CAUSES OF POOR PERFORMANCE OF STUDENTS AT UGANDA CERTIFICATE

OF EDUCATION (U.C.E) IN THE SELECTED SCHOOLS OF MAKINDYE

SSAABAGABO-WAKISO DISTRICT

BY

KIBE ESTHER NJERI

BAE/14536/71/DF

A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION IN A

PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AW ARD

OF A BACHELOR OF ARTS WITH EDUCATION OF

KAMP ALA INTERNATIONAL

UNIVERSITY

JULY 2010
 DECLARATION

I Kibe Esther Njeri, do hereby declare that this research has never been submitted to any
institution of higher learning for any award. All information is based on my own effort and I
acknowledged the related literature borrowed from different writers and researchers.

Signature ........ ~ - ........................................... .

KIBE ESTHER NJERI

Date ... .Q./.£?. J. J. ~ !.Q... :.................•••.................•...

 APPROVAL

I certify that this work has been done under my supervision and guidance. Its ready for
subrnission as university supervisor.

Signature ..... -~ ..................... .

MRS. DEBORAH TALIGOOLA

Date.. -~ .1.3:\.!.\l............................... .

ii
 DEDICATION

I dedicate this study to my dear loving parents Mr. Stanley Kibe and Mrs. Patricia W. Kibe, my
loving brothers John Ng'ang'a and Simon Peter Njenga.

iii
 ACKNOWLEDGEMENT

I am grateful to The Almighty God for granting me life and helping me to attain this level of
education. To my supervisor Mrs. Deborah Tiligoola for her time and guidance that has been
paramount for this research. To my parents Mr. and Mrs. Kibe for their love, moral and financial
support. Dad and mum, I sincerely appreciate all you have done for me all through my path of
education up to this level and the faith you have in me. Thanks a lot I LOVE YOU SO MUCH
and may Almighty God reward you abundantly.

I appreciate my dear friends at Kampala International University who have provided their lovely
suppmi and time in the coming up of this work; Claris Njung'e, Miriam Mukuge, Susan Ruhiu,
Alexia Mumbi, Judy Wangui, Liz Michuki, Charles Olowo, my cousin Daniel Kung'u and
Timothy Tene.

Other regards go to all the authors Farrant J. S, Kendall D, Dean J.O and Ssewakiryanga R
among others.

Thanks to my respondents from the selected schools and other respondents who co-operated with
me in the field in the process of data collection.

May God bless you all.

iv
 TABLE OF CONTENTS

DECLARATION ...................................................................................................................... i
APPROVAL ............................................................................................................................ ii
DEDICATION ........................................................................................................................ iii
ACKNOWLEDGEMENT ...................................................................................................... iv
TABLE OF CONTENTS ........................................................................................................ v
LIST OF TABLES ................................................................................................................. vii
ABBREVIATIONS .............................................................................................................. viii
ABSTRACT ........................................................................................................................... ix

CHAPTER ONE .................................................................................................................... 1

1.0 INTRODUCTION ...................................................................................................... 1
1.1 Background of the study ............................................................................................. 1
1.2 Statement of the problem ............................................................................................ 3
1.3 Purpose of the study .................................................................................................... 3
1.4 Objectives of the study ................................................................................................ 3
I .4 Research questions ...................................................................................................... 3
1.5 The scope of the study ................................................................................................ 4
1.6 Significance of the study ............................................................................................. 4

CHAPTER TWO ................................................................................................................... 5

LITERATURE REVIEW ..................................................................................................... 5
2.0 Introduction ................................................................................................................. 5
2.2 Effects of poor academic performance of students at U.C.E ...................................... 7
2.3 Solutions to reduce poor academic performance at U .C.E ......................................... 8

CHAPTER THREE ............................................................................................................. 10

RESEARCH METHODOLOGY ....................................................................................... 10
3.0 Introduction ............................................................................................................... 10
3.1 Research Design ........................................................................................................ 10
3.2 Area of the study ....................................................................................................... 10
3.3 Description of the population.................................................................................... 10
3.4 Sample size and selection techniques ....................................................................... 11
3.5 Research instruments ................................................................................................ 11

V
3.5.1 Interview ................................................................................................................... 11
3 .5 .2 Questionnaire ............................................................................................................ 11
3.6 Procedures for data collection ................................................................................... 11
3. 7 Data processing and analysis .................................................................................... 12
3. 8 Limitation of the study .............................................................................................. 12

CHAPTER FOUR ............................................................................................................... 13

DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF THE
FINDINGS ............................................................................................................................ 13
4.0 Introduction ............................................................................................................... 13
4.1 Data Presentation and Analysis ................................................................................ 13
4.2 Causes of Poor Academic Performance at U.C.E ..................................................... 14
4.3 Effects of Poor Academic Performance at U.C.E ..................................................... 16
4.4 Solutions to the effects of Poor Academic Performance at U.C.E ........................... 16

CHAPTER FIVE ................................................................................................................. 18

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS ............ 18
5.0 Introduction ............................................................................................................... 18
5.2 Conclusion ................................................................................................................ 21
5.3 Recommendation ...................................................................................................... 22

