FACTORS INFLUENCING LOW ACADEMIC PERFORMANCE OF PUPILS IN RURAL PRIMARY SCHOOLS

IN UGANDA: A CASE OF KANYUM SUBCOUNTY-KUMI DISTRICT

BY
ARIKO EMMANUEL
07/U/5418/PS
207006976

A DISSERTATION SUBMITTED TO THE EXAMINERS OF MAKERERE UNIVERSITY KAMPALA IN PART

IAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF A BACHELORS DEGREE IN SOCIAL
WORK AND SOCIAL ADMINISTRATION.

2O09
Declaration
I Ariko Emmanuel do herein declare that this is my own original masterpiece that
has never before been presented to any university or institution.
Sign………………………. Date…………………………….
Supervisor
………………………………Date……………………………..
Dr. Julius Omona

Dedication
To God Almighty and the family of papa PG Anuko. Get out of your comfort zones,
go to school and change your history and destiny.

Acknowledgement
I am greatly indebted to many individuals for the tremendous support and contrib
ution towards this work.
I acknowledge Dr.Julius Omona for his fundamental technical, timely, accurate a
nd appropriate academic guidance and supervision that led to the realization of
this dissertation.
I am also absolutely grateful to my dear parents P.G Anuko, Immaculate Iyamet an
d Margaret Akiteng for their sacrificially unlimited love, care and support. I c
annot say thank you and it is enough.
My fiancée Rose Nakami, thank you for your patient and daring heart, emotional,
social, physical, spiritual and psychological support you have given to me canno
t be costed.
My friends Richard, Chris, Andrew, Patrick, Sarah, Dan, Nickson, Teso missioners
, SWSA class, all youths and pastors of PAG church Kumi and many others, I appre
ciate all your support and prayers. Thank you for your mentorship.
Florence Sapiri who typeset this work, I owe a lot of gratitude to you. Thank yo
u.
In a special way, I thank all the respondents that provided relevant information
to this study guided me a lot and gave a focus and direction to this research.
TABLE OF CONTENTS
CONTENTS………………………………………PAGE
Declaration……………………………………….. (i)
Dedication………………………………………... (ii)
Acknowledgement………………………………... (iii)
List of tables……………………………………… (iv)
List of figures……………………………………… (v)
Acronyms…………………………………………. (vi)
Abstract……………………………………………. (vii)
CHAPTER ONE
1.0 INTRODUCTION
1.1. Background
1.2 Statement of the Problem
1.3 Study Objectives
1.4 Specific Objectives
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Conceptual Framework
CHAPTER TWO
2. LITERATURE REVIEW
CHAPTER THREE
3.0 METHODOLOGY
3.1 Introduction
3.2 Area of Study
3.3 Study Design
3.4 Sample Size
3.5 Sample Procedure
3.6 Methods of Data Collection
3.7 Data Processing
3.8 Research Formalities
3.9 Limitations of the Study
CHAPTER FOUR
4.0 PRESENTATIONS AND INTERPRETATION OF RESULTS
4.1 Introduction
4.2 Background Characteristics of Respondents
4.3 Children Statistics and Pass Levels
4.4 Occupations of Respondents
4.5 Qualitative Results from Respondents and Key Informants on Causes of low
Performance
CHAPTER FIVE
5.0 DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.1 Discussion
5.2 Conclusion
5.3 Recommendations
5.4 Future Research
References
Appendices
Instruments
Map of kanyum Sub County
Introduction Letter.
Acronyms
P.L.E: Primary Leaving Examination
S.M.C: School Management Committee.
L.C: Local Council
HIV: Human Acquired Virus
AIDS: Acquired Immune Deficiency Syndrome
P.A.G: Pentecostal Assemblies of God
D.E.O: District Education Officer
D.I.S: District Inspector of Schools
UNEB: Uganda National Examination Board
P.T.A: Parents Teachers’ Association
D.P.A: Delinquent Peer Affiliation
U.P.E: Universal Primary Education
MoES: Ministry of Education and Sports
G.O.U: Government of Uganda.

