School of Social Sciences (SSS) Collection

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https://dissertations.mak.ac.ug/handle/20.500.12281/5617

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Browsing School of Social Sciences (SSS) Collection by Subject "Academic performance"
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    Effect of family structure on academic performance of secondary school children: a case study of Goma division, Mukono district
    (Makerere University, 2021-02) Lubanga, Hadijah
    Educational upbringing is connected with the family influence on a child as individual members of the family serve as a model to the child as they copy from each of them. Family structure has continued to evolve in different ways in different parts of the world as new family forms are emerging. This study sought to explore the effect of family structure on academic performance of secondary school children with three objectives: (a) to identify the different types of family structure, (b) to identify how parents from the different family structure involve in their children's education and (c) to find out the family structure challenges that hinder children from performing well academically. A descriptive design with both qualitative and quantitative approaches was used. A total of 110 children were recruited for the study. The study found that there are various types of family structure, however, the dominant type of structure was nuclear family, followed by single parent family and step family and lastly the extended families. However parents from these family structures participate differently in their children’s education with parents in intact families having high parental participation in their children’s education compared to their counterparts of non-intact families. The parental conflicts, economic problems/poverty, low education level of parents, domestic violence such as child neglect, family size and negative parental attitude towards education were some of the family structure challenges that hinder children from performing well. The study therefore recommends various stakeholders within Mukono municipality and Uganda at large to come up with social and economic activities that enable children from parents of low economic status to have equal opportunity of advancing the education of their children.
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    Examining in-school and out-of-school factors for poor performance of pupils in UPE schools in Wakiso District
    (Makerere University, 2021-02) Kobusingye, Sophie Kirabo
    The general objective of the study was to examine the factors affecting Pupil Academic Performance in UPE Schools in Wakiso, Uganda. The specific objectives included: finding out the effect of absenteeism on the pupils’ academic performance, establishing the effect of class size on the pupils’ academic performance and establishing the extent to which parents/guardians’ attitude affects pupils’ academic performance in UPE schools. The study adopted a cross sectional design supported with qualitative and quantitative approaches. An accessible population of 60 respondents was identified from which 50 were drawn from the five schools within Masulita Sub County in the schools of Masulita Junior School, Kiziba primary school, Nakikungube primary school, Kyengeza primary school, and Jomba primary school. The overall response rate of 84.4% (50/60*100) was obtained. Key findings obtained reveal that absenteeism (.715**), class size (.579**) and attitude of parents or guardians (.692**) positively influenced the pupils’ performance. Based on the study findings, several conclusions were made notably fewer pupils attended classes regularly, engaged more in domestic work, participated more in selling wares on market days, many parents did not respond to school meetings, teachers regularly attended school as others were absent and penalized. Class size conclusion includes; many pupils studied in small classes, could not improve on reading and writing abilities and were not manageable. The teachers were demotivated to provide good supervision and assessment of pupils. Attitude conclusions: Parents ranked education as a number one source of success, although fewer parents did not. Many parents could not afford lunch and uniforms, fewer pupils learnt skills and children were encouraged to attend school regularly. Based on the, conclusions, a number of recommendations were made namely; come up with work-pay system, whistle blowing facility, inspectorate departments, constructing more teachers’ houses and teachers’ transfers while for class size recommendations included, UPE pupils’ – teachers’ census, introduction of the morning and afternoon sessions and constructing libraries, class blocks and health blocks and for parents-guardian attitude, inspection/supervision of parents, more community.
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    Experiences of Peer Pressure Among Students in the School of Social Sciences at Makerere University
    (Makerere University, 2021-03) Nakayemba, Jane Diana
    This study was on the experiences of peer pressure among students in the School of Social Sciences at Makerere University. The study objectives were to assess how peer pressure manifest among the students, the consequences of peer pressure among the students and how the students managed peer pressure. This study was purely qualitative and adopted a case study design. Data were collected from twelve primary participants and three key informants using in-depth interviews and key informant interviews respectively. The study findings revealed that peer pressure among the students in the School of Social Sciences at Makerere University manifested in many ways such as missing lectures, participating in strikes and having multiple sexual partners. The study also showed that peer pressure is associated with various negative consequences which include missing examinations and poor academic performance, engagement in unhealthy behaviours and loss of respect and dignity among the students. The students in the School of Social Sciences managed peer pressure by seeking counselling and guidance from parents, lecturers and the Makerere University counselling Centre and participating in Christian fellowship at Makerere University. These findings have important implications for welfare of students and their academic pursuits. Consequently, peer counselling should be encouraged and supported at various levels of education to help students learn better skills for managing and coping with peer pressure.
