CAUSES OF POOR PERFORMANCE IN MATHEMATICS IN PRIMARY SCHOOLS IN BUSANA SUB COUNTY

INTRODUCTION

1.0 Background of the study

Formal education was introduced to Africa and uganda by Christians Missionaries in the 19th Century. Their main aim was to spread Christianity and in the process offered some fluency in reading and arithmetic (Sifuna, 1980). The quality of missionary education offered to the Africans during the colonial times in Uganda was low. However, since the attainment of independence in 1962, the Government of Uganda  has committed it-self to improving the standards of education at all levels. This commitment arises out of several reasons. Among them is the need to provide education for all as a fundamental human right, as a tool in the fight against poverty, as a vehicle of achieving national goals of development, integration and peace as well as personal development, However Long before the coming of Arabs and Europeans to Africa, the African people had developed their own systems of education; although the systems varied from one community to the other, their goals were often strikingly similar (Sifuna & Otiende, 1980).

Mathematics is seen by society as the foundation of scientific and technological knowledge that is vital in social- economic development of the nation. Because of this Mathematics is a compulsory subject at both primary and primary levels in Uganda . Mathematics is also used as a basic entry requirement into any of the prestigious courses such as medicine, architecture and engineering among other degree programmes. Despite the important role that Mathematics plays in society, there has always been poor performance in the subject at national examinations (Aduda, 2003), Early achievement in mathematics is essential to provide pupils with a platform to make good progress with further studies in a range of subjects. Pupils who do not make progress in mathematics at primary school are less likely to progress subsequently, and there are implications for the nation’s economy because they are more likely to be disadvantaged in the labour market. The strong link between achieving a good level of performance in mathematics by the end of primary school and continuing success through primary school is measurable.

Education is the key to success,” was the song in almost every school assembly pupils attended in primary school. Nowadays the populace hardly hears such choruses sung by school children. In fact, not many public primary schools participate in common competitions in folk dances such as was the case in the 70’s and 80’s where the spirit of competition was created and it was largely felt in the academics (Kathuri,1986).

Mathematics is the cornerstone of development of any contemporary society, hence the concern for continued poor performance by students and increasing research to identify possible factors contributing to the nose diving in students’ performance (Mallum and Haggai 2004).

Development of problem-solving strategies which mathematics teachers could use in teaching had long been initiated by mathematicians (Ojaleye 2000).

Factors affecting learning of mathematics have been identified to include reading skills, intellectual abilities such as “verbal, numerical, memory and computation abilities” (Ojaleye 2000:95), motivation and goal setting (BabatunWaji 2007). Studies in different parts of the world and in Nigeria in particular, have also come up with other various and diverse factors responsible for the poor performance of students in mathematics. These include shortage of qualified and dedicated teachers, level of students’ preparedness to learn, inadequate teaching facilities, societal values, examination malpractice, gender differentials in performance in mathematics and lack of motivation of students by teachers (Bessong and Obo 2005).

1.2 Statement of the problem

The performance depends with every step in the learning process. If the teachers are not competent enough they will not be able to implement the syllabi therefore the content taught will not be what is expected and the methodology will not be appropriate hence the poor performance (Tilya, 2003)..

Mathematics subjects in primary schools in Uganda are compulsory. Declining achievement in the subjects has elicited great concern among science educators within Uganda and across its borders. Innumerable efforts in trying to improve the performance of science subjects and mathematics in particular have been witnessed since independence, however majority of pupils continues to fail this subject, this study therefore intends to investigate into causes of poor performance in mathematics in primary schools in Busana Sub County.

1.3 General objectives of the study

The study intends to investigate into the Causes of poor performance in mathematics in primary schools in busana Sub County.

1.4 Specific objectives of the study

1. To examine whether the teaching and learning environment is conducive for effective teaching and learning to take place.

1. To identity the difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools.

• To examine the influence of school management in performance of pupils in mathematics

1.5 Research questions

1. Is the teaching and learning environment conducive for effective teaching and learning to take place?

1. What are the difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools?

• What is the Influence of school management in performance of pupils in mathematics.

1.6       Significance of the Study

1. The research will be help the school administrators with information on the causes of poor performance.
2. The study will also enable the government make informed decisions and policies regarding on the different ways of improving the performance of pupils in mathematics.

• The study will also enable the future scholars and researchers to be able to make further research on the topic.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introductions

This chapter reviews the literature according to different scholars.

2.1 To examine whether the teaching and learning environment is conducive for effective teaching and learning to take place.

The learning environment includes all the facilities, infrastructure available at the place where the school is located and all that can be found within the school surroundings. For the case of this study, the learning environment refers to the physical location, teaching delivery as well as approaches to learning whereas the term infrastructure is used to refer to things such as classrooms, furniture, laboratory and the library, (Chonjo et al, 1996).

