SCHOOL FACILITIES AND PUPIL’S ACADEMIC PERFORMANCE IN PURANGA SUB COUNTY, PADER DISTRICT

INTRODUCTION

1.1. Background to the study

Education, in every human community is an indispensable instrument for human progress, empowerment and effecting national development. This suggests that a nation that lacks sound educational culture and philosophy stands the risk of decay whereas a nation that sees to the development of its education sector is bond to achieve great success. Schools are established for the purpose of teaching and learning. It is also more important that the teachers are properly accommodated to facilitate the teaching –learning process that go on there. This is the essence of the school plant and facilities (Alimi 2004). Therefore school facilities are the space interpretation and physical expression of the school curriculum.

Adediwura and Tayo (2007), academic performance is the out come of education the extent to which a pupil, teacher or institution has achieved their educational goals. Achievement is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important.

According to Harb and El-shaarawin (2006) there are two types of factors affecting pupil academic achievement. These are internal and external classroom factors. Internal classroom factors includes, pupil’s competence, class schedules, class size, textbooks, class test results, learning or school facilities, school or class environment, complexity of course materials, teachers role in the class, technology used in the class and exam systems. External ones include extra curricular activities, family problems, and financial problems, social and other problems.

Noble (2006) emphasized pupil achievement and activities, perceptions of their coping strategies and positive attributions and background characteristics (i.e family income, parent level of education, guidance from parents and number of situation in the home) were indirectly related to their composite scores through academic achievement in high school. 

Young (1999) held the view that pupil’s performances are tend with the use of learning facilities at home such as text books, charts, pens, writing books, pencils among others and the level of their parental education. To Hussan (2006), the guidance from the parent and teachers indirectly affects the performance of the pupil. Socio-economic factors like family income, parent’s education, teacher-pupil ratio, presence of trained teacher in school are also factors influencing the performance of the pupil (Raychauduri, Amivata, Majundar, 2010).

School facilities have been observed as a potent factor to quality education. It is importance to the teaching and learning process cannot be over-emphasized. Effective learning can occur through one’s interaction with the environment. Environment here refers to the facilities that are available to facilitate pupils learning outcome or achievement. These facilities include classroom building, latrine, desks, newspapers (straight talk), textbooks, software and hardware of educational technology etc. These facilities goes a long to affect or enhance pupils performance or achievement. This can be realized when there are qualified teachers to handle the subject and the facilities are available.

According to Oni (2002) facilities constitutes a strategic factor in any organizational functioning. This is so because they determine to very large extent the smooth functioning education. He further stated that their availability, adequacy and relevance influence efficiency and high productivity. In his words, Farombi (1998) Opined that the wealth of a nation or society could determine the quality of education in that land; emphasizing that a society that is wealthy will establish good schools with qualified teachers and with such, there as well as high academic achievement.

Adesola (2008) found out that the level of available resources is indeed a plus to the teachers and goes a long way to show the level of ingenuity and commitment towards effective delivery of lesson.

Akinfolarin (2002) identified facilities as a major contributing factor to academic achievement in the school system. Different studies conducted by Ayodele (2006) and Vandiver (2011) showed that a positive relationship exists between availability of facilities and pupils academic achievement. Writing on the role of facilities in teaching –learning process, Balogun (2002) submitted that no effective education programme can exist without facilities for teaching. This is because facilities enable learners or pupils to develop attitude and problem solving skills. 

The government of Uganda recognizes education as a basic human right and continues to strive to provide free primary education to all children in the country, however, issues with funding, teacher training, rural populations, and inadequate facilities continue to hinder the progress of educational development in Uganda (UNESCO, 2014). The present system of education, known as Universal Primary Education (UPE), has existed since 1997, and its introduction was the result of democratization and open elections, as there was great popular support for free education. Despite its promising boosts in enrolment, issues with funding and organisation have continued to plague the UPE. The large number of pupils worsens the learning environment and it becomes harder for the teacher to be heard and teach. Classes have between 70 and 150 pupils and there is over-age studying in all schools. The issue of many classes having the inappropriate age of pupils as having been driven by late enrolment or grade repetition, which in turn is caused by the poor quality of education (David, 2005). Therefore, this study seeks to assess the relationship between school facilities and pupil’s academic performance.

