TEACHER CLASS MANAGEMENT SKILLS AS DETERMINANTS OF STUDENTS’ ACADEMIC PERFORMANCE IN SCIENCE SUBJECTS IN UGANDA CERTIFICATE OF EDUCATION EXAMINATIONS IN BUIKWE DISTRICT, UGANDA

Gerald Bwenvu, Jacinta M. Adhiambo, Jared Anyona

Abstract


This study investigated Teacher Class management skills as determinants of students’ academic performance in science subjects in Uganda certificate of education examinations in Buikwe district, Uganda. The target population included all head teachers, head of departments, science teachers, students in public and private secondary schools, and all Secondary Science and Mathematics regional trainers in Buikwe district. Both Probability and non-probability sampling were used. Simple random sampling was used to select 110 Science teachers, 375 students were selected using cluster random sampling while 28 head teachers were selected through census purposive sampling and expert sampling was used to select regional trainers. Data was collected using questionnaires, interview, focused group discussions and document analysis guide and were subjected to both content and face validity. Cronbach alpha technique determined reliability of quantitative instruments. Quantitative data were analyzed using SPSS version 23 for descriptive and inferential statistics. Frequencies and percentages were used to summarize data while Chi-square Test for associations was used to test hypotheses. The qualitative data were subjected to thematic analysis and findings presented in narrative form. The key findings indicated that there was a significant relationship between teacher class management skills and students’ academic performance in science subjects. The study found out that due to a sizable number of science teachers who do part timing, the effectiveness of instruction was hindered which affected students’ academic performance. The study also determined that poor teaching methodologies, negative attitude among students, lack of text books and well equipped laboratories in some schools contributed to poor performance. The study concluded that teacher class management skills are key to students’ academic performance in science subjects and teachers may acquire it through self-improvement, participating in seminars and refresher courses. The study recommended that MOES needs to organize seminars and equip science teachers with the required teaching and management skills to teach science subjects.

 

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Keywords


teacher quality, teacher class management skills, students’ academic performance, science subjects, examinations

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DOI: http://dx.doi.org/10.46827/ejes.v7i8.3215

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