Performance is the accomplishment of a given task measured against preset standards of accuracy, completeness, cost and speed. Education performance is deemed to be the fulfillment of an objective in a manner that ensures that the performer has attained the set goals in the given level of education. Performance in education is always accompanied by an academic certificate to show that the performer has successfully completed the grade or course and has attained the stated grades, (Butts, 1977).

A similar study has been carried out in Nigeria (Jerry, 2009) where the performance in science subjects was very poor in the primary schools. Among the factors that contributed to this poor performance were inadequate learning facilities in the primary schools which include science equipment and laboratories, shortage of qualified and devoted instructors, lack of ability of the scholars to do well in practical and the teaching methodology used by the teachers (Akinola, 2006).Most of the text books used in primary schools are written by foreign authors who use complex language which is difficult for the learners to comprehend.

In Malawi, poor performance in science subjects has been in the decline due to the following factors: lack of science equipment, lack of enough and quality text books, students’ perception that science subjects are hard, student’s laziness and too little time allocated to practical lessons (Dzana, 2012).

A study on factors associated with high school learner’s poor performance (Andile & Moses 2011) in South Africa where education and training during apartheid was characterized by the underdevelopment of human potential and that of blacks in particular. The teaching and learning of mathematics, science and technology were the hardest hit (Department of Education, DOE, 2001). The researchers classified the factors that led to poor performance into two; direct influences which include teaching strategies, content knowledge and understanding, motivation and interest, laboratory usage and syllabus non completion. The indirect influences include parental roles and language, (Thomas & Pedersen, 2003), argues that a common maxim in the educational profession is that one teaches the way he was taught .This suggests that, for example and educator who was educated in an incompetent manner will have learnt bad practice and is likely to use such in teaching others.

These factors relate to this study since the factors are similar despite the environment. Students’ teachers’ perception on the causes of poor academic performance in Ogun state primary schools in Nigeria, (Asikhia, 2009). This study examined the perception of students and teachers on the causes of poor performance among primary school students in Ogun state, Nigeria. Responses of teachers showed that teachers qualification and students environment do not influence students poor performance but teachers’ methods of teaching influences poor academic performance. Student’s response on the other hand showed that teacher’s methods of teaching and learning materials contributes to poor performance.

The variables that were identified in the study for research questions and data collection instruments were; student’s poor or academic performance and teachers’ qualifications, students poor academic performance and teachers method of teaching and students environment and poor academic performance.

The role of student-related factors in the factors in the performance of biology subject in primary schools in Eldoret municipality, Kenya (Wabuke, 2009). The study was conducted through an ex-post facto design. He sampled a total of ten schools and the target respondents were form three students and teachers of biology. The researcher established that student-related factors affecting performance of biology in the municipality are; primary school science which provides a requisite background for biology at primary school level, interest in biology (theory and practical) provides a force for learners to participate in the learning process, their ability to carry out the practical effectively and students’ ambition and attitude towards biology. Other student related factors based on knowledge acquisition noted were availability of reading materials, student using study timetables and organizing their work, study discussion groups and attending science symposiums, field trips and exhibitions.

2.3 To identity the difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools.

The negative effect on students’ performance is further increased with the few teachers being unqualified to teach the subject. Lack of professional training, according to Bessong and Obo (2005), makes it difficult for teachers to comprehend their students’ psychology and potentials which should guide them in choosing effective methods and teaching aids. In contrast, in a national study, this factor was ranked 4th (Bojuwoye 2000) highlighting the importance of conducting small scale studies in different parts of the country to bring out to male students and teachers, accorded poor teaching method a stronger link to students’ poor performance in mathematics. These findings suggest female students in Atyap Chiefdom may have more negative attitudes towards mathematics than their male counterparts resulting from, possibly, their teachers’ attitudes and methods of teaching mathematics.

Mathematics anxiety, the “feeling of tension, apprehension or even dread that interferes with the ordinary manipulation of numbers and solving mathematical problems” (Ashcraft and Faust 1994 quoted by Sheffield and Hunt 2007:1) is given a stronger link to poor performance in mathematics by teachers than by the students. Students have been found to experience mathematics anxiety and a close relationship between mathematics anxiety and their performance in mathematics has been established (Sheffield and Hunt 2007). However, it is worth noting that it is the teachers rather than the students according a greater link of mathematics anxiety to students’ poor performance in the subject.

The inadequacy of resource materials for teaching dampens the interest and enthusiasm of both teachers and students to teach and learn mathematics. Studies have shown that the motivation of the teachers through retraining and provision of necessary resource materials for teaching is critical to motivating students for better performance in mathematics (Martin 2002; Grootenboer and Hemmings 2007). Colleges of education have centres for resource material development and retraining of teachers in effective modern methods of teaching. This is a good step in the right direction, but effective use of these centres to equip teachers for more effective teaching is necessary for the impact of this effort to be felt.