Abstract
Education is one of the most important aspects of human resource development. Po
or school performance not only results in the child having a low self esteem, bu
t also causes significant stress to the parents. There are many reasons for chil
dren to under perform at school especially rural schools such as medical problem
s, below average intelligence, emotional problems, poor socio-cultural home envi
ronment and even environmental causes among others
The information provided by the parents, teachers, pupils about children’s acade
mic difficulties guides education stake holders to form informed solutions to su
ch causes. However a multidisciplinary in-depth research is usually necessary be
fore making a final diagnosis it is important to find the reason(s) for a child’
s poor school performance and come up with a “treatment” plan early so that the
child can perform up to full potential.
Considerable research has focused on various factors that predict academic perfo
rmance, researchers have offered varied explanations. Although these explanation
s and previous studies have contributed substantially to the field, they have su
bsequently overlooked specific factors attributable to rural primary schools.
Compared to pupils in urban schools, those in rural schools may not share the sa
me values, factors or have access to community resources, may have encountered m
ore difficulties in acculturation and may experience more struggles in acquiring
English proficiency and achieving academic success.
Given the paucity of research on pupils in rural primary schools and the reality
that they encounter many barriers to academic performance, there is a pressing
need to examine the factors that contribute to low academic performance. In the
present study, the research sought to examine different sources of influence on
academic performance with particular focus on pupils in rural primary schools gi
ven that they constitute a large proportion of the population. In short the purp
ose of this study was to identify important influences on academic performance o
f pupils in rural primary schools in Uganda.
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background to the Problem
Globally, 570 million children are enrolled in school. The number of children of
school going age who were out of school fell from 103 million in 1999 to73 mill
ion in 2006. In that year, primary school enrolment in developing countries reac
hed 88% on average up from 83% in 2000.
In sub-Saharan Africa, the net primary school enrolment ratio has only recently
reached
71% even after a significant jump in enrolment that began in 2000. Around 38 mil
lion children of primary school going age in this region are still out of school
. (UN millennium Development Goal report on Uganda, New vision September 26th 20
08)
The majority of the estimated 27.2 million Ugandans live in rural areas. Accordi
ng to the Uganda Bureau of Statistics, 23 million people (84.6%) live in rural a
reas, while 4.1 million live in urban centers.
In Uganda, the introduction of universal primary education (U P E) in 1996 and i
ts implementation in January 1997 initially resulted in an increase in net prima
ry enrolment from 62% in 1992 to 86% 2002/3. Recently, data show that primary sc
hool enrolment is no longer improving with a fall to 84% in 2005/6. Prior to the
introduction of universal primary education in Uganda, the status of primary ed
ucation sub-sector in Uganda was dismally poor.
Currently, a large proportion of children that enroll in primary school do not c
omplete a full course of primary education. Some of the causes include high repe
tition and drop out rates, poor teacher and head teacher attendance, large numbe
rs of under and over age enrollees, and low learning achievement that is poor pe
rformance most especially in primary leaving examinations even for those that co
mplete the course. In Uganda, the official net enrolment rate increased to more
than 90% the gender gap narrowed and in 2005, the country achieved gender parity
for primary education
The percentage of pupils that passed the primary leaving examinations improved
from 74% in 2001 to 82% in 2006. Average test and examination results improve gr
adually. Never the less the country still faces many challenges.
First of all, although net enrolment rates seem to be high, pupil attendance rat
es are low. Drop out and repetition is high, resulting in low progression and co
mpletion rates
Moreover, although there seems to be a slight improvement in learning achievemen
ts, the quality of education remains low. Average scores on tests and primary le
aving examinations are below 40%. In 2005, the average results for mathematics f
or primary leaving examinations were even below 30%. Many children leave school
without mastering literacy and mathematics. (UPE policy brief 10, February 2006)
As a result of large growth of in enrolments for example in Zambia after the int
roduction of the UPE program, Zambia came close to the realization of the millen
nium Development Goals on education. Now there is almost parity in primary educa
tion.
There are however, large differences by grade and by region especially pertainin
g academic performance both in the progressive and national examinations. In alm
ost every region at the national level, test and examination results have remain
ed unstable, increase in enrolments and the large growth in the number of examin
ation candidates not withstanding, about 70% of the pupils in primary five do no
t attain minimum level of performance for English and no more than 6% achieve th
e desired levels. For mathematics, the test results improve but the examination
results show an opposite trend. The national assessments do not seem to recogniz
e this development.
Finally though results are tending towards stabilizing at the national level, t
hey are not at the provincial level. Even at the provincial level, there are rel
atively large fluctuations from year to year and this suggests a more fundamenta
l problem and even then, at lower levels, learning achievements are not stable.
(Antonie de Kemp, January 2008)
This study therefore seeks to unearth the factors influencing low academic perfo
rmance of pupils in school so as to assist education stakeholders develop approp
riate strategies to ensure improved academic achievement of pupils and performan
ce indicators in schools.

1.2 Statement of the Problem

Children in private schools perform better than those in public schools, grant a
ided schools or community schools. Moreover, there is a double difference estima
te for the examination figures between urban and rural schools and as well as re
sults in urban schools are better than those in rural schools(Eilor Joseph 2004)
Education performance in terms of pupils’ numeric, reading, science and social
studies’ knowledge and skills have deteriorated over the years(UPE policy brief
10,February 2006)and the most notable constraint to achievement of full benefit
s of UPE is low learning achievement(UN MDG report on Uganda, New Vision Septem
ber 26th 2008)
1.3 Study Objectives
The general objective was to establish the factors influencing low academic perf
ormance of pupils in rural primary schools.
1.4 Specific Objectives
1. To find out the factors that determine the academic performance of pupils in
rural primary schools.
2. To discover how the above identified factors affect performance.
1.5 Significance of the study
Considerable research has focused on the factors that influence the academic of
children in school but has tended to overlook specific factors in the rural area
s. Again researchers have offered varied complementary and conflicting explanati
ons concerning academic performance but although these explanations and previous
studies have contributed substantially to the field, they have primarily been g
eneral with less emphasis to specific factors influencing performance of pupils
in rural primary schools in Uganda.
There is therefore an urgent need to unearth specific factors applicable to rura
l schools and children to assist stakeholders in education develop appropriate s
trategies to improve the quality of education and performance indicators.
1.6 Scope of the Study
The study was conducted in Kanyum sub-county in Kumi district in Eastern Uganda.
The target people included parents, head teachers, teachers, local councilors a
nd pupils. Selected households were studied to provide their opinions, views, pe
rspectives and information on the topic of study.
The study explored factors influencing low performance of pupils in rural primar
y schools in Uganda.
1.7 Conceptual Framework.
The study covered independent variables like household tasks, scholastic materia
ls, supervision of children’s home work, absenteeism, welfare of the children, e
ducation level of parents, attitudes, economic status, demoralization, and super
vision and how these interact leading to dependent variable of performance. It a
lso covered other contributory factors like the role of school management commit
tee, inspectors of schools, peers, local councilors, community attitudes and tea
chers’ contribution. This is the framework upon which the study was based. It ma
pped out the hypothetical linkages among the factors that influence performance
of pupils in progressive tests and the national examinations.
The other factors taken into consideration are school environment related issues
like high pupil: teacher ratio, understaffing, teacher absenteeism, negligence
of duty and limited instructional materials, physical access-actual distance fro
m home to school and socio cultural beliefs that is giving priority to boys as o
pposed to girls.

PROBLEM ANALYSIS DIAGRAM:

