LIST OF TABLES

Table 3.1: Sample size

Table 2: Showing gender distributions of respondents

Table 3: Showing age of respondents in years

Table 4: Showing marital status of respondents

Table 5: Showing education level of respondents

Table 6: The impact of the school climate on students’ academic performance

Table 7: The other factors that affect students’ academic performance

Table 8: Possible ways on how to improve the school environment

LIST OF FIGURES

Figure 1: Showing gender distributions of respondents

ABSTRACT

The study was undertaken in Lumino Sub County – Busia district in the Eastern part of Uganda with the purpose of examining the influence of school environment on the students’ academic performance in private secondary schools. The specific objectives of the study were to; investigate the impact of the school climate on students’ academic performance in the private secondary schools, find out other factors that affect students’ academic performance in the private secondary schools and suggest the possible ways on how to improve the school environment in order to improve on students’ academic performance in private secondary schools.

The research data and findings were obtained using mainly primary data sources but secondary data sources were also used to collected information especially for the literature review. The primary data collection methods that were used include questionnaires, unstructured interviews and focus group discussions. Secondary data sources included textbooks, newsletters, news supplements reports and internet sources among others. 

It was found that school climate, discipline and physical facilities has significant influence on academic achievement of secondary school students.  The study found out that students who feel safe, cared for and supported have better academic achievement, positive interpersonal relationships and optimal learning opportunities in a school environment can increase achievement levels of students, culturally conscious school climate can significantly shape the degree of academic achievement level of students and schools with a better school climate have higher achievement and better socio emotional health. The other factors that affect students’ academic performance include the level of education of parents, the parents’ marital status, teacher’s competence and level of family income. Therefore, schools should involve students in the formulation of an action plan to improve key areas in the school environment, also involve parents in concrete activities to improve hygiene facilities of the school and there is need for improvement in the availability and management of school facilities.

Therefore, appropriate school authorities should enable to provide a conducive school environment that has good climate for effective teaching and learning. Such environment should be safe, students treated fairly by teachers and happy to be in school as well as feel they are a part of the school.

CHAPTER ONE

1.0 Introduction

The purpose of the study was to examine the influence of school environment on the students’ academic performance in private secondary schools in Lumino Sub County – Busia district. The study sought to investigate the impact of the school climate on students’ academic performance in the private secondary schools, find out other factors that affect students’ academic performance in the private secondary schools and suggest the possible ways on how to improve the school environment in order to improve on students’ academic performance in private secondary schools. This chapter presents background to the study, statement of the problem, purpose of the study, objectives of the study, research questions, scope of the study and significance of the study.

1.1 Background to the study

The issue of poor academic performance of students in Busia district has been of much concern to the government, parents, teachers and even student themselves (Kyeyune, 2016). The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment (Ajao, 2001). Education is an essential factor for effective development of any country like Uganda. According to Ada (2005), one of the major obstacles to the development of secondary schools is the persistent poor academic achievement of students. 

According to Ajewole and Okebukola (2000), a number of factors are said to have contributed to the students’ poor academic achievement in schools. A host of these factors may surround students’ poor achievement in school which may include: poor study habits and lack of available resource materials, poor school climate, indiscipline, inadequate facilities, teachers’ ineffectiveness, the teaching method and the type of learning environment available for both the students and the teachers. From the authors view, the poor performance of students in secondary school may be a reflection of the type of learning environment.

Farombi (2011) observed that school environment may have negative influence on students’ academic achievement especially if such environment lacks good school climate, instructional materials, discipline, physical facilities, has poor teacher quality, type of location of school is questionable, there is small class size and over population of students in classrooms. Farombi further opined that school facilities are a potent factor to quantitative education. The importance to teaching and learning of the provision of adequate instructional facilities for education cannot be over-emphasized. According to Akande (1995), learning can occur through one’s interaction with one’s environment. Environment here refers to facilities that are available to facilitate students learning outcome. It includes books, audio-visual, software and hardware of educational technology; so also, size of classroom, sitting position and arrangement, availability of tables, chairs, chalkboards, shelves on which instruments for practicals are arranged (Farombi, 2011).

Tsavga (2011) maintains that the learning environment plays a vital role in determining how students perform or respond to circumstances and situations around them. This implies that no society is void of environmental influences. The learning environment determines to a large extent how a student behaves and interacts, that is to say that the environment in which we find ourselves tend to mould our behaviour so as to meet the demands of life whether negatively or positively. The author opined that the desire for both qualitative and quantitative education has multiplied the problem of providing an effective and conducive learning environment for teaching and learning. 

In Uganda, there is an increase in the number of students’ enrolment in schools with little or no regards to improving the learning environment so as to better their performance. Freiberg, Driscoll and Knights (2009) observed that some of the notable factors that may influence students’ academic achievement in secondary schools are; school climate, instructional materials, discipline, physical facilities, teacher quality, type of location of school and class size. This is because, schools with a good and conducive environment that has the best type of teachers, instructional materials and physical facilities will produce better school leavers with high achievement. Most at times parents of students are not satisfied with the facilities provided in their school. Also, the extent at which some teachers, exhibit high level of indiscipline does not seem to portray them as role models. They rather encourage indiscipline among students by their attitudes. This may have negative influence of students’ academic achievement.

In Lumino sub county in busia district, there are numerous factors that may enhance the school environment including effective principal leadership, a safe and orderly setting engaging extra curriculum activities reduction in the size and impersonality of school and education programs designed to fit the unique needs of specific students and school contexts school climate is often as palatable as the weather. Some schools have warm friendly emblems, while others have a cold for body environment that permute classroom and offices. It seems probable that school and classroom climate would influence student’s performance. A number of schools around Lumino Sub County are still languishing in Busia district, with crumbling walls and limited resources. 

1.2 Statement of the problem 

The influence of school environment on academic achievement of students has been an issue of concern to all stakeholders in education. This is evident in the rate of mass failure of students in both internal and external examinations in Lumino Sub County. Despite the effort of private schools towards the provision and renovation of infrastructures in schools, students performance in both internal and external examinations is still very low and below expectation. 

The researcher has observed that the school environment in the study area is nothing to write home about. The school climate is not interesting for teaching and learning, instructional material and inadequately provided, Infrastructural facilities are in poor conditions, lack of trained teachers and other facilities that promote teaching and learning are also in short fall which may tend to influence students’ academic achievement in school. It was on this basis that the researcher was motivated to appraise the influence of school environment on achievement of secondary school students in Lumino sub county, Busia district.

1.3 Objectives of the study

1.3.1. General objective 

The purpose of the study was to examine the influence of school environment on the students’ academic performance in private secondary schools using Lumino sub –county as a case study. 