REFERENCES ......................................................................................... 24
APPENDICES ....................................................................................................................... 26
APPENDIX A: QUESTIONNAIRE FOR HEAD TEACHERS ........................................... 26
APPENDIX B: QUESTIONNAIRE FOR TEACHERS ....................................................... 28
APPENDIX C: QUESTIONNAIRE FOR P.T.A CHAIRPERSONS AND MANAGEMENT
COMMITTEE CHAIRPERSONS ......................................................................................... 29
APPENDIX D; INTERVIEWES FOR STUDENTS ............................................................ 30
APPENDIX E: INTERVIEWS FOR L.C.I CHAIRPERSONS ............................................ 31
APPENDIX F: INTERVIEWS FOR THE NON TEACHING STAFF ................................ 31

vi
 LIST OF TABLES

Table I: shows the representation of respondents ........................................................................ 14

Table 2: Causes of Poor Academic Performance at U.C.E ........................................................... 15

Table 3: Effects of Poor Academic Performance at U.C.E ........................................................... 16

Table 4: Solutions to Poor Academic Performance ...................................................................... 17

vii
 ABBREVIATIONS

U.C.E Uganda Certificate of Education

S.E.R.P Secondary Education Reform Program

M.O.E.S Ministry of Education and Sports

U.S.E Universal Secondary Education

U.N.E.B Uganda National Examination Board

P.T.A Parent Teachers Association

MGT.C Management Committees

L.Cs Local Councils

viii
 7

ABSTRACT

This research focused on the causes of poor academic performance of students at Uganda
Certificate of Education (UCE) in Makindye Ssaabagabo - Wakiso District. It was based on
the following objectives; The causes of poor academic pe1formance of students at U CE, the
effects of poor academic performance and the possible measures to reduce poor academic
pe,formance at U CE . This research used a cross section survey research because the study
was descriptive in nature. The researcher also used quantitative and quantitative research
methods, the quantitative ones helped the researcher to convert responses into percentages and
qualitative methods helped the researcher to get more knowledge on the topic under study. The
findings of this research showed that poor academic performance still exists due to a
combination offactors which were identified and its effects on the schools and the students and
also the possible recommendations to reduce such poor pe1formance in schools. It was
concluded that poor time management , poor training of teachers, unequal funding in schools,
understaffing of schools, students drop out, language barrier, poor teaching-learning
environment, lack of scholastic materials , candidates not able to read , write and follow
instructions among other factors caused poor academic JJe(formance of students at U CE. Poor
academic pe1fonnance at UCE resulted to the collapse of schools, early marriages, drug abuse
and low enrolment of students in schools. The researcher recommended on different aspects to
reduce the effects of poor academic pe1formance in UCE which included motivation of
learners, better payment of teachers in time, parents involvement in education, provision of
enough scholastic materials, government's provision of equalfunding in schools, fi·equent school
inspections, good parents-students relationship and the sensitization of students about the
dangers of drug abuse.

ix
 CHAPTER ONE

1.0 INTRODUCTION

This chapter embraces the background of the study and it intends to find out the history of the
schools since their establishment.The schools include Gayaza high school , King's college
Buddo,Kamuli,Nabisunsa,LubagaSt.Marys Kisubi.

1.1 Background of the study

Until 1925, practically all education was m the hands of the protestants and Christian
missionaries the exemption of some buildings built at Makerere by the protectorate

Government's a school to train mechanics and carpenters. All school buildings and teachers in
the country belonged to the missionary groups without the foundations and accepted the
challenges of heavy and testing commitments.

Their major aim was to form a form of education designed to suit educational needs of
Ugandans and to help build the character of pupils and students to prepare them for the
underworld in which they would leave schools like Gayaza high, Kings college Buddo, Kamuli,
Nabisunsa, Lubaga, St Mary's Kisubi among others were established to achieve this aim.

However, after independence, education in Uganda shifted to the control of government and
again the recent privatization and liberalization. Many private institutions and schools have been
set up alongside those of the church and the government.

Secondary education is the basic education which aims at developing the life of the learners so
that they can properly serve the society according to their roles and responsibilities as good
citizens. To achieve the aims of each learner and equip them with basic knowledge and skills
necessary for their daily living and adjustment to social, political and economic changes,
physical and mental health for productive work and peaceful living. The cuniculum is a
manifestation of the secondary education program {S.E.P} of the ministry of education and
sports.

1
According to hellinger { 1991, 453} Education reflects political situation in the country and most
schools are supported by the government. It is no coincidence that secondary educations occur
simultaneously. Seeing that the economy is undergoing fundamental change of political and civic
leaders recognized the need for an educated work force. They also feared the influx of
foreigners.

In the same regard, john et al { 1999} from the report of {1993} by the national commission on
excellence in education showed out if an un friendly foreign power had attempted to impose on
mediocre educational performances that exist today, we might have viewed it as an act of war as
it stands if we allow this to happen to ourselves.

U.S.E schools are among the performing schools at secondary. The secretary U.N EB said that
according to the previous year's students 445,615 registered for U.C.E and among these 404,429
of about 91 present students are from government schools U.C.E and 41 ,186 students only
registered from private schools. 20,571 students password in the first grade in the year 2005 yet
in the year 2004 were 29,950 students who passed in the same grade. 16,317 are who passed in
the second grade in the year 2004. 106,138 students passed in third grade in 2005 yet 71,731
students are those who passed in the same grade in the year 2004 those who passed in the fourth
grade in 2005 were 57,954 yet 67,704 students are those who passed in same grade in the year
2004. 62,530 students failed in 2005 yet in 2004 were 81,392. Examinations for 574 students
were cancelled in 2005 because of examination multi practices and were given a chance to re-sit
for U.C.E. though the number for those who did better than their friends reduced but the total for
those passed increased.