CHAPTER TWO
2.0 LITERATURE REVIEW
Universal Primary Education (U P E) is one of the government of Uganda’s main po
licy tools for achieving poverty reduction and human development and realizing t
he millennium development goals for education.
It was introduced in January 1997, following a political commitment by president
Museveni that the government would meet the cost of primary education of four c
hildren per family. This commitment was soon extended to allow all people that w
anted to access primary education to do so. Enrolment leapt from 2.5 to 6 millio
n and annual expenditure on education increased by 9%. Net enrolment rose from 6
2.3% to 86.5%. The ratio of boys to girls narrowed dramatically in both primary
and secondary schools.
The increased access to education of the poorest groups in society normally has
a negative effect on the average examination and test results. There is also a p
ositive correlation between educational background and income of the parents and
test and examination results of the pupils (White 2004)
Precisely, this effect may explain why in the short run in many developing count
ries the effects of increased attention to education may seem to be disappointin
g. This effect is an example of vanishing benefits. The results are there althou
gh they do not seem to be there (Ravallion 2001).
Comparative studies between Uganda and Zambia show a significant relation betwee
n income, education of parents and test and examination results of pupils. In 20
05 in Zambia, the examination results for English of the 20% of pupils from the
most developed regions were on average 20% higher than the results of the lowest
developed regions (Antonie de Kemp, January 2008)
Examination results for English and mathematics in Zambia and Uganda for the yea
rs 2003, 2004 and 2005 have been a cause of debate as to which variable is most
influential in determining results. In literature, there has been a long debate
about the relation between class size and learning achievement. This debate is m
ainly based on evidence in industrialized countries and seems to be inconclusive
.
Michaelowa (2003) suggests a concave quadratic function for the relation between
class size and examination results. In this specification, pupils get the best
results in a class size of about 60. However for both countries, there seems to
be an inverse relation between pupil-teacher ratio and learning achievements. Th
e pupil-classroom ratio is also included because it is also highly correlated wi
th examination and test results.
Results for the Zambian schools point to the effect of good management. In many
schools in Zambia, average examination results have large fluctuations from year
to year. Fluctuations of 30-40% are no exception. The growth of enrolments and
a high teacher turnover cannot explain these fluctuations. They point to several
weaknesses that have to do with capacity constraints, severe under funding, a l
ack of qualified and motivated teachers and head teachers and a lack of effectiv
e management at the school and district level (Antonie de Kemp, January 2008)
According to independent evaluation group (IEG) of the World Bank for basic educ
ation in Ghana, high pupil-teacher ratio, and high pupil-classroom ratio have a
negative effect on learning achievement. Schools with double shifts do not have
significantly better results than schools without.
There is a significant effect of teacher education and teacher training. Schools
with high percentages of teachers that have had training in the previous year p
erform better.
In Uganda’s schools, many times children have to share their books with other pu
pils but these children would perform better if all children had their own books
. Still, there is investment in books and has expected results that is improving
performance of children in both progressive and national examinations, however,
there is still emphasis on rote learning which may not improve final examinatio
n results as pupils will lack applicability of knowledge (White 2004)
The majority of the estimated 27.2 million Ugandans live in rural areas. Accordi
ng to the Uganda Bureau of Statistics, 23 million people (84.6%) live in rural a
reas, while 4.1 million live in urban centres.
Therefore, failure to provide basic services to rural communities means neglecti
ng almost the entire country.
Results from the 2008 national primary leaving exams paint yet another grim pict
ure. While performance generally declined, the exams were a disaster for rural s
chools, as many did not have a single candidate pass in division one (the highes
t grade achievable). What this means is that few or no rural primary school pupi
ls will be admitted to top secondary schools in the country - primarily because
of poor grades, but also because of lack of money.
Good secondary schools in towns charge about $250 per term, yet the majority of
people living in rural areas do not earn a $1 a day. Failure to enroll at a good
secondary school limits rural children s chances of attending university and ge
tting a good job.
This perpetually keeps children and their parents in poverty because they will n
ever enjoy the regular income salaried people do. The majority of rural people s
till fetch water from stagnant dirty wells, which exposes them to diseases, the
treatment of which will take up whatever little money they may have.
All these facts are known and well documented by the relevant government departm
ents. In fact such statistics are used to beg for foreign aid which aid is meant
for promoting education, health, social security, water and sanitation and reha
bilitation.
Unfortunately, when this aid comes in and is added to locally raised government
revenue, it is misappropriated or extravagantly used by the elite in the leaders
hip. A bulk of local revenue and aid money is out rightly swindled and the balan
ce officially used by those in leadership to pay their salaries, allowances, off
ice furnishings and to buy luxury 4X4s. priority is not given to improving educa
tion in rural Uganda.
What is left over is sent to the rural areas to provide basic services. Unfortun
ately for Uganda, local governments, the highest being a district council, just
provide another layer of bureaucracy and another place for public funds to be mi
sused.