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    Factors affecting the academic performance of undergraduate students of Makerere University; A case of School of Statistics
    (Makerere University, 2019-11) Ainomugisha, Fiona
    This study was designed to investigate the factors affecting academic performance of undergraduate students of Makerere University. Emphasis was put on trying to establish the relationship between admission points, parents’ social economic status, former school background and academic performance of undergraduate students at Makerere University- School of statistics. The study employed the use of descriptive design to establish the nature of the relationships. The validity and reliability of research instruments was established and data was collected from 50 respondents selected from the school of statistics using the simple random sampling method. To analyze the data, qualitative and quantitative methods were used with the aim of establishing the relationship between students’ admission points, parents’ social economic status, former school background and academic performance of undergraduate students at Makerere University School of Statistics. This formed the basis of the detailed analysis and conclusions and recommendations. The findings revealed the existence of a significant relationship between students’ A’ level and Diploma admission points and academic performance, but there was no relationship between mature age points and academic performance. The findings also revealed that there was a significant relationship between parents’ social economic status and academic performance and a significant relationship between former school background and academic performance. On the basis of the findings, the researcher made the following conclusions; A’ level and diploma admission points are the most objective way to select just a few students from a multitude of applicants for the limited spaces available at universities in Uganda. Parents’ 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. That location, ownership and academic and financial status of schools do count on making a school what it is and in turn influencing the academic performance of its students because they set the parameters of a students’ learning experience. The researcher also confirmed the system’s theory input output model. On the basis of the conclusions made, the researcher recommended that; Makerere University maintains its selection criteria of using previous academic performance as a measure of admitting students for undergraduate programs. However mature age students could be given supplementary year or probation year to test their competency in addition to the entrance exam. The University should improve the student support system such that students from low social economic backgrounds are identified and assisted through offering scholarships. This study identified the need to investigate and analyze the mature age and international students’ recipe for success in higher education with the intention of developing some of these aspects for inclusion in all student selections.
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    Investigating the relationship between generative AI, social interactions and the academic performance of Makerere University students
    (Makerere University, 2024-10) Mulungi, Jemimah
    Generative AI has been adapted to many different categories worldwide it has been used in technology, Healthcare (IBM Watson Health) in finance (JP Morgan Chase AI, Goldman Sachs AI) Globally it has been used in big Tech companies such as Google, Microsoft Amazon (Google AI, Microsoft AI) and this has also been used in international organizations e.g. World Economic Forum (WEF), United Nations (UN). At the National level, many countries formulate national AI strategies to promote innovation, and growth (American AI Initiative, PanCanadian AI strategy) and at the Local level, smart cities implement AI-driven solutions for urban management, transportation energy, optimization, and public safety (Singapore smart Nation, Barcelona smart AI) and Local governments municipalities leverage AI technologies in various sectors including health care, education, transportation, and waste management. These examples illustrate the broad adoption of AI across different levels of governance and geographic scales underscoring its transformative impact on economies, societies, and public service
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    Peer grouping, drug use and academic performance among school adolescents. A case study of Good Shepherd High School, Bweyogerere
    (Makerere University, 2019-07) Muwanguzi, Joshua
    The study sought to examine the relationship between peer grouping, drug use and academic performance among school adolescents. The study adopted a correlational research design. A total of 80 questionnaires were randomly distributed among the respondents. The researcher used self-administered questionnaires which consisted close ended questions to collect information from the respondents at Good Shepherd High School, Bweyogerere. Data was entered into the computer using the Statistical Package for Social Scientist (SPSS). Pearson Correlation Co efficient was used to test the three hypotheses. Findings of the study indicated that there was a significant relationship between peer grouping and drug use among school adolescents. There was no significant relationship between drug use and academic performance among school adolescents and that there was a significant relationship between peer grouping and academic performance among school adolescents. It was recommended that school administrators should sensitize the students about the effects of peer grouping and drug use. Other main stakeholders in schools like the Ministry of Education should take an active part in designing policies to govern schools so as to control the behavior of students. Local communities around schools together with the parents should be involved and be sensitized to cooperate with the administration in ensuring that students observe the school rules. School administrators should also encourage positive peer grouping activities which would help to increase academic performance among school adolescents. And lastly, through the department of guidance and counseling, the Ministry of Education could design counseling programs focusing on peer grouping and drug use to be adopted by all private and public secondary schools in Uganda.
