Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/13325
Title: Integrated approach and pupils’ academic achievement in Kalungu Sub County: a case study of Stenseera Primary school Kalung District, Uganda
Authors: Ugole, Amuzata
Keywords: Approach
Pupils
Academic
Achievement
Issue Date: Oct-2012
Publisher: Kampala International University.College of Education
Abstract: This study was focused on integrated approach versus people’s academic achievement in Kalungu Sub-County, Kalungu District. A case study of Stenseera Education Center in Kalungu District. It was based on how teaching methods help in academic achievement and specifically guided by these objectives; To determine the profile of the respondents in terms of age and gender. To determine the level of pupil’s academic achievement under the integrated approach in Kalungu sub-county in Kalungu District. To determine if there is a significant difference in level of academic achievement respect to age and gender of learners. To determine whether there is a significant difference in the level of the academic achievement with respect to teaching approaches. Besides the research design employed was experimental since it included the physical observation of the respondents and a total population of 60 pupils sampled and 50 were divided equally to 25 for integrated approach and 25 for lecture method. Furthermore, the data analysis was done using frequence counts, percentages, mean and tea distribution, The random sampling technique and the record sheets were completed after teaching using the either methods and the results were entered, The study was guided by the following findings; there was a slight disparity between female and male and this class was dominated by the age group 10-11 years, results also indicated that integrated approach and lecture methods (control method) had mean of 39.5 and 26.727 and was no significant difference between people’s scores and their age whereby the significant value was greater than the level of significance hence the null hypothesis accepted. In addition, the researcher recommends that there is need to improve the teaching strategies, uplift the frequency of instructional supervision in order to boost the academic achievements in schools, Finally the researcher concludes that female learners out competed the male in academic performance despite the various activities endowed by them after school time.
Description: Thesis presented to the College of Post Graduate Studies and Research of Kampala International University Kampala, Uganda in partial fulfillment of the requirement for the degree of masters in Educational Management and Administration
URI: http://hdl.handle.net/20.500.12306/13325
Appears in Collections:Masters of Educational Management and Administration - Main and Ishaka Campus

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