Faculty of Education

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Browsing Faculty of Education by Author "Aminu, Abubakar"

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    Factors affecting Academic Performance of Undergraduate Science Students at Islamic University in Uganda
    (2015) Aminu, Abubakar
    This study was designed to investigate the factors affecting academic performance of undergraduate science students in Islamic University in Uganda. The following are the specific objectives of this research: To find out the relationship between Instructional facilities and science student academic performance in Islamic University in Uganda, To find out the relationship between socioeconomic status and science student academic performance in Islamic University in Uganda, To find out the relationship between students’ attitude and science student academic performance in Islamic University in Uganda. The study employed the use of correlation design to establish the nature of these relationships. . Quantitative and qualitative approaches were used. Self- design questionnaire, structured observation and documentary review was used as a method of data collection. Three research hypotheses were formulated to guide the study: There is no significant relationship between instructional/learning facilities and science students’ academic performance. There is no significant relationship between socioeconomic status and science students’ academic performance. There is no significant relationship between students’ attitude and their academic performance. The “Undergraduate Students academic performance questionnaire” (USPQ) with a reliability coefficient of 0.801 was administered on 210 students selected from three departments out of seven department in faculty of science in Islamic University in Uganda using the simple random sampling method. To analyze the data, the Pearson product moment correlation statistical tool was used. This formed the basis of the detailed summary, conclusions and recommendations. On the basis of the findings, the researcher made the following conclusions; that there is a positive relationship between learning/ instructional facilities and academic performance of undergraduate students; that there is inverse relationship between parents’ social economic status and academic performance of undergraduate students; and that there is no relationship between student`s attitude and academic performance of undergraduate students. Also on the basis of the findings the following recommendation were made: Islamic University in Uganda should provide adequate learning facilities that are able to arouse interest in the learners and to motivate them to work hard; it should devise means of paying special attention to students from low social economic backgrounds by providing them with financial aid or even a student loan scheme could be developed; and it should develop strict guidelines for student attendance and monitor factors that could hinder a student from attending lectures on a regular basis.
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    Head Teachers’ Leadership Styles and teachers ’discipline in Secondary Schools in Nakaloke Town Council of Mbale, Uganda
    (2015) Aminu, Abubakar
    This study determines the correlation between head teacher’s leadership styles and teachers discipline in secondary schools in Nakaloke town council of Mbale, Uganda. The study aimed to establish the relationship between head teacher leadership style i.e. democratic leadership style, autocratic leadership style, and laissez faire leadership style and teachers discipline. Cross sectional survey design using questionnaires was used to collect data from the sample of 113 respondents of both head teachers and teachers. The findings of the study establish the significant relationship between head teacher leadership style and teachers discipline with democratic (r = - .542, sig=0.000<0.05), autocratic (r=.621, sig=0.000<0.05), and laissez faire (r= - .314) (sig = 0.000<0.05). The study recommended that Head teachers should adopt the use of democratic leadership style in managing teacher attitude to work. This will create a rapport between the teachers and the head teachers thereby reducing fear, hatred and pressure developed by the teachers.
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    Influence of Head teachers’ Instructional Supervisory Roles on Teachers’ Job Performance in Selected Secondary Schools in Mbale Municipality, Uganda JUNE, 2015
    (2015) Aminu, Abubakar
    Teachers’ job performance is the professional execution of specific tasks as guided by the curriculum and a set of rules or regulations expected to be supervised by the head teachers’. This study therefore examined the influence of head teachers’ instructional supervisory roles on teachers’ job performance in secondary schools in Mbale Municipality. The objectives were to find out the influence of head teachers’ classroom observation on teachers’ job performance; to determine the influence of head teachers’ walk-through visit on teachers’ job performance and examine the influence of head teachers’ supervision feedback on teachers’ job performance. A cross-sectional survey research design was used to gather detailed of information from the respondents (teachers and head teachers’). The total population of the study is One thousand and Fifteen (1015) comprising Nine hundred and Ninety five teachers (995) and Twenty (20) head teachers. Simple random sampling technique was used to select Two hundred and Three (203) teachers, while purposive sampling technique was used to select five (5) head teachers from the total population. Two sets of research questionnaire were used to collect data for the study. The test-retest reliability coefficient of 0.75 was obtained and validity was also determined through content validity index with a CVI value of 0.76. Two sets of five (05) and two hundred and three (203) questionnaires were sent to the head teachers’ and teachers in the five selected secondary schools in Mbale Municipality making a total number of two hundred and eight (208) questionnaires administered for this study. However, five (05) and one hundred and eighty eight (188) questionnaires were returned by head teachers’ and teachers respectively, giving a total number of one hundred and ninety three (193) questionnaires returned. The major findings of this study are that there is a low influence (2.42) of head teachers’ classroom observation on teachers’ job performance, a low influence (1.72) of head teachers’ walk-through visit on teachers’ job performance and a very low influence (1.56) head teachers’ supervision feedback on teachers’ job performance. Based on these findings, it was recommended that head teachers’ should intensify efforts in the area of classroom observations of their teachers, head teachers’ should continue to ensure regular and timely walk-through visits to their teachers during classes, and head teachers’ should improve on the way they give supervision feedbacks to their teachers for proper assessment of activities.
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    Relationship between Guidance and Counselling Services and Academic Performance of Students in Public Secondary Schools in Sironko Town Council
    (2015) Aminu, Abubakar
    This Study Was About Examining The Relationship Between Guidance And Counseling Services And Academic Performance Of Students In Public Secondary Schools In Sironko Town Council. The Objectives Of The Study Included; Examining The Relationship Between Educational Guidance Services And The Academic Performance Of Students, Examining The Relationship Between Career Guidance Services And Academic Performance Of Students And Examining The Relationship Between Psycho-Socio Guidance Services And The Academic Performance Of Students. The Researcher Used The Following Hypothesis; There Is No Statistically Significant Relationship Between Educational Guidance Services And Students Academic Performance, There Is No Statistically Significant Relationship Between Career Guidance Services And Students Academic Performance, There Is No Significant Relationship Between Psycho-Socio Guidance Services And Students Academic Performance. The Study Used A Cross-Sectional Design Where Different Categories Or Cross Section Of Respondents Were Used. The Population Consisted Of 810 Students And 10 Teacher Counselors And The Sample Was 265 And 10 Respectively. Data Was Collected Through Questionnaires And Documentary Analysis. It Was Analyzed Using Descriptive Statistics And Pearson Product Moment Correlation. The Findings Showed That The Extent To Which Education Guidance Services Relates With The Academic Performance Of Their Children Was Low And Insignificant (R =.34; Sig= 0.596>0.05); And That There Was An Insignificant Correlation Between Career Guidance Services And The Academic Performance Of Their Children. (R = 0.036, Sig= 0.567>0.05). Also, The Extent To Which Psycho- Socio Guidance Services Relates With The Academic Performance Of Their Children Was Low And Insignificant (R=.040, Sig=.532>0.05). Therefore, The Extent To Which Guidance And Counseling Services Relates With The Academic Performance Of Their Children In Sironko Town Council Was Low. In Conclusion, The Findings Indicated That Guidance And Counseling Services Do Not Have Statistically Significant Relationship With Academic Performance Of Students In Public Secondary Schools In Sironko District. The Role Of Teacher Counselors Was Not Translated Into Performance. Schools In Sironko Should Be Allocated Qualified Guidance And Counseling Officials Whose Role Is Specifically To Guide And Counsel Students.