Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/2790
Title: Influence of family background on secondary school students’ academic performance in science subjects in Uganda a case study of Makindye division, Kampala
Authors: Kibumba, Simon
Keywords: Students’ academic performance
Family background
Makindye division, Kampala
Issue Date: May-2018
Publisher: Kampala International University. College of Education, Open and Distance Learning
Abstract: Family background has been enlightened as of great importance in molding the performance of academic performance of students in schools worldwide. This study therefore investigated the influence of family background on student’s academic performance in science subjects in secondary schools in Makindye division of Kampala capital city of Uganda. This study focused on the influence of parental marital status, level of education of the parents and family income on student’s academic performance in science subjects in the stated area of study. The study employed a descriptive research design. The study population involved all the students at ordinary level in Makindye division of Kampala Capital City Authority. The study used a sample of 104 students from the 10 selected secondary schools. Purposive sampling was used to select the class of the students to interview but the actual students to be interviewed were randomly selected from the classes as this helped to eliminate bias. The data was collected using a questionnaire and was coded, entered in computer. The data was presented using frequencies, multiple regression and Pearson coefficient correlation. A descriptive analysis options of SPSS version 16 was used to aid in generating a summary of results which were represented in tabular form. The findings of the study showed that parental marital status had a strong positive relationship with academic performance of students in science subjects standing at Pearson correlation coefficient of 0.611, parents’ level of education had a strong positive relationship standing at Pearson correlation coefficient of 0.577 and also family income had a strong positive relationship with students’ performance in science subjects at a Pearson coefficient value of 0.501. The recommendations were made to be used by many personnel's including policy makers, administrators, teachers and further researchers in the same field.
Description: A research dissertation submitted to the faculty of Education in partial fulfillment of the requirements of the award of a bachelor’s Degree of science with education (chemistry and mathematics) of Kampala International
URI: http://hdl.handle.net/20.500.12306/2790
Appears in Collections:Bachelor Degree in Secondary Education

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