Causes of poor performance in government-aided primary schools in Uganda. A case study of Kyakabadiima sub county, Kagadi district

Abstract

The purpose of the study was to establish the causes of poor performance in government-aided primary schools in Kyakabadiima Sub County, Kagadi District in Uganda. The also aimed to find out relationship between pupils’ socio-demographic factors, family backgrounds and teachers’ related factors on academic performance in government-aided primary schools. A total 80 primary six pupils were interviewed in the selected primary schools in the study area. In order to predict poor performance, binary logistic regression was used to predict the likelihood of pupils to perform poorly in the study area. Results showed majority of pupils (65%) performed poorly scoring grades; X, U and IV while only 35% of pupils were reported to have performed well scoring grades; III, II and I at the previous term of study in their respective schools. The findings evidently showed place of residence, shortage of scholastic materials, satisfaction with teaching language, parents/caregivers’ follow-ups and skipping classes among pupils significantly predicted poor academic performance in government-aided primary schools in Kyakabadiima Sub County, Kagadi District. In line with the established findings, the study recommends schools to implement regular mandatory school to home programs where teachers visit homes of these pupils to find out homebased factors, balanced regional development and close supervision of rural schools to boost pupils’ academic performance, use of simple language and interpretation of the subject matter to pupils in the easiest language to bridge understanding among pupils and parents and teachers pay attention by ensuring pupils attend classes through checking their books and performing roll calls to attract attendance in government aided schools.