It is apparent that management plays a very critical role in galvanizing all the other factors in the school together. However, in spite of the importance of management, its contribution to improved school performance will not be maximized, unless management is distributed and shared with the significant others.  The researcher agrees with the school of thought that the concept of management must change, as Grant, (2009) argues that a different understanding of management is needed; a shift from management as headship to distributed form of tasks in teams .There is increasing evidence that management makes a difference in schools. A few scholars have made sustained contributions to the question of how formal management affect a variety of school outcomes, but many others have contributed to the accumulation of evidence that mangers do, in fact, make a difference (Heck et al, 2009).

Cordón-Pozo,. (2007) conducted a study on classroom management and the teachers’ leadership on student performance. From their research they summarized that disciplinary  problems  in  the  class  intervene  with  learning  and  disables  the  teacher  from delivering  lessons  in  an  appropriate  manner.  The manager,  who  is  unable  to  control  the disciplinary  problem,  neglect  the  lessons  and  failed  to  prompt  students  with  proper  learning and  feedback.  Monitoring  in  the  school and specifically class  also  becomes  a  difficult  task  for  teachers  on  a regular basis. In contrast they found that a strong and consistent school management with skill  in  controlling  disciplinary  problems  has  a  significant  impact  on  student  achievement. Nsubuga et al, (2008) felt that an orderly task oriented approach to teaching and learning has the best effect on both the conduct and content management of the student.

Chung, E. (2010), from  his  study  found  that  a  flexible  manager (teacher or head teacher)  providing  them  with  fun during  lesson  dissemination  and  enabling  them  with  unlimited  choice  are  able  to  develop student  growth  and  control  the  classrooms.  Bentley,  (2008)  found  that  effective  classroom or school management  is  directly  influential  in  bringing  about  high  academic  achievement  among students in schools.

2.2 solutions to enhance better performance in mathematics.

According to Smythe, (2007), there is lack of clear definition and understanding of management goals. Active debate ensures all stakeholders are aware of the management goals and they work towards them but when there is little debate, goals are not clearly defined and each manager may work towards achieving personal goals which are not in line with organizational goals. In such a case, organizational performance is likely to be adversely affected. This is common with autocratic management style where debate is common and the managers act independently.

There is opposition to implementation of management strategies Kroeger, (2010). In many cases, employees oppose organizational change since they are unsure of the effects it will have on their careers. Unless they are involved in change through dialog and communication, they are likely to oppose change. Strategic management involves organizational change. With little debate between senior employees, strategic management goals are likely not to be met due to opposition from staff.

According to Amy, (2011) while it is important that management allows employees to participate in decision making and encourages involvement in the organization’s direction, managers must be cognizant of the potential for employees to spend more time formulating suggestions and less time completing their work. Upper-level management will not support a participative management program if they believe employees are not meeting their daily or weekly goals. Some suggestions for overcoming this potential problem are to set aside a particular time each week for workers to meet with management in order to share their ideas or to allow them to work on their ideas during less busy times of the day or week. Another idea that works for some managers is to allow employees to set up individual appointments to discuss ideas or suggestions.

Managers should remember that participative management is not always the appropriate way to handle a given situation. Employees often respect a manager that uses his or her authority and makes decisions when it is necessary. There are times when, as a manager, it is important to be in charge, make a decision, and then accept the responsibility for the choices made. For example, participative management is probably not appropriate when disciplinary action is needed (Amy, 2012). When managers look upon their own jobs as a privilege instead of as a responsibility, they will fail at making participative management work. They will be less willing to turn over some of the decision-making responsibility to subordinates. Another reason that participative management fails is that managers do not realize it is not the same as delegating or simply shifting responsibility. Participation alone has no value; it is only an effective tool if it is used to solve problems and meet goals. Some managers believe that inviting employees to join in meetings and form committees will create a successful participative management program. However, these measures are only successful when employees’ ideas are accepted by management and implemented.

According to Cosmato, (2011) the more people who are involved in a decision process, the more difficult it is to reach a consensus. There may be sessions that turn into nothing more than lengthy debates and conjecture with no forward progress towards resolution. Opinions may or may not be founded in facts but be based on emotions. In addition, the goals of the organization and the way that a proposed move affects those goals must be considered. It can be difficult to get employees to focus on the welfare of the company as opposed to their own (e.g. proposed layoffs) or the welfare of the company over the welfare of their respective departments (e.g. proposed outsourcing of the marketing department).

There is a danger of a democratic style of management being adopted only in name and not in practice. If a company claims that it has a democratic leadership style but makes decisions autocratically either before or after employee consultation that company will likely experience greater employee dissatisfaction and discontent that it would if it had stated the case accurately (Cosmato, 2011).

McDonough, (2013) found out that one of the greatest challenges of the democratic style of leadership is emerging from the bottom: the “people’s choice”. If the consensus of the group goes against that of management, those individuals must be willing to adopt the consensus. If they override the group’s decision, it is likely that the group will assume that management is only pretending to participate in a democratic leadership style and the company will experience the same consequences as those of pseudo-participation.