1.2. Problem statement

The persistent poor performance of primary school pupils and continuous decline in quality of pupils in Uganda are causing serious concern in education system. One of the major problems in primary schools in Uganda is lack of materials and equipment for teaching and learning. The terrible performance of pupils in examinations had been significantly ascribed to inadequate educational resources. Okoro (1998) pointed out that the facilities which include the buildings, equipment, tools and school materials available are inadequate for effective use in schools. Oranu (1990) revealed that lacks of physical facilities are the problems of educational institutions in Uganda. On the problems existing in the schools and the system of education, it is lack of materials and necessary equipment in teaching (Aromolaran, 1985).

It is also not uncommon that facilities in most Ugandan public schools are dilapidated and inadequate to provide quality education service delivery (Sanusi, 1998). In Uganda, it is reported that classrooms in most of the schools in Puranga Sub County are inadequate (due to civil conflicts, land wrangles) in terms of decency, space, ventilation and insulation from heat; the incinerators and urinal are not conveniently placed, and the school plant are poorly maintained; these combined deficiencies constitute a major gap in the quality of learning environment, thus affecting the pupil’s academic performance.

The deteriorating condition and poor maintenance of school infrastructure are threats to school management, curriculum delivery and pupils’ academic performance. This is evident as the results of primary schools in Parunga S/C, Pader district are extremely poor in Uganda. There is a big gap in quality, resulting from large number of pupils in crowded classrooms, using inadequate and obsolete equipment and with disillusioned teachers. These combined deficiencies perhaps constituted a major gap in the quality of learning infrastructure, thus, many challenges bear on teaching and learning that prevent the education system from getting the best out of its efforts to achieve the required level of attainment in teaching and learning activities in primary schools. In this light, this study seeks to assess the relationship between school facilities and pupil’s academic performance.

1.3. Objectives of the study

1.3.1. General objective

To assess the relationship between school facilities and pupil’s academic performance. A case study of Puranga Sub County, Pader district.

1.3.2. Specific objectives

1. The availability and adequacy of school facilities in primary schools 
2. The utilization of school facilities in primary schools 
3. The effects of school facilities on the academic performance of pupils’ in primary schools 

1.4. Research hypothesis 

Ho:  Availability and adequacy of school facilities will not improve academic performance

Ho:  The utilization of school facilities will not improve academic performance

Ho: There is an effect of school facilities on the academic performance of pupils’ in primary schools 

1.5 Scope of the study

The study will investigate the relationship between school facilities and pupils academic performance of pupils’ in primary schools.  This will be carried out in all the three (3) primary schools (from P.5 to P.7 class) owned by the state in the local government in Parunga Sub County, Pader district. 

1.6 Significance of the study

The findings of this study will provide useful information especially to the government. It will inform the government on how available and adequate instructional materials and educational facilities are in primary schools. 

This study will further enlighten the government on how the present condition of instructional materials and educational facilities in its schools are affecting the academic performance of pupils. It will provide insight into the areas of school facilities that are most lacking in the schools and needs prompt intervention. This is because it is not enough for the government to supply these educational resources; it must meet specific need of the learners.

The study will reveal how well teachers have been utilizing the available school facilities. It will also determine problems encountered by teachers with the use of instructional materials and educational facilities for effective learning.

The result of this study will provide school administrators / school principals some useful information or clues on possible causes and solutions to pupils’ poor academic performance. The information will perhaps prompt the school administrators to supervise more closely, the efficacious use of the available school facilities and probably resolve into improvisation.

1.7 Definition of terms

Learning: Learning is the relatively permanent change in behavior that occurs through experience in the learners’ environment.  

Education: It is the process by which knowledge, skills, values, beliefs and habits are being acquired or transferred from one person to another.

School facilities: These comprise of physical infrastructures, machines and equipments within the school premises that support learning, convenience and aesthetics e.g. classroom, toilet, football field etc.

Primary school: It is a school that provides primary school and before primary education.

Academic performance: It is the extent to which the pupil has achieved the predetermined educational objectives after evaluation using examination or continuous assessment.

Pupil: Is a person in a particular institute of learning who want to acquire knowledge, skills, value or competence.