The districts receive little money for the maintenance of rural roads, construct
ion of classrooms, among other activities, but much of it is shared between offi
cials. Tenders to construct classrooms and roads are given to the campaign manag
ers of district councilors, who will often use sub-standard materials to save en
ough money for themselves and to pay bribes, there is very little chance of conc
rete action ever being taken against them except, perhaps, if donors demand it.
Corruption has become so endemic in Uganda, and is almost an accepted way of lif
e, that when someone is appointed or elected to a public office they think it is
now their turn to take advantage.
The lack of civic competence among rural people makes the situation worse. Peopl
e from rural areas treat the provision of services like education as a gift or f
avour from the government. They do not see it as their right to demand it and, t
herefore, settle for anything. They will never know, for example, how much money
has been passed to their local leaders for a road or a school. Even if shoddy w
ork is done, they remain thankful because they never expected it in the first pl
ace. Public servants have got away with a lot of stealing because they face no s
anctions from the beneficiaries. In fact, corrupt people are glorified in the vi
llages because they are the ones with money and have the capacity to solve some
of their problems, such as driving a critically ill person to hospital, driving
couples around on their wedding day and sometimes building churches and mosques,
while some few may donate desks and balls to schools.
Internal conflicts and bad politics have also undermined provision of services t
o rural areas. Areas that have endured conflict, mainly in northern Uganda and p
arts of the East, have received less development attention because the governmen
t has been preoccupied with ending the Lord s Resistance Army insurgency for 22
years.
Quality education, clean water and good roads are a luxury in these areas where
people are commuting between their gardens and internally displaced people s cam
ps.
It is no wonder that up to 60% of the population in northern Uganda still live
below the poverty line and up to 35% in the East, compared with 16% in the Centr
al and 20% in the West of the country.
The Ugandan president, Yoweri Museveni, was voted into power mainly by the Weste
rn and Central regions and there is a tendency to reward loyalty. The majority o
f ministers and other public servants are appointed or recruited from these two
regions. This does not suggest that the situation is so good in the rural areas
of Central and Western Uganda, but it is better than the rural North and East.
There was a greater decline in the candidates’ performance in the 2008 Primary L
eaving Examinations (PLE), according to the results released on January 16. The
pass rate for 2008 was 80.2 percent compared to 86.5 percent in 2007 and 88.2 p
ercent in 2006. Of the 463,631 pupils who sat for the 2008 PLE, 89,306 (19.3perc
ent) completely failed all the four subjects taught at primary school level. Thi
s implies the number of failures shot up by over 50 percent, compared to the two
previous years. In 2007, there were 56,603 (13.5 percent) pupils who failed whe
reas 47,717 (11.8 percent) pupils failed PLE in 2006.
While releasing the results UNEB executive secretary, Mathew Bukenya, attributed
the poor PLE performance to teachers and pupils’ absenteeism, late reporting to
and early departure from school. The poor performance was attributed to teacher
s’ dependency on past papers as teaching materials instead of developing concept
s and reasoning as they teach and candidates’ low literacy level which affects t
he candidate’s level of understanding questions.
Low levels of inspecting schools to evaluate their administration and teachers
as well as insecurity in some parts of the country were the other factors forwar
ded by state minister for primary education, Mr. Peter Lokeris.
But education experts say these same reasons have been recycled every year; so t
hey wonder why the 2008 results greatly declined.
Out of the 463,631 pupils who sat for 2008 PLE, only 17,021 (3.7 percent) candid
ates passed in division one compared to31, 969 (7.6 percent) in 2007.
Another154, 774 (33.4 percent) pupils passed in division two while138, 796 (29.9
percent) passed in division three. 63,761 (13.8 percent) pupils passed in Divis
ion Four.
The performance per subject show Social-studies was the best done subject follow
ed by Mathematics, English and Science was the worst done.
The percentage of those pupils who passed in division one reduced compared to th
at of 2007. In 2007, there were31, 969 or 7.6 percent pupils in grade one as opp
osed to 31,971 or 7.9 percent in 2006. Statistics from UNEB show 486,312 candida
tes from 10,511 schools registered for PLE in 2008 compared to 444,107 who sat i
n 2007 and 435,063 in 2006. Of the 463,631 candidates who sat for 2008 exams 86.
3 percent were UPE beneficiaries and 13.7 percent were private students.
Analysts say UNEB’s becoming stricter on issues of cheating could have prevented
the usual passing with flying colours exhibited by many city schools hence the
poor results. The results show Kampala schools did not perform very well. Rural
schools are said to have maintained their usual low performance and by implicati
on, they never hope for any better results than that.
Indeed, Mr. Bukenya said that the poor performance in 2008 PLE was due to tight
measures against examination malpractices.
“The (UNEB) scouts did a commendable job by apprehending and exposing those who
attempted to involve themselves in examination malpractice,” stated Mr. Bukenya
while releasing the results at Ministry of Education headquarters. UNEB deployed
nearly 7,011 scouts across the country to monitor exams.
But teachers claim pupils failed PLE because the exams were set in hard-to-under
stand English for primary seven candidates.
“The language used in examining the pupils was above their understanding level;
thus most of them couldn’t get the questions right,” said Justus Malisaba, a tea
cher who participated in marking.
Charles Oundo an examiner in PLE said: “The category of questions set needed a h
igh level of reasoning. The questions required thinking and application and chil
dren had not been prepared enough.” He added that teachers are preparing pupils
to pass exams by overusing past papers so when questions were set differently, t
he pupils could not properly answer. “And some teachers, especially those teachi
ng science, lack sound knowledge to handle certain topics and end up not teachin
g certain topics. This was evident in the rate at which pupils who left many una
nswered questions.” Oundo said.
“In 2008, we used books whose vetting had ended in 2007 because the ministry of
education had not released a list of books for 2008-2013. As a result, those who
set the PLE picked questions from unknown books.
Other teachers attributed the low performance to indiscipline among pupils, and
transfer of teachers to new environments which they may find unfriendly. They al
so added that high teacher-pupil ratio continue to make matters worse. “The syst
em of transferring teachers has negatively affected our teaching morale. Teacher
s have to first cope with the topography of the area before they report to class
, and pupils lose valuable time to study in the process,” says Okwii Bosco, a te
acher at Kajamaka New Primary School in Kumi District. He adds: “Some teachers a
nd pupils report late to school and leave early. Again some pupils nowadays wast
e a lot of time drinking alcohol because alcohol is currently affordable as it i
s packed in sachets of as low as Shs500.”
Education analysts also say that change to the conveyor belt system of marking
makes it hard to bribe examiners unlike the old system where examiners could mar
k particular centres could be a reason behind the poor performance. The conveyor
belt system is where a question paper is marked by several teachers each specia
lizing in marking particular questions or sections. It is also said that some of
the schools which have been performing well were doing leaked exams and UNEB se
ems to have become tougher on exam leakages hence the poor performance. Omadi Al
ex the head teacher of Omurang primary school said ‘I comment on the constant po
or performances of students from poor backgrounds. Most of the pupils who pass P
LE are from well to do families, how I wish the structure of exams change for th
ose in rural areas, atleast if they could sit for their own district based exams
and the urban pupils where all facilities are available in school are comprehen
sively examined and their exam different from that of their rural counterparts.
’
There is evidence however of a significant drop out rate of pupils from the prim
ary school education cycle. Although it is difficult to estimate completion rate
s precisely, of the 2,159,850 pupils that were enrolled in primary school level
one in 1997 at the time
U P E was introduced, only 485,703(23%) reached primary seven in 2003. pupils a
bandon school for different reasons, but most common include lack of interest (4
6%), family responsibilities (15%) and sickness (12%)(U P E policy brief, inter
regional inequality facility, February 2006).
There are threats to maintaining and improving equity in education .The high dro
p out rate is the first major threat. The major reason for this being lack of in
terest, and parents of the beneficiary pupils seem not to have seen the benefits
of the program and are relaxed to support the system as well as their own child
ren. (MoES 1998, guidelines on policy, roles and stakeholders in the implementat
ion of U P E).
Under the school facilities grant, the government has devoted a lot of resources
to procure textbooks, construct classrooms and teachers’ houses, and purchase f
urniture for pupils.
Nevertheless, these improvements may not always translate into better education
performance by pupils. Results from a national assessment of primary education p
erformance taken between 1996 and 2000, for example, suggests that education per
formance in terms of pupils’ numeric, reading, science and social studies knowle
dge and skills as well as grades in primary leaving examinations deteriorated fo
llowing the introduction of U P E and the consequential withdraw of parental sup
port.
Under this program the government of Uganda abolished tuition fees and parents a
nd teachers association charges.
Despite the abolition of these charges, primary education was not made compulsor
y neither was it made entirely free, since parents were still expected to contri
bute pens, exercise books, clothing-uniform, and even bricks for classroom const
ruction through community work.
During the implementation however, the government realized that parents were not
willing to contribute large amounts of bricks and labor, partly because of the
many other demands on their time.
Emerging issues
First, institutional challenges to the delivery of quality education services, a
nd corruption are major. An expenditure tracking study conducted by the economic
policy research center, Kampala 1997 found that by that time, only 35% of the
funds released by the central government to schools were reaching the intended b
eneficiaries. Corruption was adversely affecting U P E in various ways, includin
g shoddy work, demoralization of teachers and poor performance of U P E pupils i
n national examinations.
Parental and community contributions of labour and building materials and other
forms of support have failed to materialize. This is most likely on account of
poor community mobilization, and the engagement of parents in other income gener
ating activities ignoring education.
The reported increase in the percentage of pupils that passed Primary Leaving Ex
aminations from 74% in 2001 to 82% in 2006 is just a general analysis. No demarc
ation is indicated to highlight whether the performance even for those in up-cou
ntry schools in Uganda.
Liberalization of education has made wealthier parents to take their children to
private schools. However, the government is yet fully to take advantage of the
liberalization of education sector to maximize the impact of U P E. there is sco
pe for the government to work more in partnership with private education service
providers, to maximize the synergies between U P E and liberalization of educat
ion.
Targeting of the poor remains a major challenge, in order to reduce inequality b
oth in access to education and in the quality of education, the U P E program sh
ould aim at increasing expenditure per pupil in U P E schools in rural areas and
for the urban poor. By so doing the government would have more resources at its
disposal to focus on improving the quality of education and reducing drop out
rates of its operation where it is most needed.
Most of the literature written (Bategeka, 2004) only focus on the issues of acce
ss, quality, equity and challenges with less emphasis on factors influencing low
performance of pupils in rural primary schools. This research will therefore fo
cus on this topic so as to fill in gaps of missing information and to add to the
already existing knowledge, and provide stakeholders with information to improv
e education performance indicators so as to cater for even children in rural pri
mary schools.
A choice between quantity and quality is no kind of choice, but these are the di
fficult constraints under which Ugandan government officials in the health and e
ducation departments operate. Which should it be: all children get a smattering
of education with only a tiny number of the most persistent and determined manag
ing to get decent grades Or exclude half the children who actually in the rural?
 Not an easy decision.