According to Brick, (2008) autocratic style of management leads to work getting done on time because there are less people involved in the decision making process. The problem with this type of management style is that the staff are going to eventually lost motivation working in an environment where they have no say and employee turnover is likely to run high as they move on to other opportunities where they can have an impact.

In Laissez Faire Management Style the team is given the freedom to complete the job or tasks in any way they deem it should be done. It is a hand off approach at the management level in terms of direction, but the manager is there to answer questions and provide guidance as needed. This is a good way to help develop individual contributors into leaders which is only going to serve to make your team stronger in the long run. On the flip side, it can lead to conflict on the team if some employees try to assume the role as a leader in the interim or to dictate to others how their work should be done (Brick, 2008).

CHAPTER THREE

METHODOLOGY

3.0 INTRODUCTION

This chapter presents the methodology which consists of the research design, area of study, study population, sample population and selection, sampling technique, data collection method, data quality control, data collection procedures and limitations of the study.

3.1 Research design

A descriptive research design will be presented; emphasizing both what is raised in the literature and the opinions of respondents about the causes of poor performance in mathematics, the study will include both qualitative and quantitative designs. Qualitative approach: this approach gathers information based on an in depth understanding of human behaviour and the resources that govern the behaviour depending on the why and how of decisions making based on theoretical analysis and assumptions of the respondents.

3.2       Area of the study

The study will be carried out at Busana Sub County, Kayunga district.

3.2       Study Population and Sample Size

The study will target school administrators, Teachers, Head teachers and pupils.

  Table: Sample size of the respondents

Source: Primary data

3.3       SAMPLING TECHNIQUES

According to (Amin, 2005) sampling involves selecting a sample of the population in such a way that samples of the same size have equal chances of being selected.

The respondents will be selected using purposive sampling techniques. Berg (2006) purposive sampling, the researcher chooses the sample based on where they think would be appropriate for the study. A Purposive sampling technique will be used because it’s cheap.

3.4 DATA SOURCES

Source of data will be from both primary and primary sources.

• Primary data

Primary data will be obtained from the questionnaires administered on the target respondents to gain opinions and practices on Causes of poor performance in mathematics in primary schools in Busana Sub County.

• Primary sources

Primary data is data which has been collected by individuals or agencies for purposes other than those of a particular research study. It is data developed for some purpose other than for helping to solve the research problem at hand (Bell, 1997). This will comprise of literature related to factors affecting performance in mathematics in relation to the case study. Primary data will be sourced because it yields more accurate information than obtained through primary data, and it is also cheaper

3.5 Data Collection methods and instruments

The major instruments for data collection will be questionnaires and interview guide. Surveys will be just one part of a complete data collection and evaluation strategy. The major method of data collection for the study will be the survey, which will be done using selected instruments like questionnaires. The questionnaire will provide respondents with ample time to comprehend the questions raised and hence, they will be able to answer factually.

3.5.1 Questionnaires

The questionnaire will be used to collect quantitative data. The researcher will administer the questionnaires to different respondents; Respondents will read and write the questionnaires themselves. The questionnaires will be close ended and will be considered convenient because they will be administered to the literate and its anonymous nature will fetch unhindered responses.

3.5.2 Interviews

Qualitative data will be collected from the informants using interviews. The interview guide will be structured. The interviews will be held with school Head teachers, and will take approximately thirty to sixty minutes. This will be used since it’s the best tool for getting first-hand information /views, perceptions, feelings and attitudes of respondents. Both formal and informal interviews will be used to get maximum information from the different respondents to participate in the research.

3.6 RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS

The instrument will be taken to the supervisor to check its correctness there after pretesting study will be carried out to find out if it measures what it is meant to for.

3.7 DATA PROCESSING AND ANALYSIS

The raw data will be coded, edited, and arranged ready for analyzing only completed raw data will be analyzed using statistical tables and graphs.

3.8 ANTICIPATED LIMITATIONS OF THE STUDY

Financial constraint, cash flow may not flow as   expected but this will not affect the study. Respondents may delay in filling the questionnaire and fear to give information, but they will be persuaded that the information will be kept secret.

CHAPTER FOUR

PRESENTATION, ANALYSIS, INTERPRETATION

OF FINDINGS

4.0Introduction

This chapter presents the results in reference to objectives in chapter one. Gender of respondents, Age of respondents, education level of respondents, and the study presented and analyzed in accordance to study objectives.

4.1 Findings on the demographic characteristics of respondents

4.1.1 Findings on the gender of respondents

Table 2: Showing gender of respondents

Source: primary data

According to the results in the study56.9% of the respondents were males , while only 43.1% were females.

Source: primary data

The pie chart above further demonstrates that the men were more than women in the response percentage.