2.0. LITERATURE REVIEW

In this chapter, the related literature will examine the relationship between school facilities and academic performance basing on study objectives.

2.1 Primary education system in Uganda

In December 1996, the President of the Republic of Uganda, Mr. Yoweri Kaguta Museveni, announced that four children of school-going age per family would benefit from free primary education, starting from January 1997. This policy became known as Universal Primary Education (UPE). It was seen as the main tool for achieving the economic, social and political objectives outlined in the Ugandan Ministry of Education and Sports policy document of 1998 (GoU, 1998). 

Under the UPE programme, the Government of Uganda abolished tuition fees and Parents and Teachers Association (PTA) charges for primary education. (PTA charges were introduced during the 1970s to complement the low salaries of teachers. Collections from PTA charges were used as an incentive for teachers and also for the general running of a school. Parents and teachers of respective schools would agree on the amount, which varied from school to school. (Ministry of Education and Sports, 2003)

To ensure success of the programme, the Government instituted complementary financing measures. Financing of the education sector as a whole increased significantly, from 2.1% GDP in 1995 to 4.8% of GDP in 2000, while the share of the education sector in the national budget increased from 13.7% in 1990 to 24.7% in 1998. Uganda’s Education Sector Investment Plan also makes it mandatory that not less than 65% of the education budget must fund primary education. UPE was also implemented alongside the liberalisation of the provision of education services that enabled private schools to operate. However, private primary schools are mainly concentrated in urban areas where only 12% of the population resides (Nathan, 2005).

Despite the abolition of tuition and PTA charges, primary education was not made compulsory. Neither was it made entirely free, since parents were still expected to contribute pens, exercise books, clothing, and even bricks and labour for classroom construction through community work. During the implementation stage however, the Government realised that parents were not willing to contribute large amounts of bricks and labour, partly because of the many other demands on their time. The Government has therefore since provided cash for construction of more classrooms, paying of more teachers, and purchase of the requisite scholastic materials, especially textbooks (Bategeka, 2005).

2.2. Teaching and Learning of Social Studies

Social Studies is designed to equip learners with knowledge, skills, values and attitudes which are required to prepare them for a living in a physical, social, political, economic  and religious environment as knowledgeable and participating citizens in society.

Social Studies is taught in primary schools to: help pupils to understand forces that have shaped their society; enable learners understand the social and physical environment factors that shape the world in which they live; foster and cultivate an awareness of the cultural and physical rich heritage to their country and region; develop an appreciation for the relationships among institutions in their complex society; develop an understanding to the relationship among the people, natural resources and the quality of life people lead; develop an awareness of injustice and hypocrisies in society and the necessary safe guards to resist them; understand and appreciate the value of the rule of law on, textbooks, charts, maps, tables, and graphic materials; develop skills of forming generalisations and hypothesis from collected data (Ministry of Education and Sports, 2009).

In the teaching and learning of social studies, the following instructional materials may be used (help only to impart knowledge): Reference books, Textbooks, Maps, charts, globes, flash cards, models, radios, televisions and other Audio visual Aids. Above all, the teacher is encouraged to use the surrounding environment. This is a major source of teaching and learning aids. Among the things provided by the environment as teaching learning aids and real objects. They include: plants, animals, physical features, houses, factories, household property, Social service centres, such as schools, Health Centres, hospitals, police stations and roads. Teaching learning Aids are very important in the teaching learning process because they make teaching and learning real and enjoyable. They reinforce learning and also attract learners’ attention and motivate them. Instructional materials can make the teaching and learning effective if they are clear, bold, representative and attractive. Learners must be involved in the making or collecting of Instructional Materials. As a teacher selects instructional materials he/ she is encouraged to consider the special needs learners as well (Ministry of Education and Sports, 2009).

2.3. School Facilities in Primary Schools in Uganda

Coleman et al. (2016) as cited in Aksit (2015) claimed then that ‘only a small portion of variance in pupil achievement can be accounted for by variation in schools compared with other factors such as family background’. Also Rutter et al. (2013) as cited in Aksit (2007:129) concluded in their study that ‘schools make a small but highly significant difference.’ One possible explanation for finding a weak relationship between classroom and school resourcing levels and pupils attainment as identified by Steele et al. (2014) is that schools are inefficient and therefore do not use the resources more efficiently.