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    Perceived effects of menstrual distress on academic performance of female students, College of Humanities and Social Sciences, Makerere University
    (Makerere University, 2024-08) Nakibuuka, Anitah
    While studies have addressed menstrual healthy in general, there is hardly any evidence in Uganda about the effects of menstrual distress on the academic performance of students. This study was undertaken as a contribution towards understanding the effects of menstrual distress on the academic performance of female students in the College of Humanities and Social Sciences (CHUSS), Makerere University. Specifically, I sought to assess the perceived effects of menstrual distress on class attendance and students ability to concentrate in class. I conducted the research using a descriptive design, collecting both quantitative and qualitative data. I distributed self-administered questionnaires to 100 female undergraduate students from the College of Humanities and Social Sciences (CHUSS) at Makerere University and conducted key informant interviews with student leaders and medical personnel. I analyzed the data using the Statistical Package for Social Scientists (SPSS), applying descriptive statistics to explore the perceived effects of menstrual distress on academic performance of female students at CHUSS, Makerere University. From the analysis, it is clear that menstrual distress significantly affects various aspects of academic performance of female students. Among the students who participated in the study, 63% reported that they frequently missed classes due to menstrual distress. Relatedly, about seven in ten students (69%) reported that their concentration during lectures reduced when affected by menstrual symptoms. To them during menstruation, their ability to follow lecture content and participate actively is impaired. Consequently, 70% of students who participated in the study reported that menstrual distress negatively affected their exam scores and overall academic performance, with 64% stating that it made it difficult for them to complete assignments on time. Qualitative data corroborates these findings, highlighting both physical discomfort and psychological challenges, along with a lack of sufficient support systems within the university. In conclusion, it is clear from the analysis of findings that menstrual distress has a negative effect on students’ academic performance. This calls for increased awareness, improved menstrual health education, and comprehensive support systems within the university including provision of menstrual hygiene management facilities and ensuring that female students have access to to medical and psychological support during menstruation.
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    Perceived effects of paid work on academic performance of working students at the College Of Humanities And Social Sciences (CHUSS), Makerere University
    (Makerere University, 2023-01-03) Nakawuka, Zaituni
    Despite the demanding environment in the education sector all over the world, university students have continuously joined the working sector. The reason for their joining includes but not limited to financial independence and acquisition of new skills mainly through doing part time jobs and this leaves an impact on their academic performance. This study aimed at examining how adherence to work responsibilities impacted the student’s adherence to school related duties, effect on student’s relationships and the coping mechanisms with an aim of generating recommendations that can guarantee a win-win solutions to their dual roles. The study used a qualitative approach and a case study design to collect data from participants. The study population comprised of 14 interviews; 8 IDIS and 2 FGDS a combination that described my primary participants and 4 key informant interviews from the college of humanities and social sciences. A semi-structured interview guide, focus group discussion guide and a key informant interview guide were the tools used respectively. The study finding revealed that the most negatively impacted aspects of academic performance were regular lecture attendance and participation in group work. While adherence to course work deadlines was the most fulfilled aspect, students end of semester grades were also negatively affected because of failures in other aspects. However, using a variety of coping mechanism like usage of night hours for revision and befriending of classmates for survival, effects of paid work on working students’ academic performance were reduced. Among the recommendations include; the university to strengthen the evening and weekend programs that were meant to help out working students cope with work and academics, identify and prioritize struggling students with opportunities within and outside the university like hiring them as security guards and more. With the working-student environment improved through the recommended measures, working students’ academic performance can be stimulated.