4.1.2 Findings on the Age category of respondents

Table 3: Showing Age category of respondents

Source: primary data

According to the findings from the table above majority of the respondents were in the age category of 11-12 years, this is because most of the respondents were pupils of the different schools in Kayonza sub county, this was helped the researcher get information from the respondents who actually experience the situation at the ground , therefore the information they gave was accurate, however the results also further indicates that 17.6% of the respondents were in the age category of 30-39 years, while the 15.7% of the respondents were in the age bracket of 19-29 years , the mature respondents were 7.8% and they were in the age bracket of 40 years and above , these mature respondents were mostly Head teachers and teachers , this helped to give information to the researcher since they have a general knowledge on the events of the school.

4.1.3 Findings on the number of year’s teachers have worked

Table 4:  Showing the number of years teachers have worked

Source: primary data

According to the results in the table above 38% of the teachers have worked for more than 11 years, 29% have worked for 5-10 years and only 19% have worked for 1-4 years , these results indicates that most of the teachers have enough experience and skills regarding the causes of poor performance in mathematics in primary schools in busana sub county.

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4.1.3 Findings on qualification of head teachers and teachers

Table 5: Showing the academic qualification of Head teachers and teachers

Source: primary data

According to the results in the study57% of the Teachers and head teachers were Grade V, 29% were Grade 111 and only 14% were Graduates , this indicates that most of the teachers and Head teachers are well educated and therefore they can deliver quality Educational services to the pupils.

4.2 To examine whether the teaching and learning environment is conducive for effective teaching and learning to take place.

Table 6: Showing whether the teaching and learning environment is conducive for effective teaching and learning to take place.

Source: primary data

According to table above majority of the respondents indicates that 70% of the respondents disagreed that there enough desks in class rooms, 20% also hold the same view, 5% disagreed and only 5% strongly disagreed.

The study further indicates that 65% of the respondents assert that lack of classrooms in schools affects performance, 15% also support the same view, and only 5% of the respondents disagreed with the findings.

The findings indicates that There are few Mathematics text books available this was supported by 60% strongly agreed , 35% agreed and only 5% strongly disagreed.

According to the results in the study 55% of the respondents assert that Environmental surrounding affects performance of pupils, 35% agreed , while 5% disagreed and the remaining 5% strongly disagreed.

The findings in the study shows that Schools with good environmental surrounding have better performance, this was supported 60% of the respondents strongly agreed, 40% agreed, and none of the respondents disagreed or strongly disagreed.

The study further demonstrates that 55% of the respondents assert that There are no computers in school and only 25% of the respondents disagreed.

The study indicates that 65% of the respondents hold the view that Mathematics facilities are not available  , 35% of the respondents also support the view, while 5% were neutral and none of the respondents was neutral.

4.3 Difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools.

Table 7: Difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools.

Source: primary data

The findings in the study shows that 60% of the respondents assert that Pupils do not have the necessary requirements, 35% of the respondents also share the same view and only 5% strongly disagreed.

According to the results in the study 65% of the respondents strongly agreed that Rural environment leads to poor performance of pupils which affects teaching and learning, 15% also agree, 10% disagreed and the remaining  5% strongly agreed.

The findings in the study indicates the living conditions of pupils affects academic performance, this was supported by 60% of the respondents strongly agreed and only the remaining 40% also agreed and none of the respondents disagreed or strongly disagreed.

According to the findings in the study the results indicates that Children from poor families perform poorly in academics, this is supported by the fact that 55% strongly agreed, and only 35% strongly agreed only 5% disagreed and the remaining 5% also strongly disagreed.

According to the results in the study 70% of the respondents hold the view Schools in towns perform well, only 5% disagreed and only 5% strongly disagreed, this shows that schools in urban areas perform better than rural schools.

4.4 The solutions to enhance better performance in mathematics

Table 8: Findings on the solutions to enhance better performance in mathematics

Source: primary data

The results in the study shows that Ensuring daily teachers attendance is essential in improving pupil performance this is because the teachers will have enough time with the pupils , this was stated by 60% of the respondents , and only 5% strongly disagreed.

The findings in the study shows that 65% of the respondents assert that Encouraging reading culture among pupils enhances better performance among them, only 10% disagreed and the remaining 5% strongly disagreed, while none of the respondents disagreed.

According to the findings in the study most of the respondents hold the view that Ensuring that the library is well stocked is essential in ensuring that leaner’s performance in primary schools is enhanced, 70% strongly agreed and 20% agreed , this indicates that most of the respondents hold the view.

The study indicates that Exposing pupil to books for reading is essential in ensuring that pupils perform well in academics this was supported by 55% of the respondents, 35% agreed and only 5% disagreed and only the remaining 5% strongly disagreed.

According to the results in the study Supporting pupils with disabilities is essential in ensuring that leaner’s performance is greatly enhanced, this was supported by 60% of the respondents and none of the respondents disagreed or strongly disagreed.

