroom interactions and academic performance of secondary school
students", Kenya Journal of education vol.1No. I
Maundu, N (2006). Family Background and student achievement. Kenya Journal ofEducation vol.
4 No.1. Moi University, Eldoret, Kenya,
Mwangi, T (2009). Factors Influencing the Performance and Learning of mathematics among
secondary school students in Kenya. (Med. Thesis), University of Nairobi.
Saha, L (2011). Social Structure and Teacher Effects in Academic achievement. A Comparative
analysis (Comparative Education Review).
QUESTIONNAIRE FOR RESPONDENTS

Good day. I’m Jansuk Dickson Taban a student of Uganda Christian University (UCU) pursuing
Bachelor Degree in Education. I’m carrying out a study on “the effects of learner’s transfer on
academic performance in secondary schools in Itula sub county Obongi district.” The study is
purely for academic purposes and the information you will give will solely be used for this study.
Your identity and the information will be treated with utmost confidentiality and the name of your
institution will not be used anywhere.
INSTRUCTIONS:
38
i. Kindly respond to each question with the most appropriate answer.
ii. Place a tick [ ] in the brackets in front of the most appropriate response.
SECTION A: DEMOGRAPHIC INFORMATION
1. Gender:
Male Female
2. Your designation (professional rank):
Head teacherTeacher
Opinion leaderStudent
Others (specify)
3. Highest academic qualification
None Certificate
Diploma Graduate
4. Working experience:
Less than 5 years5-10 years
More than 10 years
SECTION B: REASONS WHY STUDENTS TRANSFERS FROM ONE SCHOOL TO THE

OTHER.
5. Do you have cases of students transfer in your school?

YesNo
6. If yes, rate the level of students transfer in your school.
LowModerate
HighVery high
7. What factors contribute to cases of transfers among the students?
Indiscipline cases
Long distance to school
Too much restriction in schools
Corporal punishment
Religious beliefs
Cultural attributes
39
SECTION C: EFFECTS OF STUDENTS TRANSFER ON STUDENTS’ EDUCATION.
8. In your own opinion, is there any relationship between students transfer and academic
performance?
YesNo
9. If yes, to what extent does students transfer affect their education?
Low academic achievement
High dropout rates
Increases indiscipline cases
Causes low syllabus coverage
De-motivate the affected students
Leads to low concentration in studies
SECTION D: POSSIBLE STRATEGIES TO MINIMIZE CASES OF STUDENTS’

10. In own view, what possible strategies can be mounted to minimize cases of students’
transfer in schools?
i. ………………………………………………………………………………………
ii. ………………………………………………………………………………………
iii. ………………………………………………………………………………………
iv. ………………………………………………………………………………………
Thank you for the cooperation
INTERVIEW GUIDE FOR RESPONDENTS
Good day. I’m Jansuk Dickson Taban a student of Uganda Christian University (UCU) pursuing
Bachelor Degree in Education. I’m carrying out a study on “the effects of learner’s transfer on
academic performance in secondary schools in Itula sub county Obongi district.” The study is
purely for academic purposes and the information you will give will solely be used for this study.
Your identity and the information will be treated with utmost confidentiality and the name of your
institution will not be used anywhere.
INSTRUCTIONS:
40
i. Kindly respond to each question with the most appropriate answer.
ii. Place a tick [ ] in the brackets in front of the most appropriate response.
SECTION A: DEMOGRAPHIC INFORMATION
1. Gender:
Male Female
2. Your designation (professional rank):
Head teacherTeacher
Opinion leaderStudent
Others (specify)
3. Highest academic qualification
None Certificate
Diploma Graduate
4. Your secondary level:
O-level A-level
SECTION B: REASONS WHY STUDENTS TRANSFERS FROM ONE SCHOOL TO THE

