The relationship between students’ characteristics and academic progress in quantitative economics.
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This study was designed to investigate the relationship be student`s characteristic and academic progress of quantitative economics at Makerere University. Emphasis was put on trying to establish the relationship between student`s characteristic, family background, social economic status, and academic progress of quantitative economics at Makerere University. The study employed the use of correlation design to establish the nature of the relationships. The validity and reliability of research instruments was established and data was collected from 109 students selected from the third-year students including both day and evening class of quantitative economic class from school of statistic and planning Makerere University using the simple random sampling method. To analyze the data, the Pearson`s rank correlation coefficient statistical tool was used with the aim of establishing the relationship between students’ characteristic, family background, social economic status and academic progress of students quantitative economics at Makerere University. This formed the basis of the detailed analysis and conclusions and recommendations. The findings revealed the existence of a weak positive significant relationship between students’ characteristic and academic progress. The findings also revealed that there was a strong positive significant relationship between social economic status and academic progress and a strong positive significant relationship between family background and academic progress. On the basis of the findings, the researcher made the following conclusions; student`s characteristic such admission points is the most objective way to select just a few students from a multitude of applicants for the limited spaces available at universities in Uganda. Social economic status is important because parents provide high levels of psychological support for their children through environments that encourage the development of skills necessary for success at school. The researcher also confirmed the system’s theory input output model. On the basis of the conclusions made, the researcher recommended that. The University administration especially the departmental heads ought to be more committed to their work, improve on their leadership skills, be more innovative in formulation and implementation of school policies, motivate, and promote team work and be more efficient and effective in supervising learning processes which would influence both lecturers and students to perform to their best. The university should improve the student support system such that students from low social economic backgrounds are identified and assisted through offering scholarships.