According to the findings in the study most of the respondents assert that Provision of text books to pupils is imperative in improving the performance of pupils in primary schools 65% of the respondents strongly agreed and none of the respondents disagreed or strongly disagreed.

CHAPTER FIVE

DISCUSSION OF FINDINGS

5.0 Introduction

The study aimed at establishing causes of poor performance in mathematics in primary schools in Busana Sub County. The study was guided by research objectives and the researcher summarized the findings in consistence to the research objectives.

5.1 Discussion of findings

5.1.1 Showing whether the teaching and learning environment is conducive for effective teaching and learning to take place.

The results in the study shows there are not enough desks in class rooms, this is also in line with Chonjo et al, (1996)  the learning environment includes all the facilities, infrastructure available at the place where the school is located and all that can be found within the school surroundings. For the case of this study, the learning environment refers to the physical location, teaching delivery as well as approaches to learning whereas the term infrastructure is used to refer to things such as classrooms, furniture, laboratory and the library.

The results in the study indicates that lack of classrooms in schools affects performance, this is also in line with Butts, (1977) who indicates that performance is the accomplishment of a given task measured against preset standards of accuracy, completeness, cost and speed. Education performance is deemed to be the fulfillment of an objective in a manner that ensures that the performer has attained the set goals in the given level of education. Performance in education is always accompanied by an academic certificate to show that the performer has successfully completed the grade or course and has attained the stated grades.

According to the findings in the study pupils who study in rural school perform poorly this shows that there is high level of poor performance in rural schools this view was also shared by Eric, S. (2005) who in his article analyzed the role of the supportive school environment in promoting academic success postulates that the school environment has broad influence on students’ learning and growth, including a significant aspect of their social, emotional and ethical development he further asserts that pupils in rural schools normally face hardship with education which leads to poor performance in schools, such hardship in Ugandan setting include long distance to school and lack of school meals in most of the rural schools.

The results in the study further states that lack of classrooms in schools affects performance this results is also shared by Megan (2002), who states that schools must have classrooms which are well equipped to enable a safe learning environment for the pupils  he also further notes that, A positive school climate results in positive outcomes for pupils in school.

Environmental surrounding affects performance of pupils in schools this view is also shared by Center for Social and Emotional Education, (2005), who states that positive school environment is essential in enhancing performance of pupils in schools, they further assert that a positive school climate results in positive outcomes for school personnel as well, Characteristics of school climate, especially trust, respect, mutual obligation and concern for others’ welfare, can have powerful effects on educators’ and learners’ interpersonal relationships .

The study indicates that 65% of the respondents hold the view that Mathematics facilities are not available  , 35% of the respondents also support the view, while 5% were neutral and none of the respondents was neutral.

The results in the study indicates that there are no computers in school this is also in line with (Freiberg, 2010) who indicates that schools with good environmental surrounding achieve better performance among pupils this helps in enhancing better performance among pupils this was also stated by who further stated that Safe, collaborative learning communities where students feel safe and supported report increased teacher morale, job satisfaction, and better performance among pupils. The interaction of various characteristics of school and classroom climate can create a fabric of support that enables all members of the school community not only to learn but also to teach at optimum levels, leading to better performance among pupils in the school.

The study indicates that schools with good facilities needed achieve good performance among pupils this was also further stated by (Singh, 2006) who stated that  a negative school climate interferes with learning and development. Organizational climate is assumed to have some effect upon the success of a school in accomplishing its objectives . Various studies documented that students in schools with a better school climate have higher achievement and better socio emotional health.

5.1.2 Difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools.

The findings in the study shows Pupils who stay in towns perform, this is also in line with Oworye, J.S. (2011) showed that there is a significant difference between the academic achievement of students in rural and urban primary schools. To him, the geographical location of schools has a significant influence on the academic achievement of students. Also he pointed out that uneven distribution of resources, poor school mapping, facilities, problem of qualified teachers refusing appointment or not willing to perform well in isolated villages, lack of good road, poor communication, and nonchalant attitude of some communities to school among others are some of the factors contributed to a wide gap between rural and urban primary schools, this has therefore made pupils in poor schools perform poorly.

The findings in the study indicates the living conditions of pupils affects their academic performance, this is also in line with Vimala, A. (2012) who conducted a research on the school environment and academic achievement of standard six students, the results indicates that the living conditions of pupils has an influence into the academic performance of pupils, he also further stated that urban students have better school environment than the rural students. The urban students are having a stressful environment in their day life very much because they are living in the mechanical and hurry burry life. So they feel school environment is not very convenient for their studies. Therefore, school environment enriched with modern facilities makes the student feel comfortable in their studies that result to high academic performance.

According to the findings in the study Children from poor families perform poorly in academics this is in line with Briggs, (1980) cited in Mbai (2004) contends that poor families may contemplate bearing the cost of sending their children to school but might abandon the whole exercise when more exercises are demanded.

