Factors influencing academic performance among primary pupils in Ibanda District

Abstract

Background: This study focuses on localized research of Education among Primary pupils in Ibanda District addressing factors that influence their academic performance. Despite its access to education, the area lacks enough data and information on the academic performances of primary pupils in this region. The study therefore explores factors influencing academic performance of primary pupils in Ibanda District including demographic factors, socio economic factors and school-related factors. It provides insights for policymakers, educators, and stakeholders to develop targeted interventions and strategies aimed at enhancing academic performance in the region. Methods: The study uses a cross-sectional approach in Ibanda District, Uganda, collecting quantitative data and qualitative data through structured questionnaires from schools. The sample size is determined using the Cochran formula. Data analysis involves univariate, bivariate analyses, and multivariable logistic regression . Ethical considerations ensure consent and confidentiality, maintaining gender balance. Limitations include response bias, causation limitations, and limited generalizability. Questionnaires in Kobo Collect ensure rigorous data collection and analysis, addressing potential limitations. Results: The study on academic performance of primary pupils in Ibanda District is majorly influenced by the Parental Level of Education, Pupil’s attendance and punctuality and access to learning materials at home. However, other factors like household income level, family type, quality of household housing and others show limited impact on the primary pupils’ academic performance in Ibanda District. Conclusion: Based on our findings, it is evident that parent education level, access to learning materials at home, and regular attendance and punctuality significantly affect the academic performance of primary pupils in Ibanda. This underscores the importance of parental involvement in education, the provision of learning resources at home, and the promotion of consistent school attendance and punctuality. However, the lack of significance for other variables suggests that the local educational context may differ from broader trends, necessitating tailored interventions and strategies to improve academic outcomes.