The students did best arts followed by sciences and then mathematics was the poorly done
subject at U.C.E in 2005. The results showed that the students never understood mathematics
very well and the teachers are urged to teach students how to answer questions in details and not
in brief.

2
1.2 Statement of the problem

There has been a number of students who are performing well in U.C.E level which is quite a big
number. However, there is still poor academic performance at U.C.E level and it is through this
that the researcher decided to carry out an investigation to find out what really causes such poor
performance and how the poor performance affects both the schools and the students themselves.

1.3 Purpose of the study

The purpose of the study was to identify the major causes of poor performance of students at
U.C.E in makindye Ssaabagabo, Kyaddondo county Wakiso district.

1.4 Objectives of the study

The objectives of the study were,

1. To identify the different causes of poor academic performances of students at U.C.E in

the selected schools.

11. To find out the effects of poor academic performance of students at U.C.E.

n1. To find out the possible solutions to reduce poor academic performance at U.C.E

1.4 Research questions

1. What are the causes of poor academic performance of students at U.C.E?

11. What are the effects of poor academic performance of students at U.C.E?

m. What are the possible solutions to reduce poor academic performance at U.C.E?

3
1.5 The scope of the study

The geographical scope of the study was confined to Makindye Ssaabagabo,Kyaddondo county,
Wakiso district.

Makindye Ssaabagabo is approximately 120km2 and is composed of 28 secondary schools with

an average of 280 students per school. However, only five secondary schools were involved in
this study. Among the 28 secondary schools the five secondary schools selected are either private
or government schools. The researcher decided to carry out this study after speculating that there
are various causes of poor academic performance of students at U.C.E in Makindye Ssabagabo
and therefore wants to find the major causes of the poor performance.

1.6 Significance of the study

The school administrators to realize the different causes of poor performance of students at
U.C.E and try to overcome them

The management committee members and parent's teachers' association members mobilize the
resources and create conducive environment for better performance of student at U.C.E level.

The policy makers should design and develop programs for sensitization on poor academic
performance at U.C.E level.

4
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

In this chapter the researcher will highlight more about the related literature to the research
objectives and the researcher will highlight on the cause of poor academic performance, effects
of poor academic performance and possible solutions to reduce poor academic performance.

2.1 Causes of poor academic performance of students at U.C.E level.

According to agnatic Et-al (1996, 214) poor time management leads to poor performance.
Teachers and students in most schools come late and during school, time is spent in useless
things like conversing with their fellow teachers in the staff room instead of teaching thus little is
covered in class and intern leads to poor performance as also the students instead of revising
their books they just play in class and some leave school before time.

In addition to the above, farrant J.S. (I 980) contents that today the relationship between teachers
and students is often upside down. Students come because they must and teachers teach because
they are paid to. Teachers mourn that their profession is not respected and complain that they are
not poorly paid of the duties they are required to do. They look over their shoulders at other
professions' and conditions of service and sigh for a better life. This means that less is covered at
the school since time is not managed well.

In his view macrons J.(2004,378) said that, the problem dropping out quit before earning even a
high school diploma leads to poor performance. This leaves young people ill equipped for the
world of work and at high risk for poverty some students drop out because of the problem with
the English language of because pregnancy others must work to support their families.

5
Kendall, D, (2004) supports the above statement that although there has been a decrease in the
number of school dropout rates over the past years before earning a high school diploma, the
drop out also varies from one region to another.

According to Sigel man R. (1999,349) the class size, study environment and peer pressure,
negative feedback, pubeiial changes all these leads to poor academic performance. It is
suggested that the transitions to middle school to high schools is difficult because young
adolescent are often experiencing major physical and psychological changes at the same time
they are being asked to switch to schools, many of students are influenced by the peer pressure of
which some of their friends might not be schooling and working. This might force this class to be
congested that the students do not have enough space, this make them uncomfortable an as a
result less attention is paid to studies and if the environment from which the learners are studying
from is near a disco hall, bars, alongside the roads these takes or diverts their mind to think of
other things besides academic thus all the above leads to poor performance.

In his view Kendal D. (2004, 387) unequal funding of schools, school dropout and racial
segregation brings about poor performance in schools. Many private schools are not funded, and
then government schools are under U.S.E program yet even private are doing more work.
Government schools can absorb all the number of children within the country and these classes
do have most of the instrnctional material yet private schools don't even have enough. Violence
in schools is also at an increase many schools have been burnt, pouring paraffin in food such as
the kichwamba incidence of which these strikes leads to destruction of property and some people
lose their lives, segregation in schools is on an increase in students from very rich families who
tend to get much attention from teachers because of the extra money given to them through doing
private work like coaching than those from poor families which leads those from poor families to
perform poorly.