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    Perceived effects of substance abuse on the academic performance of students from selected secondary schools in Moyo Town Council
    (Makerere University, 2024) Atimaku, Mildred Cherry
    Substance abuse among the students has been a major problem to their academic performance, affecting various dimensions of their academic performance. Substance abuse disrupts cognitive processes essential for learning and academic success, often resulting to decreased academic motivation, increased absenteeism, and higher dropout rates. Little is known about the effects of substance abuse on the academic performance of students in Secondary Schools. In this dissertation I examine the perceived effects of substance abuse on the academic performance of the students from selected secondary schools in Moyo Town council. I describe the effect of substance abuse on students' attendance of classes as well as the effect of substance abuse on students’ level of participation in school activities. The study employed a phenomenological design with a qualitative research approach to explore the perceived effects of substance abuse on students' academic performance. The study was conducted from selected secondary schools in Moyo Town Council. A total of 20 participants were involved, including 18 primary participants who were students and two key informants. Data was collected through in-depth interviews and key informant interviews. For analyzing the collected data, content analysis method was used. I analyzed the data by manually transcribing the recorded interviews into text documents to ensure accuracy and efficiency. In the interviews and discussions carried out, participants mentioned that substance abuse led to punctuality difficulties, social and emotional issues as well as absenteeism. The students are intoxicated with different substances especially alcohol, they tend to struggle to keep up with school related schedules, coupled with emotional highs and lows which leads to absenteeism. Issues such as decreased engagement in class, decreased engagement in extracurricular activities, social isolation as well as health-related problems were cited as effects of substance abuse which affects students’ level of participation in school activities. Based on the findings, there is an urgent need for targeted interventions to address substance abuse among the selected secondary school students in Moyo Town Council. I recommend implementing comprehensive substance abuse prevention and intervention programs within schools, focusing on early identification and support for affected students. Establishing robust counseling services and promoting peer support groups are essential steps to help students overcome substance abuse and re-engage with their academic and extracurricular activities. These measures are crucial for mitigating the adverse effects of substance abuse and fostering a supportive and healthy academic performance.
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    Perceived social support, stress and academic performance among students at Makerere University
    (Makerere university, 2024-10) Twinomugisha, bryton
    This study aimed at examining the relationship between perceived social support, stress and academic performance among students at Makerere University. Data was collected using standardized instruments from 79 participants. Results revealed that social support is significantly related to academic performance. However, there was no relationship between perceived social support and stress. Lastly, stress and academic performance were not related. This current study recommends that University administration should put in place psychological support programs to help students deal with stress related issues.
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    Reasons for the continuous low grades among girls in universal primary education: a case study of Kasozi church of Uganda primary school, Namasagali sub-county, Kamuli district
    (Makerere University, 2022-04) Nanteza, Agatha
    The aim of the study was to examine the reasons for the continuous low grades among girls in UPE schools. The study was based on specific objectives that include; to identify gender related factors that affect the academic performance of girls in UPE schools, explore school related factors that affect academic performance of girls in UPE, and identify initiatives undertaken by the school and community to improve the performance of girls in UPE schools. The research was comprised of 57 pupils of primary seven in Kasozi C/U primary school in Namasagali sub-county, Kamuli district, and the secondary respondents were the teachers, parents and Alumni of Kasozi C/U primary school. Questionnaires were used to collect data from the selected pupils and interview guides and key informant guides were used to collect data from the school Alumni and teachers as well as parents respectively. The study confirmed that several factors account for the poor grades of girls at UPE schools. The PLE results of Kasozi C/U primary school from 2012 to 2020 showed that boys have continued to perform better than girls, and this can be attributed to various gender related factors both in homes and the schools. The academic performance of girls in UPE schools is affected by several factors such as work load at homes, poverty among families, factors related to menses, teachers' quality, and learning infrastructure among others. The study established that some parents do not have adequate skill to guide their children, girls have more tasks to perform compared to boys before they attend to school, poverty in the region plays a role in affecting the performance of girls. Lack of proper teaching materials, poor teaching methods, lack of evaluation instruments especially those used for international purposes creates a gap between learning achievement. The study showed that parents, teachers have a role to play in improving the performance of girls. This is in addition to government playing its oversight role majorly in indication and ensuring that school are operating as required by Law. The parents therefore have a role in reducing the work load at home to ensure girls have time to revise and report to school in time and considering the needs of girl child as priority. The school should be gender sensitive in any form of intervention to ensure girls compete as boys in performance. The government should also play a supportive role to the schools in terms of infrastructure that support comfortable environment for girls to learn and poverty eradication among communities.
