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 5 publications

(6 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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“…They only visit schools for other reasons like conducting worship but not to enforce academic performance assessment.Often the students' school attendance depends on the income of the family. Hassan (2020), reiterates that cost is a factor that contributes to a student's failure to access secondary education and in a variety of situations the students from low incomeearning homes have to work for their livelihoods. They would rather go to market places or streets to sell so that they supplement the family's income rather than attend school.…”

Section: Challengesmentioning

confidence: 99%

A Review of Church Efforts in Students Academic Performance in the Church of Uganda Founded Secondary Schools

Aggrey

2023

JRIIE

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Academic performance is key to the success of any education system in a country. The Church of Uganda has been instrumental in supporting education systems in Uganda. It is against this context that this study set out to review of church’s effort the ts in the academic performance of students in the church of Uganda-founded secondary schools. The main objective of the study was to review of church’s efforts in academic performance of students in church of Uganda founded secondary schools.The study used both qualitative and quantitative research design that involved the use of primary and secondary data. Primary data was purposively collected from 60 respondents. The findings were that much as the church tries to uplift academic performance in her founded secondary schools, it faces numerous challenges that include limited funding to mention but a few.It is recommended that Church of Uganda whose role it to conduct continious assessmet should take kin interest in improving the performance of students in its schools by availing continuous trainings to teachers, conducting continuous assemments of learners and availing adequate funding to support the school’s academic activities.

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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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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 5 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.

A Review of Church Efforts in Students Academic Performance in the Church of Uganda Founded Secondary Schools

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

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