CHAPTER THREE
3.0 METHODOLOGY
3.1 Introduction
This chapter presents the methods of investigation the researcher used. It is co
mposed of research design, sample size and sampling procedure, sources of data,
tools of data collection as well as limitations / problems encountered during th
e study.
3.2 Area of Study
The study was carried out in Kayum Sub-County 7 kilo- meters south of Kumi distr
ict head quarters on Kumi-Pallisa road. It is bordered to the East by Atutur Sub
-county to the West by Nyero Sub-County and to its South by Mukongoro Sub-County
. Kanyum Sub County has a population of about 3800 people.
3.3 Study Design
This study involved the use of an exploratory research design to explore the cau
ses of low academic performance of pupils in rural primary schools.
3.4 Sample Size
One-hundred (100) respondents were interviewed. The study population comprised t
eachers, pupils, parents and local leaders. There were 20 parents, 15 teachers,
60 pupils and 05 selected local leaders.
A total of 07 selected schools within Kanyum Sub-county were studied. The select
ed schools included Kajamaka New Primary School, Kanyum Primary School, Aukot Pr
imary School, Olimai Primary School Kogili Primary School, Omurang Primary Schoo
l and Ajuket Primary School

Table Showing Sample Size.

S/No. Category Number of Respondents
1 Parents 20
2 Teachers 15
3 Pupils 60
4 Local leaders 05
Total 100

3.5 Sample Procedure

Cluster sampling was used to select the seven schools out of total number in the
sub-county. Pupils and parents were identified randomly for quantitative data w
hile teachers and local leaders were interviewed as key informants.
3.6 Methods of Data Collection
3.6.1 Interviews
This involved face-to-face interaction between the researcher and the respondent
s. This method was preferred because it is time saving and flexible. The use of
this method was with the use of an interview guide, this consisted of questions
related to the theme of study.
3.6.2 Questionnaires
These were developed and distributed to the respondents by the researcher. Quest
ions were aimed at eliciting relevant information from the respondents.
3.6.3 Focus Group Discussion
One focus group discussion was held with a representative sample of pupils, teac
hers, parents and local leaders. The objective was to have participants brainsto
rm on the causes of low performance among pupils in rural primary schools with s
pecific focus on Kanyum Sub-county. The focus group discussion composed of ten p
eople.
A Focus discussion guide was used to allow flexibility, in-depth probing, face-t
o-face interaction and observation of non-verbal behavior. The researcher facili
tated the discussion and a friend acted as a note taker.
3.6.4 Site Visits
In addition to the above, site visits to selected households and schools were ma
de. The 15 parents were interviewed from their homes. The express aim was to ass
ess the responsiveness of parents to their children’s education, find out if the
children were given enough time to do their home work, at the same time assess
attitudes and perceptions of parents to education of children and take a general
observation of the home environment to find out its possible implications on th
e children and their likely academic performance.
3.7 Data Processing
3.7.1 Editing
Editing was done after collecting data to minimize errors by checking on complet
eness, accuracy and uniformity. Errors were corrected and responses put in the r
ight place.
3.7.2 Coding
After editing the data, coding followed thus classifying or grouping similar res
ponses to the questions into meaningful categories or classes or groups in relat
ion to variables under study. The responses were used to formulate a general res
ponse category.
3.7.3 Tabulation
Questionnaires were scanned through, counting the number of responses falling in
to a particular category and recording them. Tabulation aimed at giving a clear
presentation of various responses and significance of response depending on the
magnitude of the responding number.

3.8 Research Formalities/Ethical Consideration

Before carrying out the study, the researcher got permission from relevant autho
rities (L.C’s) and informed consent of the respondents was sought before any int
erview was done. This was with the use of introduction letter and consent form.
3.9 Limitations of the Study
Some limitations encountered during the study included among others the followin
g;
Problems of statistical analysis. The researcher had to analyze the data manuall
y to avoid such problems. At the same time, great caution was taken when selecti
ng members to be included in the sample to ensure uniformity and eradicate irreg
ularities in the samples.
Financial challenges since the exercise was costly in terms of stationery, trans
portation to the field to collect data, buying pens, typesetting, printing work,
and maintenance of the researcher while in the field.
Peer group influence among children is difficult to quantify since it has both p
ositive and negative impact on the academic performance of the child in school.
The researcher then had to put emphasis on the influence it is seen to make on t
he rural pupils only.
Time for collecting data was limited yet the work needed a much longer duration.
Much as it was so, the researcher maximized and effectively utilized the little
available time to ensure that all the work was accomplished.