1.3.2. Specific objectives of the study

1. To investigate the impact of the school climate on students’ academic performance in the private secondary schools.
2. To find out other factors that affect students’ academic performance in the private secondary schools.
3. To suggest the possible ways on how to improve the school environment in order to improve on students’ academic performance in private secondary schools.

1.4 Research Questions

1. What is the impact of the school climate on students’ academic performance in the private secondary schools?
2. What other factors affect students’ academic performance in the private secondary schools?
3. What are the possible ways to improve the school environment in order to improve on students’ academic performance in private secondary schools?

1.5 Scope of the Study

The study was undertaken in Lumino Sub County – Busia district in the Eastern part of Uganda. This was because the area has many private secondary schools. The study examined the influence of school environment on the students’ academic performance in private secondary schools using Lumino sub –county as a case study. More specifically, the study investigated the impact of the school climate on students’ academic performance in the private secondary schools, the other factors that affect students’ academic performance in the private secondary schools and suggested the possible ways on how to improve the school environment in order to improve on students’ academic performance in private secondary schools. The study took four months from May to August, 2018.

1.6 Significance of the Study

It is hoped that this study will provide information for parents, educators and school administrators to reflect upon various factors that help students in achieving their academic goals. In so doing, they can investigate the possibility of introducing those factors to their school, which may consequently lead to enhancing students’ educational outcomes in school.

This study will also be significant because the findings will stimulate parents, school managers, teachers, students and the society’s awareness on the importance of conducive learning environment the findings of the study will also assist school administrators and curriculum planners to develop strategies that would reduce negative effects of poor learning environment on academic achievement of students in secondary schools. 

The findings of this study shall also be useful to school proprietors, government school administrators and parents in understanding the influence of school environment on academic achievement of students in secondary schools. 

This study will also be of importance to students themselves as it will be made known to them the effects of school environment on their academic achievement. 

Finally, the findings of the study will act as a reference point to other interested scholars interested in this area of research.

1.7 Definition of key terms

School: A school is an institution designed for the teaching of students (or “students”) under the direction of teachers.

School Environment: A school’s physical environment includes the school buildings and the surrounding.
Academic performance – Knowledge attained or skills developed in school subjects by test scores.
Private secondary school: This is a term used to describe an educational institution where the final stage of schooling, known as secondary education and usually compulsory up to a specified age, takes place. It follows elementary or secondary education, and may be followed by university (tertiary) education.

1.8. Summary

This chapter presents the general introduction on school environment and academic performance, statement of the problem, objectives of the study and research questions, scope of the study, significance of the study and definition of key terms. The next chapter reviewed the related literature according to various scholars.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

In this chapter, the researcher reviews the related literature basing on the objectives of the study. The data was obtained from secondary data sources like text books, magazines, journals, and internet and newspaper publications.

2.1 The impact of the school climate on students’ academic performance in the private secondary schools

According to Klein (2003), a number of studies have shown that many school systems, particularly those in urban and high-poverty areas, are plagued by decaying buildings that threaten the health, safety, and learning opportunities of students. Good facilities appear to be an important pre-condition for child learning, provided that other conditions are present that support a strong academic programme in private secondary schools and a growing body of research has linked child learning and behaviour to the physical building conditions and overcrowding.

Richard (2012) postulates that physical Building Conditions and decaying environmental conditions such as peeling paint, crumbling plaster; nonfunctioning toilets, poor lighting, inadequate ventilation, and inoperative heating and cooling systems can affect the learning as well as the health and the morale of staff and students.

A study on the District of Columbia school system found, after controlling for other variables such as a child’s socio economic status, that students’ standardized learning scores were lower in schools with poor building conditions. Students in private secondary schools whose buildings were in poor condition had learning that was 6% below schools in fair condition and 11% below schools with buildings in excellent condition. (Edwards, 1991)

Cash (1993) examined the relationship between building condition and child learning in small, rural Virginia high schools. He adds that Child scores on learning tests, adjusted for socio economic status, was found to be up to 5 percentile points lower in buildings with lower quality ratings and Learning appeared to be more directly related to cosmetic factors than to structural ones and that Poorer learning was associated with specific building condition factors such as substandard science facilities, air conditioning, locker conditions, classroom furniture, more graffiti and noisy external environments.

Similarly, Hines’ (2006) study of large, urban high schools in Virginia also found a relationship between building condition and child learning. Indeed, Hines found out that child learning was as much as 11 percentile points lower in substandard buildings as compared to above-standard buildings. A study of North Dakota high schools, a state selected in part because of its relatively homogeneous, rural population, also found a positive relationship between school condition as measured by principals’ survey responses  both child learning and  behaviour, (Earthman, 1995)

Mc Guffey (2007) concluded that heating and air conditioning systems appeared to be very important along with special private secondary school facilities, colour and interior painting, in contributing to child learning and proper building maintenance was also found to be related to better attitudes and fewer disciplinary problems in one cited study. 

Research indicates that the quality of air inside school facilities may significantly affect students’ ability to concentrate and the evidence suggests that youth, especially those under ten years of age, are more vulnerable than adults to the types of contaminants (Johnson, 2001). Lowe (1988) interviewed State Teachers of the year to determine which aspects of the physical environment affected their teaching the most and these teachers pointed to the availability and quality of classroom equipment and furnishings as well as ambient features such as climate control and acoustics as the most important environmental factors. In particular, scholars such as Johnson (2014) emphasized that the ability to control classroom temperature is crucial to the effective performance of both students and teachers.

Corcoran et al. (2006) contend that a study of working conditions in urban private secondary schools concluded that “physical conditions have direct positive and negative effects on teacher morale, sense of personal safety, feelings of effectiveness in the classroom and on the general learning environment.” Building renovations in one district led teachers to feel “a renewed sense of hope, of commitment, a belief that the district cared about what went on that building.” In dilapidated buildings in another district, the atmosphere was punctuated more by despair and frustration, with teachers reporting that leaking roofs, burned out lights and broken toilets were the typical backdrop for teaching and learning.” 

Corcoran et al. (2006) also found out that “where the problems with adequate school facilities are serious enough to impinge on the work of teachers, they result in higher absenteeism, reduced levels of effort, lower effectiveness in the classroom, low morale, and reduced job satisfaction and Where enough school facilities are available and in good condition, they result in enthusiasm, high morale, cooperation, and acceptance of responsibility.”

A Carnegie Foundation (1988) report on private secondary schools facilities concluded that “the tacit message of the physical indignities in many private secondary schools is not lost on students. It results into neglect, and students’ conduct seems simply an extension of the physical environment that surrounds them.” Similarly, Poplin and Weeres (1992) reported that, based on an intensive study of teachers, administrators, and students in private secondary schools, “the depressed physical environment of many schools is believed to reflect society’s lack of priority for these children and their education.”