In addition to the above, Tierney (1982) says that diversity and unequality in societies, schools
and colleges are arenas where racism that is to say those from rich families some tribes and those
who are bright and poor tend to segregate on such basis. This makes the unprivileged group to
feel as an outfit in the classes and instead of concentrating, they begin to mourn for their social
classes and as a result this leads to their poor performance in schools.

6
As to the UCE report on work of the candidates November 2004 examination reveals that some
candidates still are not able to read, write and follow instrnction in all subjects the means that
failure to attain the required levels of competence in English language affects the learner's
performance in all subjects. It also appears the some teachers do not prepare lessons adequately
in order to deliver the subject content to the learners'. Some teachers also seem to teach students
following text books rather than syllabuses. Others seem still be using teachers centered
approach leading to abstract teaching.

According to National Assessment of Progress in Education (NAPE reports, there is a lot of

Head teachers and students absenteeism. This adversely affects learning as there are less contact
time between teachers and learners. In addition to the above, Morrison (1988) contends child
abuse and neglect children of pove1iy, stress, lack of parental information about violence,
unwanted and unloved children parents cognitive and emotional state all of which contribute to
poor performance of learners in schools. This is as a result that if learners is in class his or her
mind are disturbed by many factors which tend to divert his or her concentration in class and
think of different things which in end has nothing to write in the examination and thus resulting
into poor performance.

2.2 Effects of poor academic performance of students at U.C.E.

Poor performance in schools leads to instability this has manifested itself through student's
unrest in schools which has resulted into misunderstanding between the child and the teachers
instability in schools have resulted into loss of lives of both teaching and non teaching stuff and
the student bad many properties are destroyed such as school vans and buildings.

Ocan (2005, 27) further puts it that poor performance in schools leads to psychological disorder
of the learners which makes them socially undesirable, unwilling to work regularly and to
responsibilities. He further argues that poor performance in schools result into instability which
has manifested itself through student unrest in schools or strikes which results into
misunderstanding between the learners and the teachers which in most cases leads to loss of life
to both the learners and the teachers together with the destruction of property such as buildings,
school van among others.

7
Drug abuse is yet another effect of poor performance where learners tend to abandon school and
join another world of money and something to eat then they resort to stealing where some of
them have lost their lives. Unfortunately this is as a result people who sell to them aviation fuel,
obviously aware of poor children's intentions and consequences of their action. The drug they
take help them in many ways such sexual arrestment, helps them feel warm in the cold and chilly
situations, make them forget problems and finally make them feel strong. An addicted child
hopelessly sniffs the aviation fuel and drifts into a world of his or her own. The department of
police in charge of children's affairs revealed that there are about 600 children per year who are
arrested due to drug possession. This result into constant nerve breakdown, intolerable chest pain
and convulsion.

On addition Fmrant (1980) environmental factors affect the performance of the learners in
remembering, learning process should take place in cool and convenient environment where
learners can grasp and take in what has been taught to them but it is very difficult to learn
effectively if their attention is destructed or worries automatically affect their concentration.

2.3 Solutions to reduce poor academic performance at U.C.E.

According to Unstuck (1964) the material for presentation within the topic must be prepared
consisting of the unit, arranged information can be passed to the students in such a way that she
or he can learn from it as efficiently as possible.

While beard (1979) says that motivation of the learners variety of teaching methods and clear
definition of goals with intermediate and immediate objectives prompt feedback as to success
active rather than passive and the methods learning all those can improve on the performance of
learners in school. The teacher has to motivate his or her while in class this can improve on their
performance, increase participation in class and teach them the better ways of learning and the
teacher must vary the methods of teaching depending on subject and topic to avoid boredom in
class.

Lea (1971) contends that staffing in schools and the teachers education and learning must be
checked. In many schools most of the teachers are untrained who do not know the subject matter

8
and lack better methods of teaching thus the teachers employed in schools must be trained or
licensed by the ministry of education and sports to teach thus improving on performance.

UNEB 2005 UCE report on students' performance November 2004 Examinations Teachers are
urged to as much as possible to use learner centered approach. They also need to use available
learning aids and other good methods such as term scheming, consultative planning; seminars
and refresher courses should be an-anged. Thus without seminars and proper training of teachers
and use of learners centered approach, the teacher teach him or herself leading to poor
performance of learners.

There needs to have more effective practical application of the educational theory that is learned
during training to improve on the knowledge of how children learn more effective and teachers
must vary their teaching methods while teaching, Greater understanding of how children learn is
influenced by the way how teachers teach. It's encouraging to use greater information in
teaching methods which emphasis on child centered methods and individualized learning and
more carefully test learning materials.

In the same regards, Farrant also recommended that small group has a number of advantages
over large groups learning. It gives more children opportunity to participate actively in the lesson
and reading lessons conducted in groups for example, many will be able to read loud as their
groups because each group can work simultaneously independent of the other. This gives
learners a chance to improve on their language through interpreting the questions, spelling while
writing their exams. Thus small group learning to be the best way of reducing poor performance
in schools since it narrows teacher-student relation in class.

9
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter presents the methodology of research used which includes, study research design,
data collection instructions, procedures for data collection, data analysis techniques.

3.1 Research Design

The researcher used a cross section survey research because the study way descriptive in nature.
However, the researcher also used quantitative research and qualitative research methods
because the quantitative methods could help the researcher to conveit responses into percentages
and the qnalitative methods helped the researcher to get more lrnowledge on the topic under
study.

