Abstract
The major purpose of the study was to model the effect of education maturity on academic performance in primary schools in Wakiso district using multi-level composite indicators. Specifically, the study sought out to establish the extent to which supervision of teaching affects the academic performance of primary schools in Wakiso district; how teaching and learning resources affect the academic performance of primary schools in the district; how continuous school assessment affects the academic performance of primary schools in the district and how classroom environment affects the academic performance of primary schools in the district. The study employed a case study design together with methodological triangulation so as to minimize the challenges of using a single approach. The study used a census of primary schools. However, of the 350 schools, 218 provided all the required information on the study objectives. The main tools of data collection were document review and observation guide for the selected primary schools. The inferential analyses showed that at a 1% significance level, the use of resources and classroom environment significantly affected the academic performance of pupils in Wakiso district for the period under study. Secondly, teaching and learning resources significantly affected the academic performance of pupils in the district. Thirdly, at a 5% level, assessment, recording and reporting significantly affected the academic performance of pupils in the district and lastly, supervision of teaching and learning significantly affected the academic performance of pupils. The study recommends that modelling academic performance using attributes of education maturity yields very significant information that helps greatly in making decisions on school performance and this should be encouraged and upscaled by the line ministry of education.
Highlights
Despite efforts by the various stakeholders to improve academic performance through improved school inspection programs, the performance of primary schools has not improved as required
The following regression model was used to establish the effects of combined attributes of education maturity on academic performance: PERF = α + β(CA) + γ(TLR) +δ(CLASS) + θ(TS) +ε; where; PERF= Performance, CA=Continuous Assessment, teaching and learning resources (TLR)= Teaching and Learning Resources, CLASS= Classroom environment, TS=Teacher Supervision, α, β, γ, δ, θ are model coefficients and ε is the error term
The results indicate that more pupils (75.8%) of those that had obtained first grades were from the urban primary schools while the distribution changed for the second and third divisions
Summary
Despite efforts by the various stakeholders to improve academic performance through improved school inspection programs, the performance of primary schools has not improved as required. There was limited academic evidence to support the claim that education maturity affects the academic performance of primary schools in Uganda. The school inspection process, known as external evaluation, is carried out by either an independent agency or a semi-autonomous organ attached to the Ministry of Education (MOE) or by an organ within the MOE. Academic performance of learners is a key feature in education and is considered a centre around which the whole education system revolves. Abaidoo (2018) argued that the academic performance of learners has a direct impact on the socio-economic development of a country. Farooq et al (2011) asserted that a learner’s academic performance serves as a bedrock for knowledge acquisition and the development of skills
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