Investigating the relationship between school attendance and academic performance in universal primary education: The case of Uganda

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dc.contributor.authorSekiwu, Denis
dc.contributor.authorSsempala, Frederick
dc.contributor.authorNaluwemba, Frances
dc.date.accessioned2023-05-20T17:59:48Z
dc.date.available2023-05-20T17:59:48Z
dc.date.issued2020
dc.description.abstractThis study investigated the relationship between school attendance and academic performance in UPE schools in Rubanda district of Uganda. Using data from a sample of 104 participants, the researchers established that UPE schools perform poorer in internal examinations but better in national examinations. The regular school attendees perform differently from the chronic absentees. There is also a positive relationship between school attendance and academic performance (R = 0.365), although school attendance explains only 11.8% variations in academic performance while 88.2% is explained by other factors affecting academic performance. School administrators should identify other factors that are likely to influence pupils' academic performance apart from attendance, as well as strengthening communityschool interaction programmes to help improve attendance in UPE schools.en_US
dc.identifier.citationSekiwu, D., Ssempala, F., & Frances, N. (2020). Investigating the Relationship between School Attendance and Academic Performance in Universal Primary Education: The Case of Uganda. African Educational Research Journal, 8(2), 152-160. DOI: 10.30918/AERJ.82.20.017en_US
dc.identifier.other10.30918/AERJ.82.20.017
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/8741
dc.language.isoenen_US
dc.publisherAfrican Educational Research Journalen_US
dc.subjectAcademic performanceen_US
dc.subjectSchool attendanceen_US
dc.subjectUPE schoolsen_US
dc.subjectSocial productivityen_US
dc.titleInvestigating the relationship between school attendance and academic performance in universal primary education: The case of Ugandaen_US
dc.typeArticleen_US
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