School of Psychology (SPsy.)

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https://dissertations.mak.ac.ug/handle/20.500.12281/34

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Browsing School of Psychology (SPsy.) by Subject "Academic achievement"
  • Item
    Gender, teacher-student relationship and academic achievement : a case study of Kibuli Primary Teachers’ College
    (Makerere University, 2022) Awori, Teopista Obbo
    The purpose of this study was to investigate the relationship between gender, teacher-student relationship, and students’ academic achievement among Kibuli Primary Teachers’ College students.To examine the relationship between teacher-student relationship and academic achievement of second-year students of Kibuli Primary Teachers’ College. To determine gender differences in the teacher-student relationship of second-year students of Kibuli Primary Teachers’ College. To analyze gender differences in academic achievement of second-year Kibuli Primary Teachers’ college students.
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    Locus of control, risky taking behaviour and academic achievement of Secondary School Students: A case study of Namagabi Secondary School Kayunga District
    (Makerere University, 2022-03-20) Nannungi, Juliana
    The study sought to examine the relationship between locus of control, risk taking behaviour and academic achievement among secondary school students. A quantitative design with the correlational method was adopted to establish the relationship between the variables. A total of 30 students participated in the study, data collected was analysed using statistical package for social scientists (SPSS), where Pearson correctional coefficient ® was used to test the significance of the hypotheses. The study revealed that there is no significant relationship between locus of control and academic achievement. The study also revealed that there is no significant relationship between locus of control and risk-taking behaviour. Furthermore, the study revealed that there is no significant relationship between locus of control and academic achievement.
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    Motivation, self-efficacy and academic achievement among A‘level students of tropical high School in Makindye division, Kampala.
    (Makerere university, 2019-08) Waita, Claire
    This research was conducted to investigate the relationship between motivation, self efficacy and academic achievement.The study was carried out in conveniently secondary school in the central region specifically Makindye division in Uganda as it is populated in this context. This research was carried out during the second term (June to august) when a level students reported back to their school for termly studies.Many teachers today are seen to concentrate on notes giving ignoring the facts that for motivation to take place to take place, one has to understand the concept taught and be able to apply it. In the study the relationship among motivation, self-efficacy and academic achievement was examined, teacher’s use of motivation approaches like discussions, research and many others were examined to establish the relationship among the study variables.The data was collected using likert scale questionnaires to extract information. The findings revealed that active motivation and self-efficacy are not significantly related, self-efficacy and academic achievement was seen to have a positive relationship therefore ther significantly related and motivation and academic achievement are also significantly related. It was therefore concluded that the best approach to better alevel student’s performance is to improve their motivation levels through discussions, research, group work which indicated that it was engaging and of benefit to them. The findings further revealed that when students understand what they are taught in class they perform well which is healthy for their academic life
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    Peer support, motivational resilience and academic achievement among students of universal secondary schools in Wakiso district
    (Makerere University, 2022-03) Kansiime, Immaculate
    The study aimed at examining the role of peer support in motivational resilience and academic achievement among students Universal Secondary Schools in Wakiso District. The study adopted a quantitative study design which was correlation in nature with a population of 100 students. Simple random sampling technique was used to draw a sample of 80 respondents from the population. Data was collected from respondents using self-administered standard questionnaire and entered in the computer for analysis through Statistical Package for Social Science (SPSS) software version 23. Descriptive statistics showed that (70.0%) of the respondents were female and 30.0% were male, majority were between 10-14 years (80.0%). Results from Pearson product-moment correlation coefficient (r) further indicated that there was there was a significant positive relationship between peer support and motivational resilience (r= .376**, p=.000), as well as peer support and academic achievement (r=.866**, p=.000). There was also a significant relationship motivational resilience and academic achievement (r=.624**, p=.000). Therefore, the present study provides a basis and implications for further investigation on relationship between peer support, motivational resilience and academic achievement among students in universal secondary schools in Wakiso dsitrict. It was recommended that the administration of selected secondary schools in Wakiso district needs to ensure that peer support is encouraged in schools in order to promote motivational resilience among students and hence enhance their academic achievement.