A CROSS-SECTIONAL STUDY ON SCHOOL SOCIAL ENVIRONMENT AND SECONDARY SCHOOL LEARNERS’ ACADEMIC PERFORMANCE IN MBARARA CITY.

George William Butamanya; Suddi  Balimutajjo; Emmanuel  Ahabwe

doi:10.51168/sjhrafrica.v6i6.1766

Authors

George William Butamanya Directorate of Graduate Studies, Research and Innovations, Bishop Stuart University.
Dr. Suddi Balimutajjo Directorate of Graduate Studies, Research and Innovations, Bishop Stuart University.
Emmanuel Ahabwe Directorate of Graduate Studies, Research and Innovations, Bishop Stuart University.

DOI:

https://doi.org/10.51168/sjhrafrica.v6i6.1766

Keywords:

School social environment, Academic performance, Secondary school learners, Learning environment, Mbarara City

Abstract

Background.

One of the central objectives of the post-independence education agenda in Uganda was to ensure that all children have access to quality education as a pathway to national development. This study examined the effect of the school social environment on the academic performance of secondary school learners in Mbarara City.

Methodology.

A descriptive survey research design was employed, targeting a study population of secondary school learners and teachers. The sample size was determined using Krejcie and Morgan’s formula, with respondents selected through stratified and simple random sampling techniques. Inclusion criteria encompassed actively enrolled secondary school learners and teachers, while non-teaching staff and newly transferred students were excluded. Data were collected using questionnaires and an observation checklist. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS), generating descriptive and inferential statistics.

Results.

271 (73.8%) of the students were male, 98(54.1%) of teachers were within the 25-35 years age bracket, and 66(36.5%) of teachers had between 6-10 years of experience. There was a strong positive correlation between School Social Environment and Learners' Academic Performance, with a Pearson correlation coefficient of 0.644, which was statistically significant at the 0.01 level (p = 0.000), 74.6% of students demonstrated a strong understanding of the subject matter, 66.3% completed assignments on time, and 78.6 % actively participated in class. Further, 73.0% reported a performance improvement, and 70.2% performed well in exams.

Conclusion.

The study established a statistically significant positive relationship between the school's social environment and academic performance. The study concludes that a conducive school social environment enhances academic performance.

Recommendation.

Schools should strengthen student-teacher relationships, enhance extracurricular activities, and implement fair discipline policies to foster better learning outcomes.

References

Akomolafe, C. O., & Adesua, V. O. (2016). The impact of physical facilities on students' level of motivation and academic performance in senior secondary schools in South West Nigeria. Journal of Education and Practice, 4(7), 38-39.

Alam Said, M., Idris, M., & Hussain, S. (2018). Relationship between Social Behaviour and Academic Performance of Students at Secondary Level in Khyber Pakhtunkhwa. Pakistan Journal of Distance & Online Learning, I, 153-170.

Amon, Mu. (2017). Learning resources and academic performance of learners in the selected secondary schools in Mbarara Municipality, Mbarara District, Uganda. Universitas Nusantara PGRI Kediri, 01, 1-7. http://www.albayan.ae

Barr, N. (2014). Shaping higher education Shaping higher. The London School of Economics and Political Science.

Feezel, J. (2018). The Evolution of Communication Pedagogy. Journal of Communication Pedagogy, 1(1), 3-8. https://doi.org/10.31446/jcp.2018.02

Gallagher, M., & Griffore, J. (2018). School Effectiveness Framework. 'PISA 2015 high and low achievers' (no date). Avai. https://www.wcdsb.ca/about/pdf/Ministry-SEF-Document-2013.pdf

Krishnan, L., & Sequeira, A. H. (2022). Stress Among College Students and How to Combat It. SSRN Electronic Journal, April 2012. https://doi.org/10.2139/ssrn.2041423

MARTHA, K. (2019). Factors affecting the academic performance of undergraduate students at Uganda Christian University. 369(1), 1689-1699.

Moghaddam, M. F., Validad, A., Rakhshani, T., & Assareh, M. (2017). Child self-esteem and different parenting styles of mothers: A cross-sectional study. Archives of Psychiatry and Psychotherapy, 19(1), 37-42. https://doi.org/10.12740/APP/68160

Portes, A., & Hao, L. (2018). The schooling of children of immigrants: Contextual effects on the educational attainment of the second generation. Proceedings of the National World Bank, UNESCO, UNICEF, USAID, FCDO, B. & M. G. F. (2022). The State of Global Learning Poverty: 2022 Update - World | ReliefWeb. https://reliefweb.int/report/world/state-global-learning-poverty-2022-update

Wright, P. M. (2017). Making Great Theories. Journal of Management Studies, 54(3), 384-390. https://doi.org/10.1111/joms.12240

York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research, and Evaluation, 20(5), 1-20 Academy of Sciences of the United States of America, 101(33), 11920-11927. https://doi.org/10.1073/pnas.0403418101

Quatman, T., Sampson, K., Robinson, C., & Watson, C. (2021). Academic, Motivational, and Emotional Correlates of Adolescent Dating. Genetic, Social, and General Psychology Monographs, 127, 211-234.

Tanga, T. I. M., & Mushoriwa, T. (2019). The influence of learner-related factors on the academic performance of Grade 12 English (L2) Learners in the Oshikoto Region of Namibia. Journal for Language Teaching, 53(1), 37. https://doi.org/10.4314/jlt.v53i1.2

Climate research. Review of Educational Research, 83(3), 357-385.

Paul, E. L., & White, K. M. (2020). The development of intimate relationships in late adolescence. Adolescence, 25(98), 375-400.

Inayat, A., & Ali, D. A. Z. (2020). Influence of Teaching Style on Students' Engagement, Curiosity, and Exploration in the Classroom. Journal of Education and Educational Development, 7(1), 87. https://doi.org/10.22555/joeed.v7i1.2736

Durisic, M., & Bunijevac, M. (2017). Parental Involvement as an Important Factor for Successful Education. Center for Educational Policy Studies Journal, 7(3), 137-153. https://doi.org/10.26529/cepsj.291