3.2 Area of the study

The research was carried out in Makindye Ssaabagabo, kyaddondo county wakiso district. The
study was centered mostly on the causes of poor academic performance at U.C.E in schools of
wakiso district.

3.3 Description of the population

The study covered five selected schools both public and private and various stake holders of
these schools who are responsible for teachers and students' well fare were used as pmticipants.
These include; head teachers, management and parents' teachers associations, teachers, students
and L.C.I chairperson and non-teaching staff.

10
3.4 Sample size and selection techniques

This study adopted purposive sampling while selecting head teachers, teachers, students and
random sampling in selecting the population of L.C. l chairperson, non teaching staff and
management and parent teachers association. Five head teachers will be chosen from each
school, five chair person of management committee, five P .T.A chairpersons, a total of twenty
five teachers will be selected from the schools, thirty students are to be selected from all schools
at random, five L.C.1 chairpersons and five non teaching staff were selected.

3.5 Research instruments

The Data collection instruments while conducting the study included; questionnaire and
interview guides as below;

3.5.1 Interview

This was used and applied to the non teaching staff, students and LC.I chairpersons because they
did not know how to read and write. These were be used to find out how academic performance
of students has influenced the public and students themselves.

3.5.2 Questionnaire

These were the means of data collection instruments for the head teachers. Management and
PTA chairpersons, teachers because they knew how to read and write. The questionnaire
consisted of both open and close ended questions.

3.6 Procedures for data collection

The researcher obtained an introductory letter from the dean of faculty of education that will
legitimize her access to the respondents and make pre visits to the institutions. The researcher

11
obtained data and during the process of data collection the researcher ensured that all
questionnaires she administered were collected and the data analyzed.

3.7 Data processing and analysis

The data was recorded and edited upon coming back from the field. Editing was done to discover
the possible mistakes that were raised and other weaknesses in the data there by ensuring
completeness and accuracy. Data collected was based on the research questions and data from
both open and closed ended questionnaires and interview guides was categorized. Lastly the
conclusion was drawn basing on the analysis of data presented of which the results were made to
establish how poor academic performance of students at U.C.E affects the learners and the public
in Wakiso sub county in Wakiso district.

3.8 Limitation of the study

Any Financial problems which forced the researcher to limit his research with different groups
selected may be because of the high transport costs, high feeding costs and the heavy down pour
which retarded the work of the researcher. The limitation was addressed respectively.

12
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF THE FINDINGS

4.0 Introduction
This chapter presents field data in attempt to evaluate the causes of poor academic performance
of students in U.C.E in the selected schools of Makindye Ssabagabo in Wakiso District. The
following objectives guided the study:

1. To find out the effects of poor academic performance of students at U.C.E LEVEL

11. To identify the different causes of poor academic performance of students in U.C.E level

iii. To find out the possible solutions to reduce poor academic performance at U.C.E level.

Percentages were applied for the purpose of analysis. Computers also made it possible and easier
to analyze the data.

4.1 Data Presentation and Analysis

Data for these research questions was collected from head teachers, teachers, P.T.A,
management chairpersons, students, L.Cl Chairpersons and the non-teaching staff.

A total of 40 questionnaires were returned out of the 40, this is because the researcher had earlier
informed the respective respondents. The interviews were also successful for all the forty were
carried out

13
Table 1: shows the representation of respondents

Respondents Frequency

Head master 5

Teachers 25

PTA members 5

MGT Chair persons 5

LC! Chair persons 5

Non staffing 5

Source: Primary data 2010

4.2 Causes of Poor Academic Performance at U.C.E

According to the research, the researcher established the causes of poor academic performance at
U.C.E. This included; poor training of teachers, unequal funding of schools, teachers' negative
attitude towards work, understaffing of schools, dropping out of schools, language barrier, lack
of scholastic materials, poor teaching-learning environment, candidates not able to read, write
and follow instructions.

14
Table 2: Causes of Poor Academic Performauce at U.C.E

Causes of poor performance No. of Percentage

Respondents

Lack of parents involvement in school 10 12.5 %

Dropping out of school 10 12.5%

Unequal funding of schools 9 11.25%

Understaffing of schools 8 10%

Lack of scholastic materials 8 10%

Candidates not able to read, write and follow instrnctions 8 10%

Class size 8 10%

Poor teaching-learning environment 6 7.5%

Poor training of teachers 4 5%

Teachers' negative attitude towards work 4 5%

Language barrier 5 6.25%

Source: Primary data 2010

The study established that the major causes of poor academic performance at U.C.E were lack of
parents' involvement in school and dropping out of school with 12.5% , while unequal funding
of schools 11.25%, understaffing of school, lack of scholastic materials, candidates not able to
read, write and follow instructions, class size all with 10%, poor teaching-learning environment
7.5%, poor training of teachers 6.25% while teachers' negative attitude towards work and
language barrier consisted 5% of the total respondents.

15
The findings shows that teachers are less concerned about the performance of students because
some are not trained and the schools lack scholastic materials to use while teaching.

4.3 Effects of Poor Academic Performance at U.C.E

According to the study, the researcher established the effects of poor academic performance at
U.C.E which included; collapse of schools, early marriages, drug abuse, low enrollment of
students in schools.