4.0 PRESENTATION AND INTERPRETATION OF RESULTS

4.1 Introduction
Research on pupils’ academic performance tends to utilize aggregate generalized
data about both pupils in the rural areas and those urban areas although those i
n rural areas represent a large group with varied histories and socio-economic b
ack grounds some rural pupils are among the poorest performers in the nation.
As well, closer examination reveals that pupils in the rural schools experience
economic difficulties and have not achieved good performance. It is generally no
ticed that at least 20% of the children in a classroom get poor marks.
Ultimately, many interventions may be poorly informed and designed because they
are based on inaccurate and aggregated data. As result, many underachieving and
disadvantaged rural children are not receiving the services and resources that t
hey desperately need.
Failure to address causes of poor performance and other barriers perpetuates a
vicious cycle that does not improve the performance of pupils in rural areas.
The present study intended to ascertain the relative importance of certain facto
rs as they relate to academic performance. Drawing on the various areas of resea
rch including among other studies on parental influence, and delinquency provide
d a framework the current study.
4.2 Background Characteristics of Respondents.
A hundred respondents were interviewed using objective and structured type of qu
estionnaires and interview schedules. These respondents included 20 Parents, 15
Teachers, 60 Pupils from upper primary and o5 selected local leaders.

Table Showing Number of Respondents

S/No. Category Number of respondents
1 Parents 20
2 Teachers 15
3 Pupils 60
4 Local leaders 05
Total 100
The ages of the respondents ranged from 12-16 for pupils in the primary schools
and that of other respondents ranged 25-60 years out of all the 100 respondents
46 were females and 54 were males.
The ethnic was predominantly Iteso though 03 of the teachers were Bagisu and 01
Kumam.
Among the 100 respondents besides pupils, the majority were married 32 ,60 were
single and 08 widowed.
Table Showing Marital Status of Respondents
Marital Status No. of Respondents
Single 60
Married 32
Widowed 08
Total 100

4.3 Pupil Statistics and PLE Pass Levels

The number of pupils in the schools studied ranged from 420 to 850. The numbers
of boys were slightly higher than that of girls. In primary seven classes the nu
mbers currently (2009) ranged from 90-130 for the various schools.
A comparative analysis of grades at primary seven was taken by the researcher an
d the findings were as follows;

Table Showing Pass Levels of Pupils in PLE

School/year Number of candidates % age pass at PLE
2005 2006 2007 2008 2005 2006 2007 2008
Kajamaka New p /s 49 50 52 59 34 28 35
30
Kanyum p/s 87 79 95 102 25 29 33 41
Aukot p/s 98 104 82 97 51 44 39 57
Olimai p/s 66 70 83 94 49 32 40 31
Kogili p/s 51 58 73 89 58 49 55 67
Omurang p/s 58 65 77 92 33 31 35 44
Ajuket p/s 86 71 95 108 53 44 66 40
Source: Head teachers’ records
Enrolment and the number of candidates sitting PLE have increased over the years
with a little improvement in performance being registered.
In addition, there has been remarkable fluctuation in pass levels and grades and
these vary from one school to another.
4.4 Education Status of Respondents.
Since the education of respondents relates to other socio-economic variables in
the study, it was important to know the education and literacy levels of the are
a.
The study found out that the education status of all the respondents interviewed
ranged from primary five to above ordinary level

Table Showing Education Levels of Respondents

Education Level No. Of Respondents
Never gone to school 03
P1-P7 70
S1-S4 12
S4 and above 15
4.5 Occupations of respondents
Sixty (60) of the respondents were primary school pupils, peasant farmers were t
wenty six (26) in number, eight( 08) civil servants and six ( 06) were self empl
oyed.
Table Showing Occupation Characteristics of Respondents
Occupation No. Of Respondents
Pupils 60
Civil Servants 08
Self Employed 06
Peasants 26
Total 100