However, Owolabi (2012) attributes poor or low performance in science in school in Nigeria, for instance, to inadequate good instructional materials, equipment, facilities; lack of qualified teachers and laboratories. It is important to note that these materials and resources do not work in isolation of a qualified operator. Lewin (2010) reports a positive connection between the qualification and experience of science teachers, and high levels of achievement in science. Oladejo et al. (2011) argued that teaching physics without appropriate instructional materials may certainly result in poor academic achievement.

Studies have also established positive association between facilities and pupil’s academic performance (Jaiyeoba and Atanda, 2011). Ola (1990) as cited in Owoeye and Yara (2011) underscores the importance of a well-equipped library arguing that it constitutes a major facility and enhances good learning achievement of high educational standards. Popola (1989) as cited in Owoeye and Yara (2011) also reports ‘that library correlates well with academic achievement and those with well-equipped ones normally maintain high academic performance’. However, Farombi (2011) as cited in Owoeye and Yara (2011) warns that school library may not be effective if the books are not adequate and up-to-date. Farombi (1998) as cited in Owoeye and Yara (2011) also adds that the library’s impact is dependent on how often and length of time it is accessible to pupils.

Positive links between resources and pupils’ academic achievement have been reported by Siddhu (2011). Engin-Demir (2009) states that ‘merely equipping schools with such facilities is not enough to raise pupil achievement rather what matters most is weather this facilities are utilised properly’.

2.4. School facilities and pupils’ academic performance

A serene and comfortable environment is said to enhance pupils’ learning. A well organized, ventilated, clean, and spacious classroom will help pupil to settle and concentrate both physically and mentally when instruction is been passed by the teacher. This will in turn positively influence pupils’ academic performance.

According to Schneider (2012) clean, quiet, safe, comfortable and healthy environment constitute an important component of successful teaching and learning process. Evidences show that pupil achievement lags in shabby school buildings, those without science facilities, inadequate ventilation and faulty heating system (Schneider, 2012). The arrangement of space has immediate and far reaching consequences for teachers’ ability to effectively and efficiently accomplish day activities, the formation of social and professional relationship and the sharing of information and knowledge.

The condition of learning facilities in the school is also important during learning. For example, noisy equipment will distract the learners rather than attract their attention. Also, faulty equipments will not give optimum result when used to carry out experiments or demonstrations. It can also predispose the health of both pupils and teacher to hazardous conditions. Bad condition of classroom, and furniture will inconvenient the learners and the desired objective will not be achieved afterwards (Reetah, 2011).

Phelps et al. (2016) observe that safe and good conditions of buildings have been linked to pupil success. According to Earthman and Lemasters (2016) studies evidence indicate the existence of a relationship between pupil performance (both achievement and behaviours) and the conditions of the built environment.  Important factors influential to learning include control of class environment, proper illumination, adequate space and availability of equipment and furnishings more especially in SST education (Earthman, 2014). 

Lyons  (2001)  and Earthman (1998) report that pupils who attend better buildings have test scores varying from 5 to 17 percentile points higher than pupils in substandard facilities. The Department of Education (USA) (2000) warns that: Decaying environmental conditions such as peeling paint, crumbling plaster, non-functional toilets, poor lighting, inadequate ventilation, inoperative heating and cooling system can affect the learning as well as the health and the staff morale of staff and pupils’.

3.0 METHODOLOGY

This chapter presents methods that will be used in the study. This includes; the research design, study population, sample size and selection procedures, instruments, data analysis, data processing and presentation.

3.1 Research Design

The research design will adopt cross sectional in nature, that is a combination of quantitative and qualitative approaches of data collection will be used so as to collect as much as possible about the study under investigation. The quantitative method will be used to analyse the data produced during the study to show relationship between the key study variables. Qualitative research design provides defined in depth information.

3.2 Area of study

The study will be carried out in Puranga Sub County, Pader district. The study will be conducted in this area because there is poor performance in PLE and more accessible to the researcher and the language spoken is familiar. This enables easy communication to some of the respondents who do not speak English.