Table 3: Effects of Poor Academic Performance at U.C.E

Effects of poor academic performance No. of Respondents Percentage

Low enrollment of students in schools 30 37.5 %

Collapse of schools 25 31.25%

Drug abuse 15 18.75%

Early Marriages IO 12.5 %

Source: Primary Data 2010

Low enrollment of students in schools has been cited as the major effect of poor academic
performance with 37.5%, while collapse of schools 31.25%, drug abuse 18.75% and finally early
marriages was least with 12.5% of the total responses.

The above finding shows that due to low enrollment in schools has affected student's academic
performance.

4.4 Solutions to the effects of Poor Academic Performance at U.C.E

This included better payment of teachers in time, motivation of learners, parents' involvement in
education, provision of enough scholastic materials, government provision of equal funding in
school, frequent school inspections, good parent-students relationship and sensitization about
drug abuse.

16
Table 4: Solutions to Poor Academic Performance

Solutions to poor academic performance No. of Percentage

Respondents

Parents involvement in education 15 18.75 %

Motivation of learners 13 16.25%

Provision of enough scholastic materials 11 13.75%

Better payment of teachers in time 10 12.5 %

Government provision of equal funding in school 9 11.25 %

Frequent school inspections 9 11.25%

Sensitization on drug abuse 8 10 %

Good parent-students relationship 5 6.25%

Source: Primary data 2010

In the study, the researcher established that it was recommended that parents should involve
themselves in education 18. 75%, motivation of learners 16.25%, provision of enough scholastic
materials 13.75%, better payment of teaches in time 12.5%, while government provision of equal
funding in school and frequent school inspections 11.25%, sensitization on drug abuse 10% and
finally good parent students relationship 6.25% of the total respondents.

17
 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This research presents a well detailed discussion of results presented in chapter four, conclusions
and recommendations on the causes of poor academic performance of students in U.C.E in
Makindye, Ssaabagabo Wakiso District. This discussion is centered on the set objectives of the
study as showed below;

a) Identifying the different causes of poor academic performance of students at U.C.E.

b) Examining how poor academic performance of students at U.C.E affects both the schools and
the students themselves.

c) To find out the possible solutions to reduce poor academic performance of students in U.C.E

5.1 Summary of findings

Causes of poor academic performance of students at U.C.E level

Many teachers in government aided schools and some private schools claimed their salaries were
sometimes embezzled, this means that embezzlement of teachers salaries is one of the major
causes of poor academic performance oflearners.

Poor academic performance of students in U.C.E is as a result of poor training of teachers. When
these untrained teachers are employed in schools they are not in a position to deliver the content
and this leads to deterioration oflearners performance.

Understaffing of schools has also caused poor academic performance of learners. This is simply
because teacher-students ratio is big and that the teachers cannot be able to attend to the students
equally.

18
Dropping out of schools was identified as a major cause of poor academic performance of
learners at U.C.E. When the learners tend to drop out of school the remaining students in schools
get discouraged and the teachers morale reduces thus cannot perform their roles effectively.

Language barrier according to the research carried out greatly contributed to the poor academic
performance of students at U.C.E. It was argued that language barrier was a stambling block
towards the achievements of better performance since the students and the teachers do not get to
understand each other.

Absenteeism in schools by both teachers and learners greatly contributed to poor academic
performance of students at U.C.E. When teachers fail to come to school learners do not acquire
the required skills and on the other hand teachers became reluctant hence failing to finish the
syllabus on time.

Lack of parents involvement in education has greatly forced learners to be reluctant in studies
since their parents have failed to follow up their performance. This has resulted into poor
academic performance of students at U. C.E.

Poor teaching and learning environment according to the research carried out was identified to be
a cause of poor academic performance of learners at U.C.E.

The research carried out also indicated that some candidates are not able to read, write and
follow instructions in all subjects. This means that failure to attain the required levels of
competencies in English language resulted into poor academic performance of learners at U.C.E.

Effects of poor academic performance of students at U.C.E

Collapse of schools was identified as an effect of poor academic performance of learners at

U.C.E. When there is persistent poor performance of learners at U.C.E the school is not in a
position to expand but rather collapse since no students enrolls in the school due to the poor
academic performance.

19
According to the research early marriages was identified as a major effect of poor academic
performance of students at U.C.E. Learners who do not qualify at U.C.E lack option and end up
in early marriages.

Drug abuse according to the carried out research was sited as an effect of poor academic
performance oflearners at U.C.E. The students who fail to perform well at U.C.E tend to engage
themselves in drug abuse as a way of relieving their stress.

According to the research out poor academic performance of students at U .C.E has resulted into
prostitution whereby learners feel discouraged in a way that they engage in prostitution in order
to earn a living since they consider themselves failures.

Low enrollments of students in schools was identified as an effect of poor academic performance
of students at U.C.E. Parents tend to transfer their children to better performing schools and this
lowers the enrollment of students in poor performing schools.

Possible solutions to reduce poor academic performance at U.C.E

Better payment of teachers on time was identified as a measure of solving the problem of poor
academic performance of learners at U. C.E.

Motivation of learners through competitive and co operative spirit among themselves. This will
help the learners to work hard towards achieving their set goal and these results into their better
performance.

