School of Business (SB)
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Browsing School of Business (SB) by Subject "Academic achievement"
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ItemGraduate Management Admission Test Outcomes and the academic achievement: A study on Masters of Business Administration students(American Journal of Business Education, 2012) Wamala, Robert ; Kizito, Saint Omala ; Kakumba, UmarThis study investigates whether the outcomes of the Graduate Management Admission Test (GMAT) can predict the academic achievement of enrollees in masters programs. The study is based on administrative data of 516 Masters of Business Administration (MBA) enrollees at the College of Business and Management Science, Makerere University in the 2011 and 2012 enrollment cohorts. The Cumulative Grade Point Average (CGPA) in the bachelor’s degree and that of the first year of master’s studies were adopted as measures of the academic achievement of enrollees. In the analysis, academic achievement of MBA enrollees was modeled using a robust regression by GMAT scores obtained during admission to the program and student characteristics—gender, other qualification, year of completion and outcome of the bachelor’s degree, and whether the candidate obtained his/her bachelor’s degree from Makerere University. In the results, a high GMAT score was significantly associated with high academic achievement among graduate students. This evidence suggests that the theory of an aptitude or admission test being a predictor of academic achievement of learners holds across disciplines. However, a significant association established in the results between the academic achievement of learners at the undergraduate and graduate stages indicates that the undergraduate achievement can be recommended as a cost free alternative for assessing the competence of candidates suitable for admission to the graduate program.
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ItemOrganisational climate, organisational learning, innovation and academic achievement in government aided primary schools in Kampala District(Makerere University, 2012-09) Galimaka, Denish ButagasaThis study focused on examining the relationship between Organizational Climate, Organizational Learning, Innovation and Academic Achievement in public primary schools in Kampala district. This study was driven by the consistent decline in the Academic Achievement of pupils in public primary schools and yet lower level education is the foundation for higher level education and human resource development for the country. A sample of 59 schools from all the five divisions in Kampala were considered, of which 34 (58%) provided complete data for the study and a cross sectional survey design was used. Primary data was collected from respondents using a structured self administered questionnaire. Data on academic achievement was obtained from the Uganda National examinations Board (UNEB) database .Data was analyzed using SPSS with focus on Pearson’s correlation coefficient, regression analyses and ANOVA tests. Results showed strong significant relationships between study variables, with Organizational Learning being strong predictor of academic achievement. The findings also indicate that Organizational Climate, Organizational Learning, and Innovation combined explain up to 37.7% of the variance in the Academic Achievement. It was concluded that Innovation significantly predict the high level of Academic Achievement compared with school climate It was recommended that education managers and policy makers should allow some degree of flexibility in public primary schools which can promote innovations as opposed to the need to follow strict policy guidelines initiated by the Ministry of Education and Sports.