| dc.description.abstract | The study was carried out to examine factors contributing to academic performance of secondary school students in Uganda a case Wakiso district. The objectives of the study were to find out the influence of teacher factors, student factors, school factors and parent factors on students’ academic performance in secondary school schools in Wakiso district. The study grounded on two theories; systems theory by Bertalanffy (1920) and the theory of motivation by Maslow (1954). A cross sectional survey based on qualitative and quantitative approaches was used to get the findings. The target population comprised of 196; (head teachers, students, student leaders, district education officers and community leaders) was randomly sampled. The used methods for data collection include; questionnaire, observation, interviews, and documentary review. Descriptive and inferential statistical analyses were used data was presented using frequency tables and correlation matrices. The study found out that most of the teachers were well trained and qualified though not motivated; most students were never punctual for lessons, were disciplined and never interested in learning. Most schools had functional laboratories, poorly stocked libraries and few staff accommodation and inadequate support from government. It concluded that there existed a significant positive relationship between school factors, student factors, teacher factors and academic performance. The following recommendations were made, school facilities should be adequately provided, there is need to motivate the teachers, encourage students to work hard, there is need for more parent support and the government should provide alternative power supply by purchasing generator plants for secondary schools and finally, further student on motivation strategies and staff performance in Wakiso could be explored. | en_US |
