Academic Performance in Islamic University Primary School: Causes of Poor Performance and Anticipated Remedy. A Study Commissioned by the Executive Board of Islamic University in Uganda

Hassan, Amina; Bisaso, Ssali Muhammadi; Ssekanyo, Isa; Kantono, Rehema

doi:10.37284/eajes.2.1.210

Cited by 3 publications

(4 citation statements)

References 8 publications

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“…The researchers discovered that these reasons for poor performance could revolve around ineffective management. Hassan et al (2020) state that a school's leadership is crucial in determining the institution's environment.…”

Section: School Management and Students' Academic Performancementioning

confidence: 99%

The Factors Attributed to Students’ Low Performance in Secondary Leaving Examination: The Case of Secondary Schools in Benadir Region of Somalia.

2023

JETT

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This research aims to identify the factors attributed to students' low performance in secondary school leaving examinations in the Benadir region of Somalia. The study evaluated the tendency of students' low performance in the examinations conducted from 2020 to 2022. Over the three years, academic performance has been below average, with a mean score rarely going above C-(below average). The study used a descriptive survey design analysis with basic random sampling techniques. The sample comprised 235 secondary school teachers, principals, and parents drawn from public and private secondary schools inside the Benadir region of Somalia. Data for the study was collected using a questionnaire, whereas Smart PLS 4.0 and SPSS 26.0 were used to test the hypothesis and analyse the respondents' profiles, respectively. Structural equation modelling (SEM) results were assessed to examine the causal associations between the independent and dependent variables through the mediator. According to the findings of structural equation modelling, the independent variables parent participation, school principals, and teacher qualification affect the incompetence of teacher's school principals and parents as a mediating factor led to students' low performance in secondary school leaving examination. The results also supported the hypothesis that the teachers, principals, and parents' incompetence used in this study as mediating factors may have mediated the association between representatives' schools and students' dismal academic achievement. The stakeholders were encouraged to create an environment enabling students to perform well in secondary school, leaving examinations by meeting the expectations of examining bodies.

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Section: School Management and Students' Academic Performancementioning

confidence: 99%

The Factors Attributed to Students’ Low Performance in Secondary Leaving Examination: The Case of Secondary Schools in Benadir Region of Somalia.

2023

JETT

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“…And lastly, in terms of timeliness, there was reported late submission of school reports to the authorities, hiccups in the implementation of school work plans, teaching timetable, setting and marking exams, as well as response to school requirements. Also, to note is that, both the findings from the study of Hassan et al (2020) and the BMDC performance report (2018) did not bring out a clear monitoring plan and did not report what was achieved as a result of monitoring by the foundation body, and lastly, the reports do not indicate a follow-up plan on the monitoring roles of the foundation body representatives. The above challenges can easily be tracked and corrected through monitoring but because the foundation representatives on SMC do not have adequate skills in monitoring, this has also hindered them to adhere to the monitoring practices and principles.…”

Section: Introductionmentioning

confidence: 98%

“…These loopholes could explain the continued reported poor performance in the Muslim Founded Schools as reported by Sserugo, (2010) who notes in a survey of Muslim schools that was conducted between January and April (2010) in Central, Eastern and Northern regions of Uganda, that there were recurring cases of poor management of schools, unqualified staff, poor students 'academic performance, and dilapidated structures. Similarly, Hassan et al (2020) assert that some of the causes of poor academic performance in Islamic University primary school included among others inadequate support from administration, poor school environment, and negative teachers' attitudes. This was re-echoed in the BMDC performance report (2018) which showed that the performance of Government Aided Muslim Founded Primary Schools was wanting in terms of quality where the level of teacher's qualification was reported to be low, dilapidated structures i.e., classrooms, staff rooms, and toilets, among other teaching and learning facilities.…”

Section: Introductionmentioning

confidence: 99%

School Management Committee Monitoring Skills and Performance of Government Aided Muslim Founded Primary Schools in Uganda: A Case of Bugisu Muslim District Council

Namagembe

Mayanja

Kinsambwe

2021

East Afr. j. arts soc. sci.