OTHER.
5. Have you ever transferred to another school (have you changed school in your life)?
Yes No
6. Do you have cases of students transfer in your school?
YesNo
7. If yes, rate the level of students transfer in your school.
LowModerate
HighVery high
8. What are the causes of students transfer in secondary schools in Itula Sub County?
i. …………………………………………………………………………………………
ii. …………………………………………………………………………………………
iii. …………………………………………………………………………………………
iv. …………………………………………………………………………………………
41
SECTION C: EFFECTS OF STUDENTS TRANSFER ON STUDENTS’ EDUCATION.
9. In your own opinion, is there any relationship between students transfer and academic
performance?
YesNo
10. How do you think these transfers can affect a student’s performance in school?
i. …………………………………………………………………………………………
ii. …………………………………………………………………………………………
iii. …………………………………………………………………………………………
iv. …………………………………………………………………………………………
SECTION D: POSSIBLE STRATEGIES TO MINIMIZE CASES OF STUDENTS’

11. In own view, what possible strategies can be mounted to minimize cases of students’
transfer in schools?
i. ………………………………………………………………………………………
ii. ………………………………………………………………………………………
Thank you for the cooperation
42
LETTER OF RECOMMANDATION
43

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THE EFFECTS OF LEARNERS’ TRANSFER ON THE ACADEMIC PERFORMANCE

IN SECONDARY SCHOOLS IN ITULA SUB-COUNTY, OBONGI DISTRICT

JANSUK DICKSON TABAN

A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

AWARD OF BACHELOR DEGREE IN EDUDCATION OF

UGANDA CHRISTIAN UNIVERSITY

Jansuk Dickson Taban

DEO: District Education Officer

MOES: Ministry of Education and Sports

NELS: National Education Longitudinal Study

NPE: National Policy on Education

PDE: Provincial Director of Education

S.S: Secondary School

U.S: United States

UCU: Uganda Christian University

Table 2: Distribution of respondents’ demographic information………………………………..21

Table 3: Distribution of respondents’ (head teachers’ and teachers’) working experience……...22

Table 5: Distribution of responses on the effects of students transfer on their education in

Figure 4: Distribution of responses on the level of students’ transfers in secondary schools…...23

Figure 5: Distribution of responses on respondents’ opinions on whether there is any relationship

1.1 BACKGROUND OF THE STUDY

Challenges faced during

Source: Researcher's own concept.

1.1.4 Contextual perspective

1.2 STATEMENT OF THE PROBLEM

1.3 PURPOSE OF THE STUDY

1.4 OBJECTIVES OF THE STUDY

The study focused on the following research objectives:

1.5 RESEARCH QUESTIONS

The study was guided by the following research questions:

1.6 SCOPE OF THE STUDY

1.6.1 Geographical scope

1.6.2 Content scope

1.6.3 Time scope

1.7 SIGNIFICANCE OF THE STUDY

1.9 DEFINITIONS OF OPERATIONAL TERMS

Transferred Students:Arestudents who have switched schools for non-promotionalreasons at

2.1 REASONS WHY STUDENTS TRANSFER FROM ONE SCHOOL TO

2.2 EFFECTS OF STUDENTS TRANSFER ON THEIR EDUCATION

A studyconducted by Rumberger et al (1999) in California elementary schools found that students

2.3 POSSIBLE INTERVENTIONS TO MINIMIZE CASES OF STUDENTS’

3.1 RESEARCH DESIGN

3.2 THE STUDY LOCATION

3:3 TARGET POPULATIONS

3:4 SAMPLE SIZE AND SAMPLING TECHNIQUES

Table 1: Summary of sample size for the research study

Target population Population sample Sample size Technique

3.5 SOURCES OF DATA

3.6 DATA COLLECTION INSTRUMENTS

3.6.1 The Questionnaire Guide

3.7 DATA QUALITY CONTROL

3.7.2 Reliability of the Instruments

3.8 PROCEDURE OF DATA COLLECTION

3.9.1 Data processing

3.9.2 Data analysis

3.10 ETHICAL CONSIDERATIONS

4.1 DEMOGRAPHIC DATA