UNIVERSAL PRIMARY EDUCATION AND ACADEMIC PERFORMANCE IN MANIBE S{ffl-COUNTY ARUA DISTRICT Uganda

TABLE OF CONTENTS

DECLARATION .............................................. .i

APPROVAL ........... ........................... ............. ........... .. ii

DEDICATION ........................ ........ .......................................... iii

ACKNOWLEDGEMENT ........................ ...... ............. .. iv

TABLE OF CONTENTS ........... ................. ........... ......... v

UST OF TABLES AND FIGURES .............. .......... .......... ..... .... vii

ABSTRACT ................... .............. ... ... ...... ... .......................... ix

CHAPTER ONE .................... ........ ......... .... ....... .... ......... ......... 1

INTRODUCTION .......................................................... 1

1.0 Introduction .......................................... 1

1.1 Background of the study ... .. ...... ... .......................................... 1

1.2 Problem statement .................................... 2

1.3 Purpose of the study ... ................. ..... .......... .................................. ...................... 3

1.4 Objective of the study ............. .. ....................... .......... ..... .. ..... .. ........ .............. ..... 3

1. 5 Research questions ............ .............................. ...... ..... 4

1. 6 Hypothesis .......................................................... 4

1. 7 Scope of the study ........... ............ ....... ...... ...................... ..... .4

CHAPTER TW0 ...... ... .......... ......................... 5

LITERATURE REVIEW ........................................ 5

2. 0 Introduction ........... ....................................................... 5

2.1 Theoretical review ......... .......................................... 5

2.2 UPE enrolment anti pupils academic performance .................. 7

2.3 UPE facilitation and pupils performance .. ... ........ 7

CHAPTER THREE .... ... ....................................... 12

METHODOLOGY ....................................... .................... 12

3.0 Introduction ..... ... .. .. ....... ................ .. ................. 12

3.1 Research design ................................ ............. 12

3.2 Research Environment .................... .................. 12

3. 3 Population and Sample .................................... 12

3. 4 Research Instruments ........................... 13

3. 5 Methods of Data Analysis ...... ............ ............ ...................... ............................ 13

v

CHAPTER FOUR ................................ 14

DATA PRESENTATION, ANALYSIS AND INTERPRETATION ............................ 14

4. 0 Introduction  ................................................................. 14

4.1 Description of Respondents .......... .. ......................... 14

4.1.1 Description of Teachers by Schoo/. .......... .. ................. 14

4.1.2 Description of Teachers by Qualification ............. 15

4.2 The Effect ofUPE Enrolment on Pupils' Academic Performance in Manibe Subcounty

Arua District .................................. 15

4.3 UPE Facilitation and Pupils' Academic Performance in Manibe Sub-county Arua

District ........................................... 1 7

4.5 Pupils' Academic Performance Before am/After UPE ......................................... 18

CHAPERT FIVE ............................. ........... ........ 22

SUMMARY, CONLUSION AND RECOMMENDATION .................................. ........ 22

5. 0 Introduction ......................... ................................ 22

5.1 Summary of Major Findings ................................. 22

5. 2 Conclusions ............................................. 23

5. 3 Recommendations ............................................................ 23

5.4 Areasfor Further Research ................................................................................... 24

REFERENCES .................................................... 26

APPENDICES ............................................................. 27

Appendix A: Research Instrument ................................. .. 28

ABSTRACT This study set out to establish the impact of universal primary education policy on pupils'

academic performance in three primary schools of Ombaci, Orekt1 and Ewadri primary

schools of Manibe sub-county, Arua district Uganda, using a descriptive correlational

survey research design. A self administered questionnaire to collect the data from three

head teachers and 60 teachers. Frequency counts and relative fi·equencies were also used in

analysing data. A chi-square technique was used for analysing the relationship between

UPE and academic performance. The findings indicate that over 86% of the classes in the

schools visited are over congested and about 94% of the teachers believe that their learners

would perform better if the number in class was small. It was also found out that over 70%

of the schools have insufficient text books. On the side of infrastmctural facilities like class

rooms and desks, over 59% of the schools in this area have inadequate class rooms and

desks (table 4. 7). The Pearson's chi-square results (.049) showed a significant relationship

between UPE facilitation and pupils' academic performance (see table 4.8). The study

found a significant difference in PLE performance (in terms of grade) before and after

UPE. The Pearson's correlation coefficient had a negative sign, showing a decline in

performance as UPE was introduced. And finally over 57% (35) of teachers showed that

pupils' performance has declined under UPE and over 84% attributed this poor

performance to UPE policy. The researcher concluded that most classes in the area visited

are over congested hence a negative impact on performance. School facilitation has a

significant impact (either positive or negative) on pupils' performance and that UPE policy

has had a negative impact on pupils' academic performance. The researcher recommended

that the number of pupils in class rooms should be reduced to reduce the teacher pupil ratio,

through creating streams, employing more teachers and more scholastic facilities such as

text books, more desks and class rooms should be provided to schools depending on

number of pupils a school has. Finally UPE schools need to be strengthened so as they can

perform better and to avoid people mnning away from them. This can be done through

employing more teachers in UPE schools, since the number of pupils increased, giving

refresher courses to UPE teachers, increasing monitoring of UPE schools, improving selection ofUPE candidates and revising the policy that all pupils must pass.