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The performance of Muslim Founded educational institutions has picked a lot of interest globally over the years. The Uganda Muslim Supreme Council established structures at different levels of administration to participate in the monitoring of Muslim-founded Schools. This study premised on Osborne and Gaebler's (1992) constructs of monitoring, aimed at investigating how monitoring skills of the foundation body representatives on the School Management Committees contribute to the performance of Government Aided Muslim Founded Primary Schools in Uganda, taking a case of the BMDC. A descriptive cross-sectional survey design was adopted for this study, with quantitative and qualitative data approaches, while multivariable linear regression was used to obtain the magnitude of the contribution of SMC monitoring skills to the performance of the primary schools under BMDC. The study revealed that monitoring skills have a positive correlation with the performance of the Government Aided Muslim Founded Primary Schools, though, the correlation is moderate. The moderate correlation is caused by insufficient monitoring skills exhibited by the foundation body representatives in areas such as the development of performance indicators, collection of relevant data during monitoring, designing of monitoring tools, and usage of appropriate methods during monitoring. The study, therefore, concluded that such insufficient monitoring skills have hindered them to adequately monitor which has partly affected the performance of the schools. It is as such recommended that BMDC needs to incorporate specific non-financial empowerment capacity-building components into school activities tailored to train the members on the SMC in aspects of monitoring and evaluation, adult literacy, and financial literacy for improved skills, knowledge, and leadership.

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“…Most countries in Africa have not saved either by above disturbing occurrence. In Ghana, Hassan et al, (2020) pointed out that absenteeism, poor feeding, language problem, negative teachers' attitude, inadequate support from administration, and poor school environment were the causes of poor academic performance. additionally, Mendenhall et al, (2021) in Ethiopia, Tanzania, and Uganda, there are gaps between basic education frameworks and teacher education curricula, affecting the effectiveness of play-based learning.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Play Based Learning Project on Learner Performance in Science and Elementary Technology and English Language Subjects

Muhawenimana,

Ngabonziza

2024

AJERNET

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This study investigated the effects of Play-Based Learning (PBL) on student performance in Science and Elementary Technology (SET) and English language subjects at primary schools in Ruhango Sector, Ruhango District. The main objective of this study was to investigate the effects of play based learning on student performance of SET and English language subjects in Ruhango Sector, specifically the study focused on the effect of play based learning project, perception regarding the teacher’s roles on learner performance of SET and English language and establish the relationship between play-based learning project and learners’ performance of SET and English language subjects in primary school of Ruhango sector. The theories that guided research were Theory of Constraints (TOC) is a process designed to identify and eliminate constraints in organizational processes that hinder the achievement of organizational goals and Social Cognitive Theory is based on his central concept of self-efficacy. This study used a descriptive and correlational research designs. The target population was 150 people including headteachers and teachers. The sample size of was 96 teachers with backgrounds in SET and English language subjects and 12 headtechers. This study used questionnaire as a primary data source. The questionnaire involved written questions to which the teachers were required to write answers individually and interview guides were used to collect information from headteachers. Microsoft Office Excel was used for analyzing the results from the questionnaire and interview. The Pearson Correlation was used to test one hypothesis. The study concluded that Play Based Learning played an importance role in learner performance of Science and Elementary Technology and English language subjects through play-based activities. The research revealed a strong positive correlation between Project-Based Learning (PBL) initiatives and students' academic achievement in English language courses (r=.9650*, p=0.001). Similarly, a significant positive association was observed between Project-Based Learning (PBL) endeavours and learners' performance in Science, Elementary and Technology (SET) subjects (r=.9836*, p=0.001). The study recommends that teachers should regularly monitor content and adjust settings for individual learners. Finally, teachers should apply practices associated with engagement by determining if learner enjoy the game or want to play.

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Academic Performance in Islamic University Primary School: Causes of Poor Performance and Anticipated Remedy. A Study Commissioned by the Executive Board of Islamic University in Uganda

Cited by 3 publications

References 8 publications

The Factors Attributed to Students’ Low Performance in Secondary Leaving Examination: The Case of Secondary Schools in Benadir Region of Somalia.

The Factors Attributed to Students’ Low Performance in Secondary Leaving Examination: The Case of Secondary Schools in Benadir Region of Somalia.

School Management Committee Monitoring Skills and Performance of Government Aided Muslim Founded Primary Schools in Uganda: A Case of Bugisu Muslim District Council

The Influence of Play Based Learning Project on Learner Performance in Science and Elementary Technology and English Language Subjects

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