The parent’s socio-economic status on pupil’s academic performance in government-aided primary schools, Makindye division of Kampala District Uganda.

Kangye, Moses

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dc.contributor.author	Kangye, Moses
dc.date.accessioned	2024-04-30T11:42:13Z
dc.date.available	2024-04-30T11:42:13Z
dc.date.issued	2023-10-03
dc.identifier.citation	Kangye, M. (2023) The parent’s socio-economic status on pupil’s academic performance in government-aided primary schools, Makindye division of Kampala District Uganda, Nkumba University.	en_US
dc.identifier.uri	https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/1122
dc.description	A Dissertation Submitted to the School of Education, Humanities and Sciences in Partial Fulfillment of the Requirements for a Master of Arts in Education Management and Planning of Nkumba University	en_US
dc.description.abstract	This study was conducted to explore the relationship between home background and pupils’ academic performance in Makindye Division, Kampala District. The study designed to find out how the socio economic of parents affected academic performance of pupils. It also examined how family type and size affected primary school pupils’ academic performance. The study was conducted in that particular area because in the past five years, pupils’ academic performance in government aided schools has been deteriorating tremendously. The study was conducted using a cross sectional survey design. A total of 320 primary school pupils aged 10 – 14 years, 4 head teachers, 18 teachers and 20 parents participated in the study. The researcher used a t-test for independent samples to analyze some of the data. The study revealed that in Makindye Division respondents indicated that socioeconomic status as well as family type did not affect pupils’ education achievement. Further findings showed that pupils’ family size affected their academic achievements. In the two cases (socio economic status and family type) the calculated t-value for level of significance 0.05 was 0.59 and 2.07 respectively. The calculated t-value was 8.48 which was greater than the critical value. The study concluded that socioeconomic status and family type did not affect pupils’ academic achievement in Makindye Division Primary schools. Further findings showed that family size affected pupils’ academic achievements. This was partly due to the inability of parents to provide for the required scholastic materials for their children. Basing on the findings and conclusions discussed above, the researcher recommended that; in order to improve teaching, there was a need for educational authorities to improve on staffing, pupils’ admission and curriculum delivery that affect academic achievement in schools. Seminars should be organized for parents from polygamous families to sensitize them on the good and bad home practices and their effects on the children’s academic performance. Lastly, parents from large families should be sensitized on reproductive health and family planning methods.	en_US
dc.language.iso	en	en_US
dc.publisher	Nkumba University	en_US
dc.subject	Socio-economic status	en_US
dc.subject	Pupil’s academic performance	en_US
dc.subject	Government-aided primary schools	en_US
dc.subject	Makindye division	en_US
dc.subject	Kampala District Uganda	en_US
dc.title	The parent’s socio-economic status on pupil’s academic performance in government-aided primary schools, Makindye division of Kampala District Uganda.	en_US
dc.type	Thesis	en_US