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    Self-esteem, depression and academic performance among adolescents in secondary school in Wakiso District
    (Makerere University, 2021-02) Asiimw, Evelyne
    This study aimed at investing the relationship between self-esteem, depression and academic performance among adolescents in secondary schools in Wakiso district. The study adopted a correlational study design with a population of 400 students. Simple random sampling technique was used to draw a sample of 100 respondents from the population. Data was collected from the respondents using self-administered questionnaire and through Statistical Package for social sciences (SPSS) data was entered and analyzed. Results from Pearson correlation showed no significant relationship between self-esteem and depression, no significant relationship between depression and academic performance and also showed no significant relationship between self-esteem and academic performance among adolescents in secondary schools in Wakiso district. This study recommends school administration to work hand in hand with school counselors and provide counseling services to empower adolescents with skills and adaptive coping strategies that may help them to improve on their self-esteem.
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    Social media, student engagement and academic performance
    (Makerere University, 2024-10) Kobugabe, Doreen
    The study investigated the relationship between Social Media, Student Engagement and Academic Performance among Makerere University Students. A quantitative approach was adopted in which questionnaires were used to collect data. Data was collected from a sample of 70 students both male and female adolescents. The data was analyzed using statistical package for social scientists. The results showed that there was a significant relationship between social media use and student engagement, (r=.353**, p<0.01). The results imply that as social media use levels increase among students, their engagement also increase. The results further showed that there was a significant relationship between student engagement and academic performance, (r=-.276**, p<0.05) this implies that engaged students are likely to have high levels of academic performance. Lastly the results showed that there is a significant relationship between social media use and academic performance, (r=..227**, p<0.01). This implies that students’ academic performance increase with the increase in social media use. Basing on the study findings, it is recommended that educators who want to use social media in their academic courses to promote student learning should support students to be active participants in collaborative learning.
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    Social media, time management skills, and academic performance
    (Makerere University, 2023) Laker, Liz Bella
    This study investigated the relationship between social media usage, time management skills, and academic performance among Makerere University students. As social media becomes increasingly integrated into daily life, concerns have arisen about its potential impact on students' ability to manage time effectively and, consequently, on their academic success. This research employed a quantitative approach with the pearson correlation study design to explore how different patterns of social media use affected time management behaviors and academic outcomes. The study population consisted of 200 Makerere University students and the sample was picked from the College of Humanities and Social Science (CHUSS) and College of Computing and Information Sciences (COCIS) using the simple random sampling method. The data was collected using online and physical questionnaires that were analyzed using Statistical Package of Social Sciences (SPSS) 23.0. The findings revealed that higher social media use is negatively correlated with academic performance among students at Makerere University. This implies that excessive engagement with social media can detract from academic achievements. Conversely, it found that time management skills are positively correlated with academic performance. This indicated the importance of effective time management in enhancing academic success among students at Makerere University. Lastly, the study found that there is a significant negative relationship between social media use and time management among students. This suggests that increased social media use may hinder students' ability to manage their time effectively.
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    Stress, attention Seeking behaviour and academic performance
    (Makerere University, 2024-08) Kwagaba, Nannette
    The quantitative research study entitled Stress, Attention Seeking Behavior and Academic Performance sought to examine the relationship between stress and attention-seeking behaviors, the relationship between stress and academic performance and lastly relationship between attention seeking-behaviors and academic performance among Makerere University students. A total of 200 students were interviewed who were chosen using simple random sampling. The study found that there is a significant positive relationship between stress and attention seeking behaviors among students at Makerere University. This implies that as the stress levels of students increase, they tend to display higher levels of attention seeking behaviors. Further it was found that there is a significant negative relationship between attention seeking behaviors and academic performance among students at Makerere University. This indicates that students who exhibit higher levels of attention seeking behaviors tend to have lower academic performance. Lastly the study found that there is a significant negative relationship between stress and academic performance among students at Makerere University. This suggests that as the stress levels of students increase, their academic performance tends to decline.