Influence of monitoring and evaluation on the academic performance of students at the school of statistics and planning - Makerere University

Abstract

This study examined the influence of monitoring and evaluation (M&E) on the academic performance of students at the School of Statistics and Planning (SSP). Specifically, the study sought to (i) examine the influence of performance monitoring and evaluation on students’ academic performance, (ii) assess the influence of attendance monitoring on academic performance, and (iii) investigate the relationship between students’ perceptions of feedback utilization from M&E and their academic performance. A descriptive survey design was adopted, and data were collected from 90 undergraduate students using structured questionnaires. Both descriptive statistics and multiple linear regression analysis were employed to analyze the data. The findings revealed that performance monitoring, particularly through the number of assessments, significantly and positively influenced students’ academic performance. Lecture attendance also had a significant positive effect, whereas missing lectures negatively affected academic outcomes. In contrast, feedback-related factors—including feedback on assessments, whether feedback led to changes, and whether feedback was taken seriously—were not significant predictors of students’ CGPA. Interaction with lecturers showed a positive but non-significant effect on performance. The study concluded that academic performance at SSP is primarily driven by direct engagement in learning activities, such as assessments and lecture attendance, while feedback mechanisms, in their current form, have limited impact. Recommendations include strengthening continuous assessments, improving the quality and utilization of feedback, enforcing attendance monitoring, addressing lecturer absenteeism, and promoting meaningful lecturer-student interactions. The study also suggests areas for further research on the effectiveness of feedback and the nature of lecturer-student interactions in influencing academic performance.