Parent's involvement m education; by parents being involved in their children activities at

schools such as monitoring their home works and assignments would improve on their children
academic performance.

Provision of enough scholastic materials to students would motivate their greater involvement in
their learning activities which would in turn result into improvement in their academic
performance.

The teachers should employ various teaching methods and more especially the learner centered
method of teaching which would make the learners grasp and have good mastery of the content.

20
The government should provide support to both the government and private schools to enable
them carry out the educational services accordingly. This will lead to students improving on their
academic performance whether they are in government or private schools.

Inspectors of schools should conduct their duties every term to check the activities and
effectiveness of schools towards the national goals and objectives.

Government should ensure public sensitization about the dangers of drug abuse to the students
who take them and put in place strict laws to the people found taking intoxicated and illegal
goods.

Parents should practice straight talks with their children through offering services such as
counseling to avoid their children from dropping out of schools, for early marriages or even
prostitution.

5.2 Conclusion

Though the number of students who perform poorly in U.C.E has reduced, there is still poor
academic performance of students brought as a result of many factors such as poor training of
teachers, poor teaching methods, inadequate and lack of teaching materials, domestic violence,
embezzlement of teachers salaries, corporal punishment, under staffing of schools, long distances
away from schools, students absenteeism from schools, poor feeding, poor learning and teaching
environment, language ba1Tier, lack of parent involvement in education, unqualified teachers,
poverty, lack of scholastic materials and students delay to report back to schools.

In addition to the above, poor academic performance of learners in schools has affected them and
their schools negatively through dropping out of schools, low enrolment of students, drug abuse,
early marriages, prostitution, poor payment of teachers, thieves and students develop a negative
attitude towards studies which eventually retards the development of the school and in turn some
schools collapse.

21
5.3 Recommendation

It was recommended that;

Schools Administrators should employ only qualified and registered teachers and the
government should organize refresher courses for teachers and in service training to improve on
their performance and that of their students as well.

School Administrators should ensure that there is proper staffing of schools depending on the
number of students to narrow the gap of teacher to student ratio to ensure that all students are
attended to hence better performance of learners.

The ministry of education and sports should ensure that counseling services are put in place to
attend to all students' goals and problems for their better performance.

The curriculum should be redesigned to provide learners who are job creators than job seekers
hence it means from theoretical practical education to meet the goals and objectives of the
country.

Parents should get involved u schools activities to enable their children to perform better in
U.C.E through giving them assistance at home and making constant follow up through visiting
the schools when they are called upon or not.

Parents should endeavor to provide breakfast and lunch to their children through paying some
amount to their schools.

Inspectors of schools should inspect all schools regularly throughout the year to ensure
effectiveness of teachers and better student performance.

Schools Administrators to maintain prompt payment of teachers in order to avert the problem of
poor performance in schools.

Motivation of teachers and students should be ensured to enable effective teaching and better
performance in schools.

Schools Administrators should ensure that better learning teaching environment is maintained to
enable proper teaching and learning process to take place for better performance in schools.

22
Government should ensure public sensitization about the dangers of drug abuse to the students
who take them and put in place strict laws to the people caught taking intoxicated and illegal
drugs.

Parents should practice straight talks with their children through counseling them to prevent
them from dropping out of schools for early marriages and about the dangers of such practices.

Parents should ensure that enough scholastic materials to students ad the schools Administrators
should ensure that the teachers are provided with enough instructional materials for effective
teaching and learning process.

Schools Administrators should ensure that staff quarters are constructed at schools to avoid
teacher's absenteeism and late coming.

Teachers should prepare lessons adequately in order to deliver the subject content to the learners
through varying the teaching methods and use of child-centered methods of learning.

Parents should pay school dues in time to avoid sending of children back home daily.

Students should arrive to school early enough so that the lessons begin in good time to avoid
wasting time.

The LC! chairpersons should get involved in school activities in their respective locations and
ensure that those schools perform well.

School Administrators should ensure that their schools perform better to increase on the
emolment of their schools in order to ensure their sustainability than their collapse.

23
 REFERENCES
Austwick.K. (1964) teaching machines and programming. Pergamum press New York.

Beard B.et-al (1979), research into teaching methods in higher education. Fourth edition

Bunni! s (1987) teacher appraisal in practice, portmosth, USA

Byarugaba J. et-al (2002) Entrepreneurship for Secondary schools. NCDC book 6

Clegg.a.B (1972) the changing primary schools; CLarkemium and co Lt, Toronto.

Cleugh.M.F (1965) teaching the slow learners in primary schools; billing and sons ltd, London

Dworetzky.J.P (1988) psychology; Kellogg Boulevard. Third edition.

Farrant J.S (1980), principles and practices of educations; longman UK.Second edition.

Glazer. (I 990) sociology; understanding society. Prentice hall, USA

Jessica.Et-al (1996) curriculum management ministry of education. Kampala, module 5.

Kasschau, R.A. (1995) understanding psychology, Macmillan/ me Graw Hill

Kendall. (2004) sociology in our times 'the essentials' wads wo1ih, us.

24
Lea/her response ( 1971 ), immigrant students, national foundation for educational research.

England and Wales.

Macionis j .j. (2004) society the basis of person educations, 7th edition.