Overcrowded schools are a serious problem in many school systems, particularly in the inner cities, where space for new construction is at a premium and funding for such construction is limited. As a result, students find themselves trying to learn while jammed into spaces never intended as classrooms, such as libraries, gymnasiums, laboratories, lunchrooms, and even closets. Although research on the relationship between overcrowding and child learning has been limited, there is some evidence, particularly in high-poverty schools, that overcrowding can have an adverse impact on students’ learning, (Johnson, 2014)  

Corcoran et al. (1988) found out that overcrowding and heavy teacher workloads created stressful working conditions for teachers and led to higher teacher absenteeism. He added  that Crowded classroom conditions not only make it difficult for students to concentrate on their lessons, but inevitably limit the amount of time teachers can spend on innovative teaching methods such as cooperative learning and group work or, indeed on teaching anything beyond the barest minimum of required material. In addition, because teachers must constantly struggle simply to maintain order in an overcrowded classroom, the likelihood increases that they will suffer from burnout earlier than might otherwise be the case.

Urban environment can be conceptualized as that which has high population density, containing a high variety of beautiful common place views, whereas rural environment is characterized by low population density containing a low variety and isolated place views, (McGiIl and Karn, 1997).

Corcoran et al., (2006) observer that the distribution of teachers in the rural schools is not comparable with the urban schools where by the number of teachers in rural schools is usually low because teachers do not readily accept postings to rural areas, because rural communities are characterized by low population, monotonous and burdensome life. Most teachers prefer to stay in the schools in urban areas because of the benefits and comforts of the city which include good roads, satisfactory means of communication, availability of books and teaching materials. Highly qualified teachers also prefer to stay in city schools thus affecting the schools in the rural areas negatively. 

Most schools in rural areas lack qualified teachers who can handle subjects like science which is likely to affect the academic performance of the students in private secondary schools and when school begins anew, students are often excited about seeing their friends again and spending time with classmates they will be learning alongside all year. Though who a child sits next to in class is important to students for one reason, teachers have different motives behind classroom seating arrangements and Classroom layout plays a role in how students learn, concentrate and behave. Before the school year begins, teachers may establish a seating and learning environment unique from other classes, (Koontz, 2005) 

According to Scholastic, elementary school-aged children learn best when they are allowed to move throughout the classroom and Learning stations that allow such movements have become more popular. One station may cater to auditory learning, while another may feature manipulative that is ideal for students who thrive by learning with tangible items like when Computer stations are common in the selected location and the variety breaks up the monotony of one type of learning by keeping students interested and engaged, (Corcoran et al., 2006). 

Some teachers prefer to arrange desks in different fashions depending on their teaching styles and the design of long rows of desks all facing the front of the classroom is not always practical for students or teachers. It can be difficult for teachers to see students in the middle or the back of the room while students may find it difficult to concentrate on learning if they’re staring at the backs of other classmates’ heads (Klein, 2005).

Roberto (2009) contends that Common desk layouts include grouping a few desks together to face one another for collaborative lessons while some teachers prefer a “U” or circle layout to encourage discussions while students prefer different environments in which to learn, and teachers may be wise to create different scenarios inside of the classroom. He adds that an isolated cubicle or desk shielded by bookcases can be a good retreat spot for a child who likes quiet for personal study and other students like to study and work together, so a round group table may be the ideal place for them to gather and the classroom need not always be brightly lit for learning either though Teachers can think about using different types of lights to set up nooks in the classroom to facilitate learning.

Lucy (2003) observers that hard seats, hard desks and the same location over and over can sometimes be uncomfortable whereas teachers with novel educating styles may prefer to switch environments from time to time to keep students’ minds engaged. For example, they may take science lessons outside for children to learn first-hand about nature or animals. A trip to the school’s all-purpose room may be better for a language arts assignment, such as acting out a play. Students from the same grade may swap classrooms with another class so they benefit from a different teaching style and environment. Sometimes teachers put all students together for a group lesson to exchange new viewpoints and other designers or architects have views on how classrooms should be designed, (Son Paul, 2011)

Joel (2001) states that classroom environments may once have been about rigid rows of desks where all eyes were focused on the blackboard but today teachers and innovators have realized the benefits of switching things up to tap students’ learning potential particularly from the use of smart boards and computers to the rearrangement of seats, variety in the classroom is often advantageous to students. The attitude to practical science equipments is likely to be affected negatively in the rural areas because of lack of qualified teachers and most schools in urban areas are crowded which may affect practical work and hence students’ learning outcomes, (Samuel, 2007).

2.2. Other factors affecting students’ academic performance

There have been many studies conducted to determine the effect of several demographic variables on student achievement. This study looked specifically at age and gender. Significant researches have indicated that gender plays a part in the student academic achievement. For example, researchers have found significant differences between male and female students in science achievement. In a meta-analysis of 77 studies conducted between 1980 and 1991 among middle and high school students, DeBaz (2002) found a significant gender effect favouring males in overall science achievement.

Another factor is teacher motivation. A highly motivated person puts the maximum effort in his or her job. Ofoegbu (2004) linked poor academic performance of students to poor teachers‟ performance in terms of accomplishing the teaching task, negative attitudes to work and poor teaching habits which have been attributed to poor motivation.

Teacher absenteeism can represent a major threat to the continuity of student’s learning, especially where this occurs on a relatively frequent basis. High levels of teacher absenteeism from school can also add significantly to the level of demand on those teachers who are present at school, as they are frequently called upon to take up extra workload. The head teacher is responsible for ensuring that teachers attend and carry out the actual teaching in class. Teachers interviewed indicate that the head teachers supervise them and do take disciplinary measures against those that absent themselves without clear communication. The methods used for tracking teacher attendance are arrival books and classroom teaching, among others (Byamugisha & Ogawa, 2010).

In an analysis of data, Lee & Burkam (2006) found a large advantage for males on the physical science subtest and a modest advantage for females on the life science subtest. Blosser (2001) concluded that male students were more likely than female students to report having attempted to fix electrical or mechanical devices. Conversely, females were more likely than males to have attempted diagnosing problems with an unhealthy plant or animal.

However, certain studies indicated that gender differences generally are small or non-existent. Hedges and Newell (2015) found that in science, boys outperform girls, but in reading and writing girls have the advantage. A study by Meece and Jones (2016) which examined the fifth-and sixth-grade students enrolled in a science class revealed that no gender differences in students’ standardized test scores. Coley’s (2011) found that, females scored higher than males in reading and writing across all ethnic and age groups. This gap widened for most groups as the students progressed through school, there was no gender gap for any group of 8th and 12th graders in math achievement; and twelfth grade Hispanic females outscored like aged Hispanic males in social studies achievement. The other groups demonstrated no gender difference in social studies achievement.

