Effects of Using Capitation Grants on Access and Academic Performance of Lower Secondary Schools in Uganda: A Case Study of Koboko Municipality
Abstract
The main objective of this study was to assess the effect of capitation grant on access and academic
performance of Lower secondary school students in Koboko Municipality in Uganda. Specifically,
the study sought to find out the background characteristics; to assess perception on the
effect of capitation grant on teaching and learning process; establish the relationship between
attributes and school physical infrastructure on academic performance of students in
West Nile region.
This study employed a descriptive survey design that is cross sectional in nature to describe and
explain the effect of capitation grant on access and academic performance of secondary schools in
Koboko Municipality to include a total population of 50 students and making
a total of 55 respondents
around the West Nile region. Average age was found to be 18 years whereas the variance was at 1.9
and 1.38 as the standard deviation. Even though age of the students was moderately negatively
skewed (Sk = -.0688643), the age of students was found not to vary from one to another. In primary
leaving examinations, the best student in all these schools obtained 8 points while the worst had
obtained 22 in their primary leaving examinations. On average, the majority of the students had
obtained second grade division (15.25) which was deemed to be better performance given the
education qualities found at the schools in West Nile. The study identified low student-teacher
contact time, teacher unpreparedness to teach and lack of parental involvement in form of limited
collective cost sharing in schools, therefore, should make parents aware of the importance of
schooling (some parents believe that school is for the rich or is a waste of time). Besides, to monitor
proper attendance of students, teachers should improve follow-up on student attendance (e.g., by
keeping proper registers