Abstract:
Attending boarding school has long been a part of the educational culture in Uganda. For a
significant number of students, boarding is a necessity due to distance from suitable schools or
potential lack of resources in remote or regional areas. The main objective of this study is to
compare the academic performance in mathematics of day and boarding schools in UCE
Examinations.
Secondary data was the major source of data collection and analysis which comprised of UCE
results of three different schools to support in data analysis. The spearman’s rank correlation
coefficient and the average mean score were used for data analysis.
Results showed that there was a significant different in the academic performance in
mathematics of boarding and day schools in Tororo, a difference in students learning
approaches and environment affects the mathematics performance of day and boarding school.
The results showed that boarding schools’ performance in mathematics with mean average score
of C4 was better than day school performance with mean average score of p7.
The key Recommendations of this comparative study show that, government should ensure
equal distribution of teaching and learning resources, reduce congestion of qualified teachers
in boarding schools in order to improve on the academic performance day school.