4.6 Qualitative results from respondents and key informants

Parental influence
The role of parental involvement in facilitating academic performance is a widel
y accepted notion. In general, findings show that parents exert great influence.
In conceptualizing parental influence, the research focused on parenting styles
. Authoritative parenting is positively related to achievements of good grades.
In contrast to Kanyum sub county parents are less involved in attending school a
ctivities and monitoring academic programs, this has greatly affected performanc
e of children in school.
Cultural perspectives and socialization practices coupled with family values and
socialization experiences. Acculturations and cultural factors like drinking ‘A
jono’ and less emphasis on education by the community generally affects the acad
emic performance of children. Pupils are much more influenced and experience gre
at barriers. Only very few manage to excel academically despite of the cultural
barriers along the way. There is more cultural emphasis on gardening work and tr
apping of birds, fishing and herding cows as a means of prospering in life compa
red to education.
The negative impact of delinquent peer affiliations. The study reveled that Pee
rs have a significant influence on educational aspirations and outcomes. Adolesc
ents conform to peers and engage in anti social or deviant behavior. More over n
egative peer experiences like rejection by peers were found to be associated wit
h negative academic out comes. Children associating with delinquent peers have d
eveloped poor attitude towards school and demonstrate low academic achievement.
Ant social and delinquent behaviors have consistently been found to be associate
d with poor grades. These findings show that peer affiliation and delinquency in
fluence not only attitudes towards school but also actual achievement of out com
es.
Language difficulties together with socio- historical conditions discourage pup
ils leading to poor grades in class. Pupils are certain that some teachers prono
unce or speak English in a way that causes them to be in a dense of what the tea
cher is trying to convey. Others complain that teachers do not explain lessons c
learly as a result they do not understand the material. For that reason they did
not score good marks on assignments and exams. Consequently, pupils are unable
to grasp lessons and eventually perform poorly. Some pupils blame teachers for n
ot explaining lessons in Ateso, according to them they understand Ateso better t
han English, so teachers should sometimes explain lessons in Ateso especially wh
en they fail to make pupils understand in English.
Famine currently (2009) in the Teso sub region has made children abandon school
in a bid to fend for survival. Those that still go to school, study with hungry
stomachs and therefore attention spans and concentration levels are low, the res
ult eventually being inability to grasp class work and have poor performance.
Upon listening to some teachers, it seems that the blame rests upon pupils and p
arents. Teachers reported that pupils were not serious about their education cit
ing the fact that pupils do not respect their teachers and do not do their assig
nment as instructed. Other teachers said that pupils perform poorly because thei
r parents were not responsible. Accordingly, if parents could make sure that the
ir children revise their lessons daily and did their assignments the performance
could improve.
On their side, parents have a different opinion on the cause of poor performance
in primary schools. Parents blame the fact that classes are over crowded, expla
ining that there are often 80-150 pupils in one class. Teachers are unable to mo
nitor pupils individually; consequently teachers cannot identify their pupils’ w
eaknesses and address them specifically.
Teacher absenteeism ,parents blame teaches who simply tell pupils to write down
notes from the blackboard without explaining the content, according to them it i
s impossible for pupils to perform well when their teachers only give them notes
that they cannot figure out and do not give enough exercises to help them put t
heir knowledge in practice. Pupils therefore fail their exams because they did n
ot understand the lessons in the first place.
Medical problems, these conditions have been reported to have an independent eff
ect resulting in poor performance; worm infestations cause stunted growth, epile
psy, sickle cell anemia increase fossilization of children and increase absentee
ism resulting in lower academic scores.
Emotional problems, caused by conditions such as chronic neglect, sexual abuse,
parents‘divorce, have long-term distress on these children resulting in academic
under achievement. These conditions also cause low self-esteem and loss of moti
vation to study. It is reported that HIV infected children exhibit significant e
motional problems due to stigma hence deteriorating school performance.
Poor social economic background. It has been noted that children from poor socia
l economical status families perform poorly at school. Malnutrition due to pover
ty coupled with low education status of parents adversely affect their cognitive
development, such children experience parental attitudes which do not motivate
them to study and an unsatisfactory home environment, which does not encourage.
Learning while witnessing domestic violence in the family stresses adverse life
events and aggressive behavior all in children and does not give them a peaceful
atmosphere to revise their notes.
CHAPTER FIVE
5.0 DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.1 Discussion
Peer delinquency did not have a direct effect on academic achievement but instea
d appeared to be mediated by school attitudes. The significant negative relation
ship between peer delinquency and academic achievement becomes non-significant i
n the lower primary as compared to upper primary. Hence delinquent peer affiliat
ions influence pupils’ attitudes towards school which in turn predict academic a
chievement. The findings suggest that peer affiliations directly affect school a
ttitudes and indirectly affect academic performance. Specifically associations w
ith delinquent peers may deter pupils from seeking out educational resources or
fulfilling their attitudes towards school.
School attitudes significantly predict academic performance. This highlighted th
e importance of school related behaviors and educational aspirations and expecta
ncies in determining actual grades. Pupils’ own educational aspirations and atti
tudes toward school positively predicted self-reported grades. Positive school a
ttitudes arose from feelings of self efficacy and perceived competence and from
positive reinforcement like prior good grades.
Parent attachment and discipline are generally important predictors of academic
achievement. A possible explanation involves the way parent attachment is operat
ionally defined. Having parents who are accessible who give reward and punishmen
ts, who discuss aspects of their lives and who engage in fun activities with the
m and take the education of their children seriously means that parents are cons
tantly and consistently transmitting their aspirations or educational values to
their children. However, few pupils perceived parent attachment as a form of exc
essive control, particularly if children and parents experience intergenerationa
l conflict.
In general the findings of the study confirm the hypothesis outlined earlier.
5.2 Conclusion
The study considered various interventions and the cost effectiveness of the int
erventions. In improving performance it must be stressed that there are no gener
al rules, what is most important to invest in is the quality of management. Ther
efore the main conclusion of this study is that it is important to invest in the
quality of management. When the quality of management improves, the effectivene
ss of other interventions will increase as well. Investing in the quality of man
agement means training an effective support structure at the district level and
an effective inspection apparatus.
Secondly, it pays to invest in books. Books are a cost effective instrument in
raising the learning achievements of pupils. In order to make sure that books wi
ll be used, it is important that schools have enough copies. Moreover the effect
iveness of books will increase when teacher training is directed to this.
Third, teacher training is one way to improve results. Well trained teachers see
m to feel more responsible and have lower rates of absenteeism and schools with
well trained teachers have better results.
The reduction of the pupil-teacher ratio is helpful as well, especially in an en
vironment with good management. Without this efforts towards improving pupils’ p
erformance may be futile.
5.3 Recommendations
Children with severe physical, sensory or speaking behavioral deficits must not
be educated in regular mainstream schools (inclusive schools). Referral to speci
al schools should be made for children with severe and profound impairments. Thi
s is because they find it extremely difficult to cope with the curriculum and sp
eed of teaching and cannot compete favorably with their able bodied counterparts
.
Advocacy by parents, teachers and community organizations is needed to promote i
nstitutional changes to foster these pupils’ academic success. Effective interve
ntion efforts to address the educational issues and needs of pupils in rural are
as should involve more systematic changes at the local and national levels, give
n the challenges they face such as poverty, inadequate educational and instituti
onal resources, and academic difficulties.
Support structures like outreach programmes, family- school collaborations need
to be established to educate and acquaint parents with their children’s school s
ystem and importance of educating children. This will facilitate internalization
of educational values. Parents are a valuable intervention effort though they m
ay not be a major source of influence consistently over the course of their chil
dren’s lives.
Providing both verbal and tangible rewards as well as educational resources like
classrooms reading materials, well trained teachers may improve the academic pe
rformance of these children. These incentives may also help counter initial nega
tive attitudes towards school that may lead to low academic achievement.
Government has invested in teachers, in books and classrooms. Nevertheless these
investments will be much more effective only if the government improves the qua
lity of school and district management and quality of the inspectorate at the sa
me time.
A child may be having more than one reason for the poor school performance .Henc
e the teachers need to find a detailed developmental and medical history and do
a thorough examination of the child to identify any medical, emotional, socio-cu
ltural, psychiatric or environmental causes. This can be done through teachers g
athering information from parents, the child’s peers and classroom teacher and u
se of medical records which clearly describe the child’s behavior social functio
ning and the academic difficulties. This information is crucial in forming an in
itial diagnosis and development of remedies against poor performance.
Alleviation of hunger by providing mid-day meals in schools is one of the mechan
isms to improve academic performance in the under nourished low income primary s
chool children. Treatment of malnutrition deficiencies and periodic de-worming i
s also beneficial in malnourished children. This will enhance memory and body ac
tivity of the child, promote learning efficiency hence contributing to high acad
emic scores among these children.
Teachers should be trained to suspect/detect emotional problems so that they are
diagnosed and treated early. HIV infected children need counseling services and
should be well integrated into the community to avoid stigmatization. This will
reduce symptoms of inattention and impulsivity resulting in improved school per
formance
All in all, intervention efforts need to be informed by research and circumstanc
es of the community or population of interest if performance among children in r
ural primary schools is to be improved.
5.4 Future Research
This study represents a start in understanding the causes of low academic perfor
mance of pupils in rural primary schools in Uganda.
Although research on the factors associated with low performance is abundant, re
search on pupils in rural schools is lacking in many respects.
Future research should further explore the risk and protective factors associate
d with adjustment, achievement and delinquency in these pupils of the rural prim
ary schools. Ultimately the challenge of integrating issues of diversity and var
iation with theoretical notions and generalizations lies in balancing universali
stic versus community specific aims of research.
Understanding how psychological processes differ for pupils in rural schools and
those in the urban not only informs theory and research but also affects interv
ention efforts in real world settings.
QUESTIONNAIRE FOR THE
STUDY