Flynn (2008) finds no sex difference. Investigating academic performance at pre-collegiate level, Lao (2009) finds female students to obtain higher CGPA compared to males. Examining sex-related difference in classroom grades, Kimball (2009) finds that in contrast to standardized measures of mathematics achievement tests like SAT-M, female students outperform males in math classes. Wilberg and Lynn (2009) arrive at a similar conclusion for history classes vs. history tests. The authors explain this pattern by stating that females tend to work more conscientiously and have a stronger work ethic than males. They also tend to have better language abilities including essay writing skills, vocabulary and word fluency which contribute to better course work. 

Stage and Kloosterman (2015) note that although gender differences in math achievement continue to exist on high cognitive level tasks at the high school level, such differences appear to be declining. Young and Fisler (2000) examining SAT-M scores of high school seniors, find males to score better than females. However, they note that males generally come from households where the parents’ socioeconomic status as measured by examinee reported educational levels and income, is higher. 

In contrast, female test takers are more diverse and include more low-income students than the boys group. Others have argued that the content of the test or of its administration favors males (Bridgeman and Wendler, 2011). Yet other researchers have explained the gap by adhering to such factors as differences in course taking behavior, classroom experiences and cognitive processing (Byrnes, Hong and Xing, 1997; Young and Fisler, 2000). 

Younger, Warrington and Williams (2009) focus on the gender gap in English secondary schools. Their analysis is based on the performance of boys and girls in GCSE examinations in the UK and girls are found to get better grades than boys. This phenomenon is explained by boys’ disregard for authority, academic work and formal achievement, differences in students’ attitudes to work and their goals and aspirations and girls’ increased maturity and more effective learning strategies. Baker and Jones (2013) analyse sex differences in the eighth grade math performance of over 77,000 students in 19 developed and developing countries. They find no evidence of a significant gender gap.

 Both cross-national variation in sex differences in mathematical performance and the trend toward less of a difference between males and females question any innate male superiority in intelligence. OECD (2001) analyses gender differences in mathematics and science achievement in the eighth grade for fourteen OECD countries including Turkey. The study finds that gender differences in mathematics achievement are statistically insignificant in all countries but the Czech Republic. In science, gender differences favour males and are often statistically significant except for five countries including Turkey. In higher education women are often found to outperform men. 

Hyde and Kling (2000) state this to be the case irrespective of the measure of success used. Betts and Morell (2009) report that sex remains a significant predictor of CGPA after controlling for various individual attributes such as ethnic background, SAT scores and the high school attended. Similarly, investigating about 60,000 students from 22 public research universities, Kim, Rhoades and Woodard (2003) find that SAT scores have a significant impact on student graduation, although at the individual level gender is a more powerful correlate of graduation than the SAT score. Women are also found to obtain better grades than would be predicted from their SAT scores (Leonard and Jiang, 1999; Hyde and Kling, 2001; Bridgeman and Wendler, 1991; Wainer and Steinberg, 1992). Many researcher claim that a large part of the under-prediction derives from the difference in course taking patterns of male and female college students. Ruling out differential course selection as an explanation for the under-prediction of female grades, Leonard and Jiang (2009) suggest that females have better study skills than the male students. Other researchers have argued that women receive higher grades than men because they work harder and attend class more frequently (Wainer and Steinberg, 1992).

Bridgeman and Wendler (2011) find that women typically had equal or higher grades in math classes. Wainer and Steinberg (1992) on a sample of 62,000 students conclude that although women had lower SAT-M scores, they received similar grades from first-year math courses. Cohn et al. (1998), on the other hand, find gender to an insignificant determinant of success in courses on macroeconomics. The literature survey on gender differences in scholastic performance at different levels indicate mixed results. However, one common finding is that females outperform their male counterparts in higher education. In what follows next, we shall try to see whether this is also true for Turkey.

La Paro & Pianta (2000) presented evidence that older children fare better academically than their younger, age appropriate peers. On the other hand, Uphoff & Gilmore (2005) used research evidence about the relationship between age and achievement as well as other evidence to argue that the older and/or more mature students in a class fare better than younger classmates. In contrast DeMeis & Stearns (2002) and Dietz & Wilson (2005) found no significant relationship between age and achievement. Langer, Kalk, & Searls (2014) found significantly higher achievement of the oldest as compared to the youngest students at age nine but this difference disappeared by age seventeen.

The results from prior studies about the effect of age on academic achievement are mixed. Coleman, Campbell, Hobson, McParland, Mood, Weinfield, York (2006) and White’s (2012) studies showed that as students become older, the correlation between age and school achievement diminishes. Grissom (2004) in his study concluded that the negative relationship between age and achievement remains constant over time. According to White (2012) schools provide equalizing experiences, and thus the longer students stay in the schooling process, the more the impact of age on student achievement is diminished. In addition, as the students move up the age there would more students drop out of school, thus reducing the magnitude of the correlation. 

2.3 Objective three: The possible ways on how to improve the school environment in order to improve on students’ academic performance in private secondary schools. 

Assess the school environment and identify five areas for easy improvement and make an action plan together with the children and it is such an integral part of the daily experience and is largely determined by the leadership skills in private secondary schools, and a host of other influences, but it is primarily about feeling appreciated for what you do and it begins with you, (Cash, Carol, 1993)

Lynne White (1997) stipulates that make sure children have safe water for drinking in school and then organize regular “Clean and Healthy School Days” for example, all students can clean their school compound once a week. Select “child monitors for health”, to report on disease prevalence in their community. 

Invite the children to make an environmental map of the community to identify resources and sites in need of protection and improvement. He added that Getting and giving positive feedback is the most direct way each of us can create a school climate conducive to high learning and happiness, (Drolly, 2000). Corcoran (2004) suggests the need to involve parents in concrete activities to improve hygiene facilities at school. They can, for example, construct latrines and begin by seeking positive feedback for yourself and noticing the positive contributions made by others. 

Take early steps to an environmentally friendly school, by recycling, set up a compost bin, arranging a kitchen garden, planting trees and making sure that water is not wasted. Arrange hand-washing facilities with soap or ash close to the latrines/toilets. Make sure they are used and maintained, (Glen, 2007). Assess together the hygienic habits of children and their parents in school and at home then identify five bad behaviours that affect children’s health and set up goals to change them (Johnson, 2007).

