Browsing by Author "Mwesigye, Adrian Rwekaza"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Determinants of Academic Performance of Primary Teachers’ College Students in South-Western Uganda
    (East African Journal of Education Studies, 2022) Nuwagaba, James; Mwesigye, Adrian Rwekaza; Karoro, Emmanuel
    The purpose of the research was to establish the perceived determinants of academic performance of primary teachers’ College (PTC) students in South Western Uganda. The researchers anchored on social constructivist philosophy adopted a cohort longitudinal survey research design incorporating description techniques. The researchers employed qualitative methods of data collection and analysis. Data was collected from the nine government-aided PTCs in South Western Uganda. The sample size was 298 comprised of 214 students randomly selected from the nine PTCs and 72 tutors, nine PTC principals, two officials from Kyambogo University, and one official from the Ministry of Education and Sports purposively selected. Data was collected using unstructured questionnaires, interview guides, focus group discussion guides, and documentary analysis guides. Research findings revealed that respondents perceived the academic performance of PTC students in South Western Uganda as determined by an interplay of various factors under nine themes namely; administration, learning environment, tutors, study materials, time, students’ background, welfare, assessment, and study practices. This implies that if the college administration is effective, the learning environment is conducive, tutors demonstrate professionalism, study materials are available, adequate time is given to the program, students with the good background are admitted, there is improved students’ welfare, proper assessment is conducted and students are always engaged in study practices which support learning, there would be improved academic performance of students in PTCs in South Western Uganda. The conclusion drawn from the findings and other researchers was that there are several factors that determine academic performance in PTCs but much depends on the personality and leadership competencies of the college principal. It was recommended that principals of PTCs should be helped to apply leadership styles that enable all other factors that determine academic performance to thrive
  • Thumbnail Image
    Item
    Entry Academic Scores as a Predictor of Terminal Academic Achievement among Students in Primary Teachers’ Colleges in South-Western Uganda
    (East African Journal of Education Studies, 2022) Nuwagaba, James; Mwesigye, Adrian Rwekaza; Karoro, Emmanuel
    The purpose of the research was to establish the influence of entry scores on students’ performance in final examinations in primary teachers’ colleges in South Western Uganda. The research anchored on postpositivist philosophy adopted a cohort longitudinal survey research design incorporating correlational techniques. The research employed quantitative methods of data collection in nine government-aided PTCs in South Western Uganda. The sample size was 214 students obtained using simple random sampling from 1192 students in the nine primary teachers’ colleges. Data were collected using closed-ended questionnaires and document analysis guides, and it was analysed using SPSS version 20. Research findings revealed that there was no statistically significant relationship between entry scores and academic performance (r = - .012, p = .864) of students in primary teachers’ colleges in South Western Uganda. From the findings, it was concluded that failure in academics in PTCs can be minimised by strengthening the training (teaching and learning), not increasing entry cores. The study recommended that the policy on entry into PTCs should be revised to include other factors like the candidate’s interest, attitude, talents etc. and lessen the emphasis on the scores one obtained at the previous academic level
  • Thumbnail Image
    Item
    Study Habits Among Students in Primary Teachers’ Colleges in SouthWestern Uganda
    (East African Journal of Education Studies, 2022) Nuwagaba, James; Mwesigye, Adrian Rwekaza; Karoro, Emmanuel
    The purpose of the study was to assess the study habits of students in primary teachers’ colleges in South Western Uganda. The research anchored on the Postpositivist philosophy adopted a cohort longitudinal survey research design incorporating correlational techniques. The research employed quantitative methods of data collection in nine government-aided PTCs in South Western Uganda. The sample size was 214 students obtained using simple random sampling from a population of 1192 students in the nine primary teachers’ colleges in South Western Uganda. Data was collected using Palsane and Sharma’s 3-point Likert scale study habits inventory and it was analyzed using SPSS version 20. Research findings revealed that generally, the students in primary teachers’ colleges in South Western Uganda exhibited good study habits in their ability to read and taking of examinations; fair study habits in time management, harnessing physical conditions, note taking, motivation, and memorization; and poor study habits in health and wellness. The conclusion drawn from the findings and other researchers was that students of primary teachers’ colleges in South Western Uganda generally had fair study habits. It was recommended that college administrators and parents should endeavour to organize programs that could assist students in primary teachers’ colleges to acquire good study habits