Marrison (1988) early childhood education today. Merril Toronto. 4 th edition

Moes (1992) education white paper, Kampala, Uganda

Ocan .J.O, (2005) a concise course for 'a' level general paper. 1 edition.

Sigehman.R, (1999) human development life span; Broaks/Cale publishing Inc USA 3rd edition ...

Ssewakiryanga R. (2000) ministry of finance, planning and Economic

Development,Development Research and Training.

Tierney, (1982) race migration and schooling, Holt Rinehart and Winston Ltd, UN

UNEB (2005) UCE report on the work of candidates November 2004 Examination

25
 APPENDICES

APPENDIX A: QUESTIONNAIRE FOR HEAD TEACHERS

Dear respondent,

You have been selected as a participant in the study on the topic; Causes of poor academic
performance of students in U.C.E in five selected schools in Makindye Division Wakiso District
and your school has been selected for my case study.

Please feel free and respond to all question and give your views as faithful as possible. Your
answers and views will be treated with confidentiality and there your cooperation will be highly
appreciated.

This questionnaire is administered to head teachers of schools teachers, chairpersons, P. T .A and

management. Put a tick in basic alternative and your opinion to the structured questions.

SECTION A

Do school dropouts lead to poor academic performance of students of UCE?

Yes No

Does poor training of teachers cause poor academic performance of students?

Yes No

In your own opinion what do think are the causes of poor academic performance of students in
UCE?

26
SECTIONB

Does poor performance of students cause psychological disorders?

Yes

No

Do you think that drug abuse is as a result of poor performance of students in U.C.E?

In your own view how has poor academic pe1formance of students affected both schools and
students
·····················································································································
·····················································································································
·····················································································································

SECTIONC

Does improvement in teacher training solve the problem of poor academic performance of
students in U.C.E?

Can better payment of teachers solve the problem of poor academic performance in U.C.E?

In your own view what are the possible solutions to reduce poor performance in U.C.E?

·····················································································································
·····················································································································
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

27
 APPENDIX B: QUESTIONNAIRE FOR TEACHERS

SECTION A

Do you have some students that dropped out of school?

Are there some students who come late to school?

In your understanding what are the causes of poor academic performance of students in U.C.E?

SECTIONB

Early marriages are as a result of poor academic performance of students in U.C.E?

Drug abuse is as a result of poor academic performance of students in U.C.E?

In your own view what are the effects of poor academic performance in U.C.E

SECTIONC

Does payment of teachers in time solve the problem of poor academic performance of students in
U.C.E?

In your view what are the possible ways ofreducing poor academic performance in U.C.E?

28
APPENDIX C: QUESTIONNAIRE FOR P.T.A CHAIRPERSONS AND MANAGEMENT
COMMITTEE CHAIRPERSONS

SECTION A

Do you have some students that dropped out of school?

Are there some students who come late to school?

In your understanding what are the causes of poor academic performance of students in U .C.E?

.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

·····················································································································
·····················································································································

SECTIONB

Early marriages are as a result of poor academic performance of students in U .C.E?

Drug abuse is as a result of poor academic performance of students in U.C.E?

In your own view what are the effects of poor academic performance in U.C.E

·····················································································································
.
. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .

·····················································································································

SECTIONC

Does payment of teachers in time solve the problem of poor academic performance of students in
U.C.E?

In your view what are the possible ways of reducing poor academic performance in U.C.E?

·····················································································································
.
. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

29
APPENDIX D; INTERVIEWES FOR STUDENTS

SECTION A

Are there some friends of yours who dropped out of school?

Do you attend school daily?

In your view why do students perform poorly in U.C.E at your school? Give five reasons

SECTIONB

Dropping out of school is as a result of poor academic performance of students in U.C.E?

What are some of the outcomes of poor academic performance of students in U.C.E? Give five
reasons

SECTIONC

Does paying fees in time solving the problem of poor academic performance of students in
U.C.E?

What should be done to avoid poor academic performance of students in U.C.E?

30
APPENDIX E: INTERVIEWS FOR L.C.I CHAIRPERSONS

SECTION A

Are there some students in your area who dropped out of school?

Give five reasons why students in your area perform poorly in school.

·····················································································································
·····················································································································
·····················································································································

SECTIONB

Drug abuse is as a result of poor academic performance of students in U.C.E?

How has poor academic performance of students in U.C.E affected your area and the school?
Give five reasons.

SECTIONC

Have you done something about the causes of poor academic performance of students in U.C.E
at school in your area?

What do you suggest as the possible solutions to improve on the academic performance of
students in U.C.E in the schools of your area? Give five reasons.

APPENDIX F: INTERVIEWS FOR THE NON TEACHING STAFF

31
 SECTION A

Are there some students in your area who dropped out of school?

Give five reasons why students in your area perform poorly in school.

·····················································································································
·····················································································································
·····················································································································

SECTIONB

Drug abuse is as a result of poor academic performance of students in U.C.E?

How has poor academic performance of students in U.C.E affected your area and the school?
Give five reasons.

·····················································································································
·····················································································································
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . .

SECTION C

Have you done something about the causes of poor academic performance of students in U.C.E
at school in your area?

What do you suggest as the possible solutions to improve on the academic performance of
students in U.C.E in the schools of your area? Give five reasons.

·····················································································································
·····················································································································

32