Review the nation’s curriculum and make suggestions on how hygiene and environment can be better incorporated. It’s easy to feel unimportant, ineffective and taken for granted while that may appear obvious, it seems almost human nature to notice when things go either exceptionally well or horribly wrong, and to pay little attention when things simply go right. Virtually nobody pays attention when they flip a switch and the light goes on, but everybody notices when the lights go out, (Berner, 2002)

Michigan (2009) stipulates that give your students a class assignment to write at least two specific things about you that they like the most and that help them be successful. He also added that you can also have your students do this with each other to help improve the classroom climate and performance. School climate is hard to quantify but very palpable when you are in the same place every day. 

Richard Neuroth (2001), suggests to parents to write down at least one positive thing they have heard or seen from their child about your class and you can make this into an extra credit assignment that requires students to return a written answer from their parents. This will give kids an incentive to interact with their parents and in a crowded supermarket, parents respond rapidly to a child’s tantrum, but are far less likely to recognize compliance to a spoken request in a normal tone. 

CHAPTER THREE

METHODOLOGY

3.0 Introduction 

This chapter presents the research design, study area, the target population, sampling design, data instrument, data collection procedure, data management and analysis, ethical consideration and anticipated limitations.

3.1 Research Design

The study adopted a descriptive survey design and both qualitative and quantitative methodologies of data collection and analysis. Descriptive survey design helped in gathering information about a large number of people by interviewing only a few of them. This served many functions such as exploration, description and explanation. The study also relied on both qualitative and quantitative data which provided detailed, effective and accurate information that explained and explored the problem under study. Qualitative methodology was used for organizing, summarizing and presenting the interpreted data. Quantitative method was used to establish the degree of the problem in terms of response from the respondents.

3.2 Area of study

The study was undertaken in Lumino Sub County – Busia district in the Eastern part of Uganda. This was because the area has many private secondary schools.

3.3 Study population 

The study involved Head-teachers, teachers, and students. The study used the above categories of people since are stakeholders in education system and believed to be knowledgeable about the school environment program and performance of students in secondary schools.  

3.4 Sample 

The sample for the study was 40 respondents and this included Head-teacher from each school was selected as study respondents.  Head teachers were utilized as key informants. In all, 40 respondents were selected from the study.  

Table 3.1: Sample size 

3.5 Sampling Procedures

Schools in Lumino Sub County was grouped into strata; privately owned. From each stratum, a sample of 4 schools was selected using simple random sampling following a table of random numbers.  However, the sampling process was based on the size of the school in terms of number of staff, enrolment, location and academic performance at national examinations.  All schools were equally important in order to generate reliable results. Respondents were grouped into three strata; Head-teachers, teachers, and students in the study area. Teachers and students were randomly selected. Simple random sampling was preferred because it is non-biased.

3.6 Instruments of data collection

The study used two categories of research instruments; self-constructed and self- administered questionnaire and an interview guide. Both open and close-ended questions were designed for each category of respondents.

3.6.1 Questionnaire

These were self-constructed and self-administered to head teachers and teachers. The questionnaire was designed in the way of both open and closed in nature. The questionnaire method was preferred because it was time saving, cheap and it collected responses with minimum errors and high level of confidentiality.

3.6.2 Interview Schedule

An unstructured interview schedule which contained open-ended questions was used as a guide to obtain qualitative data from students. The interview schedule was used because they have a high completion rate compared to other methods. Interviews were also guaranteeing an immediate feedback. 

3.7 Procedures of Data Collection

Before data collection, the researcher ensured the approval of the research instruments especially the interview guide. He obtained the introductory letter from the Department of Teacher Education and Development Studies which then he introduced himself to the authorities. He sought participants’ consent; the researcher made appointments when to meet them for interviews and data collection. Finally, the data collected was analysed and presented.

3.8 Data Analysis and processing

Data analysis was done after collecting the raw data from the field, editing and checking for accuracy of information, consistency and uniformity. The collected data was analyzed both quantitatively and qualitatively. Quantitative data was grouped and statistical description such as tables showing frequencies and percentages and pie- charts was developed for better representation of the study findings.  

Qualitative data refers to the data collected from respondents that cannot be easily presented in numerical form and the researcher analyzed this type of data by only identifying the responses from respondents that was relevant to the research problem at hand. Mainly such data was analyzed in way of explaining the facts collected from the field under which the researcher was in position to use themes developed from the study objectives as the researcher was also in position to quote respondents responses.

3.9. Data presentation

Frequency tables and charts aided in presenting the data using Microsoft excel. Also responses was integrated into the report in a more descriptive and analytical manner.

3.10 Limitations of the study

The researcher further was faced with a problem of some respondents not providing information for the study as information relating to the study variables, however to this, researcher explained to respondents that the information would only be for the academic purpose while making them to understand the study variables.

The study was limited to a representative sample due to high expenses that were involved in terms of time and funds since this research was self-funded. However, the researcher strived to solicit for funds from family members and friends.

Another limitation was the scarcity of recent literature relating to the study under investigation due to lack of text books in the library. However, the researcher sourced information from the internet, newspapers and previous reports.

3.11 Summary

The above section highlights in detail the process of this research. In this study, qualitative research methods were used and general information about the study area as well as reasons for this choice was discussed. The analysis was done by combining both theoretical and analytical approaches. It was important to remember that the findings presented in this study are specific to this study based on the research approach employed.

CHAPTER FOUR

EMPIRICAL ANALYSIS

4.0 Introduction

This chapter presents the results and discussions that answer the objectives. It presents the results of the study in form of Tables and graphs in line with study objectives; to investigate the impact of the school climate on students’ academic performance, to find out other factors that affect students’ academic performance and to suggest the possible ways on how to improve the school environment in order to improve on students’ academic performance in private secondary schools.

4.1 Data presentation 

4.1.1. Background information of the respondents 

Background information of the respondents was also considered by the study. Under the respondents background, different variables were considered which included was gender, age, marital status and education level of the respondents as well.

Gender of respondent

The study had both male and female respondents and male persons were more than female ones interacted with.

Table 2: Showing gender distributions of respondents

Source: Primary Data 2018

According to findings as in Table 2, 25(63%) of respondents were found to be male persons while only 15(37%) were female respondents. This was because the study was voluntary and thus more male persons compared to female ones were much more willing to participate and express their views comfortably. However the female respondents in the study also were crucial in revealing information that the study used to generate this report. The study was desirous to understand how men perceive the contribution of school environment and performance of students in secondary schools in relation to the perceptions of women.

Figure 1: Showing gender distributions of respondents

    Source: Primary Data 2018

Age of respondents

The study sought to identify the age groups of respondents, various responses were obtained and are presented below.

Table 3: Showing age of respondents in years

Source: Primary Data

According to table 3 above, various age groups were established; 10%(4) of respondents were in below 25 years age group, between 26-35 were 50%(20) respondents, 25% respondents were in the 36-45 age group while 15%(06) persons were above 46 years of age.  It should be noted that age groups serve to preserve the privacy of respondents most especially female who find it hard to disclose their exact age in years but a range makes them comfortable.