This is also further shared by onyango, (2000) who stated that that parental socio-economic background influences their children’s participation in education. This is especially so for the developing countries where children of the poor families are not provided with adequate educational materials and most are not apt to enroll in school if enrolled, they are more likely to drop out of school than children who are from better-off families.

5.1.3 The solutions to enhance better performance in mathematics

Encouraging reading culture among pupils enhances better performance among them this is also in line with Farrant (1997), who states that Exposure to books, the first characteristic of an early reading environment is the availability of books and the regular modelling of reading, emphasized that the best way of promoting reading is the use of informal methods of reading rather than formal methods. He further noted that informal methods stimulate a desire in the child to read before trying to teach him to read. He noted that this was done through storytelling and reading by the teacher and by consulting books to find out things so that children could associate books with pleasure and usefulness.

According to the Ensuring that the library is well stocked is essential in ensuring that leaner’s performance in primary schools is enhanced this is also in line with Indeed Gibson (2004) pointed out that for pupils to be encouraged to read they should be allowed to choose the books they would like to read, to read books with lots of pictures in them, to read for contests, to have a classroom library and to have an author read to them at school. Once pupils were exposed to different practices of reading and reading materials they were likely to broaden their imagination and engage in the practice of regular reading.

The study indicates that Exposing pupil to books for reading is essential in ensuring that pupils perform well in academics this was supported by Beers (1996) who states that  access to text would encourage reading. A starting point is the provision of classroom libraries to the pupils to expose them to a wide range of books, magazines and other print materials in a variety of genres and at various levels of difficulty. Through such activities pupils were likely to become more exposed and encouraged to develop a culture of reading.

The results in the study indicates that supporting pupils with disabilities is essential in ensuring that leaner’s performance is greatly enhanced this is also in line with Ssekamwa, (1999), who states that Provision of support to pupils with disabilities to enhance their performance in both rural and urban areas, for example in rural areas pupils with disability donot get enough support interms of infrastructural support this has affected their ability to stay in schools, One of the paramount motives in implementing UPE programme in Uganda was to make primary school education accessible to all and pupil’s with disabilities were encouraged to join the mainstream schools.

According to the findings in the study most of the respondents assert that Provision of text books to pupils is imperative in improving the performance of pupils in primary schools, This is also in line with Bategeka and Okurut (2006), who states that In order to improve the quality of primary education, the government has devoted some resources to procure some textbooks and construct some classrooms. The increase in education inputs explains the gradual improvement of some education quality indicators from the time UPE was introduced. Nevertheless, these improvements have not always translated into better outputs and outcomes of UPE programme education as evident in the results of a National Assessment of primary education Performance taken between 1996 and 2000, that education performance in terms of pupil’s’ numeric, reading, science, social studies knowledge and skills have deteriorated following the introduction of UPE programme.

5.2 Conclusion

The results indicates that there is high level of poor performance in mathematics  this has been due to lack of the necessary facilities in place, lack of text books and lack of desks, Schools with good environmental surrounding achieve better performance among pupils this helps in enhancing better performance among pupils in schools.

The study further indicates that schools with good facilities achieve good performance among pupils this is because such schools have well stocked library and classrooms with seats which motivated pupils to study and therefore enhanced their performance in schools.

5.3 Recommendations

The study recommends that pupils should be Encouraged to embrace reading culture so that they are able to read books and perform well in mathematics, the study further recommends that the government should provide text books to rural schools and stock their libraries with enough books to encourage the pupils to read and enhance their performance.

The study recommends that the government should increase on investments in the schools in rural areas to enable better performance; some of these investments should include construction of classrooms in schools, increase in Facilities for learning, establishments of better educational environment for learning among the schools.  The study also recommends that schools have better facilities needed for better performance; the study further recommends that the government should give more funding to the rural schools because of the poor performance in these schools. The parents should also provide the different needs of pupils in schools and help in improving the living conditions of the people in the rural areas, children from poor families should be provided with scholastic material so that they are able to perform well.

The study further recommends that parents should Expose their pupils to books for reading this will enable them adopt the reading culture which will help in enabling them achieve better performance.

5.4 Areas for further studies

The study also recommends the following areas of further study;

• The factors for enhancing performance of leaner’s in primary schools
• Academic achievement and learner’s competition on the job market

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APPENDIX: I QUESTIONNAIRE FOR HEAD TEACHERS

Dear respondent,

I am EKOEL ROBERT a student of Mutesa I Royal University carrying out research on location of UPE schools and the learners academic performance. You are one of the respondents randomly selected and kindly requested to participate in the study. The information given shall be treated with at most confidentiality and shall only be used strictly for academic purpose.

SECTION A:  GENERAL DATA (Tick one appropriate).