3.3 Study population

The study population will include 3 primary schools; namely; Puranga P/S, Pope John Paul VI memorial P/S and Lakoga P/S. The study will target Head teachers, teachers and pupils in their respective schools.

3.4 Sample size 

The sample size will be 30 respondents. They will include: 3 head teachers from the sampled school, 12 teachers (including permanent and non-permanent staff) and 15 pupils (5 from each school).

Table 1: showing the respondent sample 

3.5. Sampling technique.

The study will use simple random sampling during the process of data collection from teachers and pupils. The study will use simple random sampling technique because it gives all the people the chances of being selected. While head teachers will be purposively selected due to the virtue of their position.

3.6 Research Instrument

The researcher will use both questionnaires and interviews as research instruments for data collection.

The questionnaire tool will be used and this will be in form of open ended in nature and this will allow the study respondents to fill the questionnaire in the study field. The tool will be used to collect information from pupils and teachers. The questionnaire method of data collection will be used because of being cheap and that the method collects responses with minimum errors and high level of confidentiality.

An interview guide will be drafted with a set of questions that the researcher will ask during an interview.  The method will be used to collect data from head teachers. Interview guide will be used by the study since the methods helps in the collection of more data as it allows the interaction of both the researcher and the respondents.

3.7 Research procedure

The pupil will design the research instruments that will be approved by the University research supervisor. The pupil will get an introductory letter from the Head of Department, Kyambogo University to introduce him to the area of study. The researcher will meet the sub-county chief in-charge of the sub-county and present the introductory letter to allow him conduct his study. The sub county chief will then introduce researcher to the head teachers of the sampled schools who will then introduce him to the teachers. Teachers will help the researcher to identify pupils. The researcher will distribute the questionnaires to teachers and pupils. While interviews will be administered to head teachers through interviewing one person at a time as this helps to obtain genuine and unreleased response of substantive information.

3.8. Ethical considerations

The researcher will collect data upon seeking respondents’ consent after revealing the type of information needed and the purpose to avoid potential concealment of vital information.

The researcher will assure respondents of confidentiality and private treatment of their information; and report the true findings of the study without any bias.

3.9 Data analysis

The data collected will be edited for accuracy, completeness and to find out how well the answered questionnaires are. The edited data will be coded by assigning numbers to similar questions from which answers will be given unique looks to make the work easier. In this case Ms-Excel will be used to analyze the coded data.

Presentation of data involve will use tables, pie-charts and graphs that will be generated from the questions relevant to the study variables. Interpretation and discussion of the results will be done as the researcher will explain the strength of the study variables basing on the frequencies and percentages, charts and graphs. 

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QUESTIONNAIRES 

Dear respondent, 

I am Otim Charles, a pupil of Kyambogo University pursuing a Bachelor’s degree of Education. I am carrying out a research on “School facilities and pupil’s performance in Puranga Sub County – Pader district”. You have identified to provide information for the study. Information you give will be confidential and will be used for purpose of this academic research. I therefore request you to complete this questionnaire with the most appropriate information.

Tick and fill where applicable

Section A: Bio data

1. Marital status 

Single                          Married                  Divorced                      Widowed

2. Age bracket 

16-25               26- 35                    36- 45                            46- 55                 56 +

3. Education level 

Licensed                             Certificate                           Diploma                    Graduate 

Section B: The availability and adequacy of school facilities in primary schools 

4. Which instructional materials are available at your school?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5. Which school facilities are available at your school?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Section C: The utilization of school facilities in primary schools 

6. What is the frequency of use of instructional materials? 

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Section D: The effects of school facilities on the academic performance of pupils’ in primary schools 

8. What is the effect of school facilities on the academic performance of pupils’ in primary schools?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Thank you for your time

INTERVIEW GUIDE

1. Name of School: ………………………………………
2. Age of Participant: ……………………………………..
3. How many years have you been at this school?
4. Which instructional materials are available at your school?
5. What school facilities do you have at school?
6. What is the condition of these school facilities?
7. How would you rate the academic achievement of your school?
8. Is overcrowding a problem at your school?
9. Do you feel the learning environment can have an impact on pupil achievement?
10. Do you feel the school facilities have an impact on education?
11. What other factors do you feel contribute to academic achievement?

Thank you