College of Humanities and Social Sciences (CHuSS)

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Browsing College of Humanities and Social Sciences (CHuSS) by Subject "Academic Achievement"
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    Ability Practices, Self-Esteem and Academic Achievement among Secondary School Students in Iganga District
    ( 2019-05) Alice, Babirye
    This study investigated the difference in self-esteem and academic achievement between students in schools that practice ability grouping and those in schools that practice mixed ability and the relationship between self-esteem and academic achievement. The study used quantitative and cross sectional approaches, employing casual comparative and correlational survey designs. Data was collected from 227 respondents selected from the six schools using simple random sampling technique. Data was entered into Statistical Package for Social Scientists (SPSS version 23) and analyzed using independent t-test, the Pearson product moment correlation and multiple regression analysis. Results revealed a significant difference in self-esteem between students in schools that practice ability grouping and those that practice mixed ability (t = 3.55, p < .01), there was also a significant difference in academic achievement between students in schools that practice ability grouping and those in schools that practice mixed ability (t = 3.95, p < .01). The results further revealed that there was a significant positive relationship between self-esteem and academic achievement (r=.340, p < .01) and that self-esteem partially mediated the relationship between Ability Practices and Academic Achievement (r = -.162, p < .01). It was concluded that the type of school a student attends, that is, whether it practices ability grouping or mixed ability will have an influence on his/her self-esteem and academic achievement. The results revealed that students in schools that practice ability grouping had higher self-esteem and academic achievement as compared to those in schools that practice mixed grouping. It is however noted that the results do not vary so highly, this implies that if both practices are moderately practiced, they can contribute to students’ self-esteem and academic achievement. It was recommended that educational stakeholders such as the Ministry of Education and Sports, Non-Governmental Organizations (NGOs), teachers, school managers’ and curriculum developers should come up with a policy which should encourage and promote the practice of ability grouping in most secondary schools in the country as this raises learners’ self-esteem and improves on their academic achievement.
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    Parenting styles, self- esteem and students’ academic achievement in secondary schools in Sironko District
    (Makerere University, 2018-09) Muzaki, Winnie
    This study examined the relationship between parenting styles, self- esteem and students’ academic achievement in secondary schools in Sironko District. The objectives were to examine the relationships between: parenting styles and self-esteem; self-esteem and students’ academic achievement; parenting styles and academic achievement.The study was a survey and used a sample of 472 S.4 students of 2016 drawn from four secondary schools, namely, Masaba SS, Bugunzu SS, Buhugu SS and Bumasifwa SS. Demographic data were analyzed using frequencies counts and descriptive statistics. Spearman’s rank correlation coefficient was used to test the study variables. The findings revealed an insignificant positive relationship between authoritative parenting style and students’ self-esteem; while authoritarian parenting style and permissive parenting style each had a significant negative relationship on students’ self-esteem. On research objective two, this study found an insignificant negative relationship between self-esteem and academic achievement among secondary school students in Sironko District. For research objective three, authoritative parenting style and permissive parenting styles each had insignificant relationship with student’s academic achievement while authoritarian parenting style had a significant positive relationship with academic achievement. Recommendations were that; parents in Sironko District should consider other strategies to boost self-esteem other than authoritative parenting style; urgent strategies and mitigation measures should be put in place to address the negative effects of authoritarian and permissive parenting styles on self-esteem among secondary school students there; much emphasis should be put on authoritarian parenting style as a strategy to boost academic achievement among secondary school students but not authoritative and permissive parenting styles.