• Sex: Male          Female

• Age a) 18 -29 b) 30 – 39 c)  40 and above

3. Educational level

Certificate                               Diploma                      Degree

Grade 11            Grade 111            Grade V                     Graduate

Other Specify…………………..

4. For how long have you been Head Teacher at Busana sub county school?

Less than one year                                    1-4 years

4-10 years                                                  above 10years

SECTION B: Whether the teaching and learning environment is conducive for effective teaching and learning to take place.

6) Does your school experience challenges in leaner’s performance?

Yes                       No                            Not sure

7) If yes, what causes the challenges in leaner’s performance?

Poverty

Poor academic grades

Personal interest

Others

13) Using SA=strongly agree, A=agree, N=neutral, D=disagree, SD=strongly disagree,indicate your level of agreement or disagreement with the statements below;

SECTION C: Difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools.

Is your school located in rural or urban area?

1. Rural b) Urban

Does this has an effect on the performance of your pupils?

1. Yes b) No

If yes please explain how it affects performance?

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

Please tick one appropriate

Using SA= strongly agree, A= agree, N= neutral, D=disagree, SD= strongly disagree

SECTION D: The solutions to enhance better performance in mathematics

Using SA=strongly agree, A=agree, N=neutral, D=disagree, SD=strongly disagree, indicate your level of agreement or disagreement with the causes of drop out below;

APPENDIX II: QUESTIONNAIRE FOR TEACHERS

Dear respondent,

I am EKOEL ROBERT a student of Mutesa I Royal University carrying out research on location of UPE schools and the learners academic performance. You are one of the respondents randomly selected and kindly requested to participate in the study. The information given shall be treated with at most confidentiality and shall only be used strictly for academic purpose.

SECTION A:  GENERAL DATA (Tick one appropriate).

1. Sex: Male      Female

2. Age a) 18 -29 b) 30 – 39 c)  40 and above
3. Educational level

Certificate                               Diploma                      Degree             Others

4. For how long have you been teaching at Kayonza sub county school?

Less than one year                                    1-4 years

4-10 years                                                  above 10years

SECTION B: whether the teaching and learning environment is conducive for effective teaching and learning to take place.

5) Do you think the environment provided by the education systems favour teachers?

a)Yes                                 b)Not sure                      c) No

6) Do you think the location of your school favors teachers to enable learners perform better?

a)Yes                                 b)Not sure                      c) No

7) If yes, what causes the challenges in leaner’s performance?

Poverty

Poor academic grades

Personal interest

Others

13) Using SA=strongly agree, A=agree, N=neutral, D=disagree, SD=strongly disagree, indicate your level of agreement or disagreement with the statements below;

SECTION C: Difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools.

Is your school located in rural or urban area?

1. Rural b) Urban

Does this has an effect on the performance of your pupils?

1. Yes b) No

If yes please explain how it affects performance?

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

Please tick one appropriate

Using SA= strongly agree, A= agree, N= neutral, D=disagree, SD= strongly disagree

SECTION D: whether the teaching and learning environment is conducive for effective teaching and learning to take place.

Using SA=strongly agree, A=agree, N=neutral, D=disagree, SD=strongly disagree, indicate your level of agreement or disagreement with the statements below;

APPENDIX III: QUESTIONNAIRE FOR PUPILS

Dear respondent,

I am EKOEL ROBERT a student of Mutesa I Royal University carrying out research on location of UPE schools and the learners academic performance. You are one of the respondents randomly selected and kindly requested to participate in the study. The information given shall be treated with at most confidentiality and shall only be used strictly for academic purpose.

SECTION A:  GENERAL DATA (Tick one appropriate).

1. Sex: Male      Female

2. Age a) 8-10 years b) 11-12 years c) 13 years and above
3. Educational level

P.5 class                                  P.6 class                      P.7 class

4. For how long have you been studying at this school?

Less than one year                                    1-4 years

5-6 years                                                    above 7years

SECTION B: Whether the teaching and learning environment is conducive for effective teaching and learning to take place.

5) Does your school experience challenges in leaner’s performance?

Yes                       No                            Not sure

6) If yes, what causes the challenges in leaner’s performance?

Poverty

Poor academic grades

Personal interest

Others

Using SA=strongly agree, A=agree, N=neutral, D=disagree, SD=strongly disagree,indicate your level of agreement or disagreement with the causes of poor performance below;

SECTION C: Difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools.

Is your school located in rural or urban area?

1. Rural b) Urban

Does this has an effect on the performance of your pupils?

1. Yes b) No

If yes please explain how it affects performance?

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

Please tick one appropriate

Using SA= strongly agree, A= agree, N= neutral, D=disagree, SD= strongly disagree

SECTION D: The solutions to enhance better performance in mathematics

Using SA=strongly agree, A=agree, N=neutral, D=disagree, SD=strongly disagree, indicate your level of agreement or disagreement with the causes of drop out below;