Marital status of respondent

The study considered the marital status of respondents and the married, single, widowed and separated/divorced persons were interacted with while in the field. The established information in relation to marital status was revealed as in Table 3 below.

Table 4: Showing marital status of respondents

Source: Primary Data, 2018

The study found out that 06(07%) of respondents were married, only a respondent (01%) had separated/divorced, 03(02%) of them were widow(er) while single persons were the majority thus constituting 70(87%) of the total respondents. All the students within the secondary schools selected were all single meaning that had no responsibilities that that could stop them from concentrating on books. 

The marital status of the respondents was there an important factor to understand the causes of poor performances of students. Therefore, the marital status of respondents had no bias in as far as influencing the responses and understanding of study variables that were under investigation.

Education level of respondents

The study examined the education level of respondents so as to guide the flow of interview in as far as asking specific questions to specific education level of respondents was concerned. The study considered only three variables and they were; diploma, degree and other levels of education.

Table 5: Showing education level of respondents

Source: Primary Data 2018

The study found out that majority of respondents had other levels of education like certificates while some were students in secondary schools, they comprised 31(77.5%) of the total study respondents. On addition, the study had diploma level respondents who made 6(15%) of the total respondents and mainly were teachers of selected secondary schools in the Sub-county and 03(07.5%) of the respondents had degrees as the level of education as all the four heads teachers in the selected schools had the same education level. Respondents’ level of education determines the ability to give valid information to the study. Findings from the study revealed that teachers in secondary schools have ability to provide quality education to the students despite the poor performance of many schools under the program. This is so because, teachers in schools possess the minimum requirements level of education needed for the students to perform well.  Qualitative results during data analysis however revealed that teachers in school schools do at times not teach due to delay in paying their remuneration as well as not being paid in time that limit their competence while teaching.

Objective I: The impact of the school climate on students’ academic performance

To what extent does school climate influence the academic achievement of secondary school students? The data that provided answer to the research question are presented on Table 6.

Table 6: The impact of the school climate on students’ academic performance

Source: Primary Data

According to the table 6 above, most of the respondents (62.5%) of the respondents agreed with students who feel safe, cared for and supported have better academic achievement, 22.5% of them disagreed and only 15% of them were not sure. This implies that adequate care and support to students stimulates academic performance of students. 

Similarly, 65% of the respondents agreed with positive interpersonal relationships and optimal learning opportunities in a school environment can increase achievement levels of students, 15% of the respondents disagreed, 20% of the respondents were not sure. 

Furthermore, results indicates that, most of the respondents (75%) of them agreed with culturally conscious school climate can significantly shape the degree of academic achievement level of students, 15% of them disagree, 10% of the study respondents were not sure. 

Respondents (90%) agreed with students in schools with a better school climate have higher achievement and better socio emotional health, none of them disagreed and only 10% of them were not sure. This implies that school climate influence the academic achievement of secondary school students.

Objective II: The other factors that affect students’ academic performance 

The second objective of the study sought to identify the other factors that affect student’s academic performance. Various responses were obtained and are presented below;

Table 7: The other factors that affect students’ academic performance

Source: Primary data

From Table 7 above, reveals that the other factors that affect students’ academic performance in many ways and aspects for example findings show that no respondents opposed the level of education of parents compared to those who concurred (97.5% strongly agreed and 2.5% of them agreed) while no respondent were not sure. 

In addition, fewer respondents (12.5%) opposed level of family income compared to those who concurred (57.5%) while only 30% were not sure. This implies majority of the responses indicate that the level of family also affects student’s academic performance.

No respondents opposed the parents’ marital status compared to those who concurred (97.5%) who strongly agreed and the remaining 2.5% of the respondents agreed. While fewer respondents (2.5%) opposed teacher’s competence compared to those who concurred (97.5%) though no respondents were not sure. 

The study findings established a relationship between teacher quality, level of education of parents, level of family income, parents’ marital status and pupils’ academic achievement in secondary schools and this finding relate with a wide range of findings on the relationship between teacher quality in and student outcomes. 

Objective III: The possible ways on how to improve the school environment in order to improve on students’ academic performance in private secondary schools.

The study also sought to suggest the possible ways on how to improve the school environment in order to improve on students’ academic performance in private secondary schools. Obtained responses are presented in table 8 below;

Table 8: Possible ways on how to improve the school environment

Source: Primary Data

From Table above, findings show that fewer respondents (42.5%) opposed involve students in the formulation of an action plan to improve key areas in the school environment compared to those who concurred (57.5%) while only 7.5% were not sure. 

Similarly, fewer respondents (30%) opposed involve parents in concrete activities to improve hygiene facilities of the school compared to those who concurred (62.5%) while only 7.5% were not sure. 

Findings as shown in table above indicate that fewer respondents (35%) opposed the statement that improvement in the availability and management of school facilities compared to those who concurred (50%). 

4.2. Data analysis

Objective I: Findings on the impact of the school climate on students’ academic performance

Students in schools with a better school climate have higher achievement and better socio emotional health

According to table 4.6, it was found out that 90% of the respondents agreed that students in schools with a better school climate have higher achievement and better socio emotional health. This implies that school climate influence the academic achievement of secondary school students.

This finding collaborates with the views of one of the interviewees when he said that;

“The interaction of various characteristics of school and classroom climate can create a fabric of support that enables all members of the school community to learn at optimum levels and obtain better grades”

This marks thus revealed that a safe, collaborative learning environment where students feel safe and supported report increase morale and retention in schools. This finding agrees with the views of Megan (2002), whose research on school climate in high-risk urban environments indicates that a positive, supportive, and culturally conscious school climate can significantly shape the degree of academic success experienced by urban students.

Culturally conscious school climate can significantly shape the degree of academic achievement level of students

Results indicated that (75%) of the respondents agreed with culturally conscious school climate can significantly shape the degree of academic achievement level of students. This has the implication that the climate that the school positively affects the level of achievement that a student may attain. One of the respondents had this to say;

“Students who are connected to school (for example feel safe, perceive themselves to be treated fairly by adults, are happy to be in school, feel they are a part of the school community, and feel close to people at school) obtain better results”

This is because schools with a good and conducive environment that has the best type of teachers, instructional materials and physical facilities will produce better school leavers with high achievement. This concurs with Aliade (2008) who pointed out that most at times parents of students are not satisfied with the facilities provided in their school. Also, the extent at which some teachers, exhibit high level of indiscipline does not seem to portray them as role models. They rather encourage indiscipline among students by their attitudes. This may have negative influence of students’ academic achievement.