FACTORS INFLUENCING LOW ACADEMIC PERFORMANCE OF PUPILS IN RURAL PRIMARY SCHO

OLS IN UGANDA: A CASE O F KANYUM SUB COUNTY –KUMI DISTRICT
Introduction and purpose
This study is being conducted to gain an understanding of factors influencing ac
ademic performance of pupils in rural schools.
I request you to join the study because as a pupil in school, you are eligible a
nd can provide resourceful information pertaining this topic under investigation
.
Risks
This study does not put you at any risk at all but still you can choose not to a
nswer any of the questions for any reason known to you.
Benefits
By participating in this study you will help the researcher gain useful informat
ion. There is no payment for taking part in this study. This study is purely for
academic purposes. It is a requirement for the award of a degree in social work
and social administration.
Confidentiality
Your answer will be kept confidential. To keep your confidentiality, numbers in
stead of names are used on the questionnaire.
Contact
The researcher’s name is ARIKO EMMANUEL, a student of Bachelor of Social Work an
d Social Administration Makerere University Kampala.
Telephone: 0774-015552

Consent
………………….. ………………..
Signature of interviewee Date
INSTRUCTION:
Please circle the response applicable to you.
1. Participant;
School………..
Class………….
Sex……………
Age…………..
2. How often do you consult with your parents on issues relating to academic wor
k?
a Never
b Sometimes
c Often
d Always
3. What is the attitude of your parents towards your going to school?
a Not important at all
b Not very important
c Pretty important
d Very important
4. Do you receive any rewards and encouragement from your parents when you attai
n a good grade in class?
a Never
b Sometimes
c Often
d Always
5. Are you given time to do your homework by the parents?
a Never
b Sometimes
c Often
d Only when there is no other work
6. My parents show concern about my performance in class
a All the time
b Most of the time
c Sometimes
d Never

7. My parents attach high value to my home work

a Strongly agree
b Agree somewhat
c Disagree
d Strongly disagree
8. Having time to do homework does affect my academic performance in school
a Strongly agree
b Agree somewhat
c Disagree
d Strongly disagree
9. How often do parents require you to perform domestic or other tasks instead o
f studying?
a All the time
b Most of the time
c Sometimes
d Never
10. My parents give me adequate support on academic related matters
a Strongly agree
b Agree somewhat
c Disagree somewhat
d Strongly disagree
11. Parental influence has an effect on the way I perform in class
a Never
b Sometimes
c Often
d Always
12. Parents paying school related dues buying uniforms and providing other schol
astic requirements in time is important in determining my performance in class
a Not important at all
b Not very important
c Pretty important
d Very important
13. Parental involvement that is attending school activities and monitoring acad
emic progress fosters achievement of good grades in class
a Strongly agree
b Agree somewhat
c Disagree somewhat
d Strongly disagree
14. It is not only parental support that influences my academic performance in c
lass
a Strongly agree
b Agree somewhat
c Disagree
d Strongly disagrees

15. Apart from parental support, what other factors influence your performance i
n class?
……………………………………………………...........................................................
……………………………………………………...........................................................
……………………………………………………...........................................................
……………………………………………………...........................................................
…………………………………………………............................................................
…………………………………………………............................................................
…...……………………………………………...........................................................
..

16. How best do you think pupils in rural schools can be helped to perform like
their counterparts in urban schools?
................................................................................
....................................................
................................................................................
....................................................
................................................................................
....................................................
................................................................................
....................................................
................................................................................
.....................................................
................................................................................
....................................................
................................................................................
....................................................

17. Any additional information you would like to give related to

our topic under investigation.
................................................................................
.....................
................................................................................
.....................
................................................................................
.....................
................................................................................
.....................
................................................................................
.....................
................................................................................
.....................
................................................................................
.....................
Thank you for taking part in the study.

OBSERVATION CHECKLIST
(This is meant to observe other factors that may be influencing low performance
of pupils in school so as to come up with all the factors responsible for low pe
rformance)
1. TIME
Of arrival of children to school in the morning
Of arrival of teachers
Lessons start and ends
2. SCHOOL CONDITIONS
Number of children in classrooms
Mode and language of instruction
Sanitation facilities
Distance between home and school
3. SOCIAL SUPPORT
Are children provided with lunch in school
Are there counseling services for both girls and boys
Are the children subjected to hard labour while in school
Mode of transportation of children to and from school
4. HOUSEHOLD AND OTHER FACTORS
Parent-child interaction
Housing conditions
Common practices like economic activities and socialization habits.

References:
Antonie De Kemp analyzing the effectiveness of sector support: primary education
in Ghana and Zambia
Bategeka L et al (2004), financing primary education for all.
Cherian, V J and Cherian, L.V 2006 Relationship between parental occupation and
academic achievement of Xhosa children from polygamous families. Journal of fami
ly welfare, 41:49-52
Ministry of education and sports (2003), Uganda education statistics abstract 20
03
Ministry of education and sports (1998), guidelines on policy, roles, and stakeh
olders in the implementation of universal primary education
Ministry of finance planning and economic development (2004), expenditure tracki
ng study.
Ministry of finance planning and economic planning (2004), poverty eradication a
ction plan (PEAP).
Panda, J. shahoo and shahoo, J., 2007 school organizational climate on students’
academic achievement. Indian journal of applied psychology, 32:34-39
UPE policy Brief 10, interregional inequality facility, February 2006.