Positive interpersonal relationships and optimal learning opportunities in a school environment can increase achievement levels of students

From results, 65% of the respondents agreed with positive interpersonal relationships and optimal learning opportunities in a school environment can increase achievement levels of students. This implies that positive interpersonal relationships and optimal learning opportunities can increase achievement levels for students.  

“When infrastructural facilities are in dilapidated conditions, lack of trained teachers and other facilities that promote teaching and learning are also in short fall may tend to lead to poor students’ academic achievement in schools”.

The learning environment determines to a large extent how a student behaves and interacts, that is to say that the environment in which we find ourselves tend to mould our behaviour so as to meet the demands of life whether negatively or positively. The finding is in agreement with Tsavga (2011) maintains that the learning environment plays a vital role in determining how students perform or respond to circumstances and situations around them. This implies that no society is void of environmental influences. 

Students who feel safe, cared for and supported have better academic achievement

Majority of the respondents (62.5%) agreed with students who feel safe, cared for and supported have better academic achievement. This implied that adequate care and support to students stimulates academic performance. Thus, a negative school climate reduces student participation in school activities and student learning. This finding agree with Ajewole and Okebukola (2000), a number of factors are said to have contributed to the students’ poor academic achievement in school. The authors stress that a host of these factors may surround students’ poor achievement in school which may include: poor study habits and lack of available resource materials, poor school climate, indiscipline, inadequate facilities, teachers’ ineffectiveness, the teaching method and the type of learning environment available for both the students and the teachers. 

From the researcher’s view, the poor performance of students may be a reflection of the type of poor learning environment. 

Objective II: Findings on the other factors that affect students’ academic performance 

The level of education of parents

Most students were found to be affected by the level of education of their parents. This was manifested by 40 respondents who agreed and constituted 100%. This was supported by the response of one of the interviewees;

“Parents education level plays an important role in the amount of parent involvement. The higher education level of the parents, the students more likely will have better academic achievement”

This finding concurs with Karshen (2003) who said that students whose parents are well educated get higher positions than those whose parents are not educated. Educated parents help their children in school work activities. More educated parents create environment that facilitate learning. They involve themselves in children’s school activities and school environment.

Level of family income

From findings, majority of the respondents (57.5%) indicated the level of family income as another factor that affect students’ academic performance. Parents play a pivotal role in the educational development of their children. Their involvement in the education of the children is of immense benefit to the child, the school and the parents as well. 

The finding collaborates with the responses from one of the interviewees;

“With adequate care, tutelage and active participation of parents in the child’s educational activities like monitoring of homework, participation in extracurricular activities, parent-teacher association, and other school related activities, the child is more likely to be courageous and as such do well at school”

Students from well rich families have all the learning materials needed for studies. This finding concurs with Keane (2005) who study reported that parents’ education and family income positively influence the types of literacy-related materials, behavior in the home and parents and child relationship. Children from parents who are professionals have the capability and potential to perform better and improve in their academic pursuit probably because of the provision of learning materials needed by their children.

Parents’ marital status

Results indicated that parent’s marital status is another factor that affects students’ academic performance. The home environment that is tensed due to divorce or unhealthy atmosphere of quarrelling; fighting due to large family size and polygamy cannot favour learning, as the mind of the pupils will not be settled in order to give room for creativity.  One participated was quoted;

“Single parenthood due to broken home, death, widowhood and intact home affect the academic performance of students”.

The study finding agrees with Ogbemudia and Aiasa (2013) who maintained that physical and psychological conditions of the home environment affect the children academically. Ekanem (2004) stated that harmonious home create emotional stability in the child at home and subsequently throughout his school life. 

Teacher’s competence

The study revealed that 97.5% of the respondents mentioned teacher’s competence as also a major factor that affects students’ academic performance. Students taught by experienced teachers performed better than those taught by inexperienced teachers. This might be due to the fact that the quality of education and instruction depends on the arrangement of the resources at the disposal of the teacher. 

The finding collaborates with the responses of one of the interviewee who said that;

“The quality of education and instruction depends on the arrangement of the resources at the disposal of arrangement of the resources at the disposal of the teacher”. This requires a lot of experience by the teacher. 

The performance of the students and indeed the learners is guaranteed when an effective and efficient instructional process takes place. This is in agreement with the findings of Awodi (2014) who observed that students taught by experienced teachers performed better than those taught by inexperienced teachers. 

Objective III: Findings on the possible ways on how to improve the school environment in order to improve on students’ academic performance in private secondary schools.

Involve students in the formulation of an action plan to improve key areas in the school environment

From findings, 57.5% of the respondents indicated that schools should involve students in the formulation of an action plan to improve key areas in the school environment. This would help to focus on areas that improve the climate that most students desire. As a result, the performance of students can be improved. This would involve giving students a class assignment to write at least two specific things about what they like the most and that help them be successful. You can also have your students do this with each other to help improve the classroom climate and performance. School climate is hard to quantify but very palpable when you are in the same place every day. 

The finding agree with Cash & Carol (1993) who reported that in order to improve on the school environment, there is need to assess the school environment and identify five areas for easy improvement and make an action plan together with the children and it is such an integral part of the daily experience and is largely determined by the leadership skills in secondary schools.

Also invite the students to make an environmental map of the community to identify resources and sites in need of protection and improvement. Drolly (2000) added that Getting and giving positive feedback is the most direct way each of us can create a school climate conducive to high learning and happiness. 

Involve parents in concrete activities to improve hygiene facilities of the school

From findings, 62.5% of the respondents reported that another strategy that can improve school environment would be the involvement of parents in concrete activities. Corcoran (2004) suggests the need to involve parents in concrete activities to improve hygiene facilities at school. They can, for example, construct latrines.

Richard Neuroth (2001), suggests to parents to write down at least one positive thing they have heard or seen from their child about your class and you can make this into an extra credit assignment that requires students to return a written answer from their parents. This will give kids an incentive to interact with their parents and in a crowded supermarket, parents respond rapidly to a child’s tantrum, but are far less likely to recognize compliance to a spoken request in a normal tone

Improvement in the availability and management of school facilities

Majority of the respondents (50%) revealed that improvement in the availability and management of school facilities is another strategy to improve the environment at schools. Take early steps to an environmentally friendly school, by recycling, set up a compost bin, arranging a kitchen garden, planting trees and making sure that water is not wasted. Arrange hand-washing facilities with soap or ash close to the latrines/toilets. Make sure they are used and maintained. 

This concurs with Johnson (2007) who lamented that school climate can be improved by assessing together the hygienic habits of children and their parents in school and at home then identify five bad behaviours that affect children’s health and set up goals to change them.

Review the nation’s curriculum and make suggestions on how hygiene and environment can be better incorporated. It’s easy to feel unimportant, ineffective and taken for granted while that may appear obvious, it seems almost human nature to notice when things go either exceptionally well or horribly wrong, and to pay little attention when things simply go right. Virtually nobody pays attention when they flip a switch and the light goes on, but everybody notices when the lights go out (Berner, 2002)

This finding is in consonance with the opinion of Hallak (1990) who states that facilities form one of the potent factors that contribute to academic achievement of students in the school system. They include the school buildings, classroom, accommodation, libraries, laboratories, furniture, recreational equipment, apparatus and other instructional materials. He went further to say that their availability, relevance and adequacy contribute to academic achievement of students. He however, quickly added that unattractive school buildings and overcrowded classrooms among others contribute to poor academic achievement of the students in primary and other levels of education. 

Therefore, it is required that school environment is improved so as to improve the general performance of students in private secondary schools.

CHAPTER FIVE

CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter presents the conclusion and recommendation of the findings presented   in the previous chapter. The conclusion which is also based on the findings of the study and the finally the recommendation.

5.1. Conclusion

Based on the results of this study, 

It was concluded that school climate, discipline and physical facilities has significant influence on academic achievement of secondary school students.  The study found out that students who feel safe, cared for and supported have better academic achievement, positive interpersonal relationships and optimal learning opportunities in a school environment can increase achievement levels of students, culturally conscious school climate can significantly shape the degree of academic achievement level of students and schools with a better school climate have higher achievement and better socio emotional health.

The other factors that affect students’ academic performance include the level of education of parents, the parents’ marital status, teacher’s competence and level of family income. Students taught by experienced teachers performed better than those taught by inexperienced teachers. This might be due to the fact that the quality of education and instruction depends on the arrangement of the resources at the disposal of the teacher. Parents also play a pivotal role in the educational development of their children. Their involvement in the education of the children is of immense benefit to the child, the school and the parents as well.

Therefore, to improve the school environment; schools should involve students in the formulation of an action plan to improve key areas in the school environment, also involve parents in concrete activities to improve hygiene facilities of the school and there is need for improvement in the availability and management of school facilities.

5.2. Recommendations

Based on the findings of this study and conclusion, the following recommendations were made:

The Government should provide adequate school physical facilities in primary schools to enhance teaching and learning processes. The Parent Teacher Association (PTA), philanthropist and other charitable organizations are also implored to compliment the effort of the government to boost academic achievement of secondary school students 

Appropriate school authorities should enable to provide a conducive school environment that has good climate for effective teaching and learning. Such environment should be safe, students treated fairly by teachers and happy to be in school as well as feel they are a part of the school.

Effective school discipline should be encouraged by head teachers in controlling teachers’ behaviour capable of jeopardizing students’ academic achievement in primary schools.

5.3. Areas for further research

A comprehensive study should be carried out based on secondary schools in the district as a whole in related field and also carry out research on teacher’s qualification and study environment.

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APPENDICES

APPENDIX I: QUESTIONNAIRE FOR HEAD TEACHERS AND TEACHERS

Dear Respondents, 

I am Oundo Joshua, a student of Kyambogo University in the final year carrying out a research study on the topic, “The influence of school environment on the academic performance of students in private secondary schools” This is to fulfill the partial requirements for the award of a Bachelor’s degree in Development Studies. Therefore you are rest assured that the information given will be used for only academic purposes and will be treated with total confidentiality. 

THANK YOU IN ADVANCE

Note: Please tick or fill in the appropriate space provided. 

SECTION A: BACKGROUND OF THE RESPONDENTS 

1. Gender of the respondent 

a). Male b). Female 

2. Age of the respondent 

a). Below 25 years b). 26-35 years 

c). 36-45 years d) 46-55 years 

e). above 55 years 

3. Marital status of the respondent 

a). Married b). Single 

c). Widowed             d). Separated/divorced 

4. Education level of the respondent 

a). Secondary b). Diploma 

c). Degree  

d). others (specify) —————————————————————

SECTION B: Impact of school facilities on the student’s academic performance 

5. Rate your degree of agreement to the statements given in the table below showing impact of school facilities on the student’s academic performance. Tick the best option. : 1-Strongly Agree (SA), 2- Agree (A), 3-Not Sure (NS), 4-Disagree (D) and 5-Strongly Disagree (SD).

6. Are there impacts of school facilities on the student’s academic performance?

1. Yes
2. No

7. If yes, please specify …………………………………………………………………

SECTION C: other factors affecting performance of students in private secondary schools

8. For the following sub-sections, supply appropriate facts about the factors that affect your performance. Tick on the digit that gives the most objective and accurate rating.

Others (specify) ………………………………………………………………………..

SECTION D: possible ways to improve the school environment in order to improve on students’ academic performance. 

9. What are the possible ways to improve the school environment in order to improve on students’ academic performance in private secondary schools? Tick the best option. : 1-Strongly Agree (SA), 2- Agree (A), 3-Not Sure (NS), 4-Disagree (D) and 5-Strongly Disagree (SD)

10. Others, please specify 

———————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————–

THANK YOU VERYMUCH

APPENDIX II: INTERVIEW GUIDE FOR STUDENTS

Dear Respondents, 

I am Oundo Joshua, a student of Kyambogo University in the final year carrying out a research study on the topic, “The influence of school environment on the academic performance of students in private secondary schools” This is to fulfill the partial requirements for the award of a Bachelor’s degree in Development Studies. Therefore you are rest assured that the information given will be used for only academic purposes and will be treated with total confidentiality. 

Thank You In Advance

1. Name of the respondent
2. Name of the school 
3. Gender of the respondent 
4. Age of the respondent 
5. Level of education  
6. Do you have enough teachers in this school? 
7. Does your school have enough reading materials? 
8. Are you congested in your class and does it affect your performance? 
9. What other factors influence your performance? 
10. What should be done to improve on your performance? 

THANK YOU, VERY MUCH

APPENDIX III: FOCUS GROUP DISCUSSIONS FOR STUDENTS

Dear Respondents, 

I am Oundo Joshua, a student of Kyambogo University in the final year carrying out a research study on the topic, “The influence of school environment on the academic performance of students in private secondary schools” This is to fulfill the partial requirements for the award of a Bachelor’s degree in Development Studies. Therefore you are rest assured that the information given will be used for only academic purposes and will be treated with total confidentiality. 

Thank You In Advance

1. Name of the school 
2. Do you have enough teachers in this school? 
3. Does your school have enough reading materials? 
4. Are you congested in your class and does it affect your performance? 
5. What other factors influence your performance? 
6. What should be done to improve on your performance? 

THANK YOU, VERY MUCH