Abstract:
The study set out to examine the factors affecting academic performance of Pupils in UPE under UPE in Uganda, a case of Tororo district. The objectives of the study were, to find out the influence of teacher factors, student factors and the school factors in influencing academic performance in UPE under UPE schools in Tororo district. The study was grounded on two theories; the systems theory by Bertalanffy (1920) and Maslow (1954) theory of motivation. A cross sectional survey design based on qualitative and quantitative approaches was UPEd to get the findings. The target population comprised of 121, head teachers, teachers, Pupils, student leaders, district education officers, Board of governors’ members, community leaders were randomly and purposively sampled. The methods of data collection included: questionnaire survey, interview, observation and documentary review. Descriptive and inferential statistical analyses were UPEd and the data was presented using frequency tables and correlation matrices. The study found out that most of the teachers were well trained and qualified but not well motivated. Most Pupils were never punctual for lessons, were indiscipline and were never interested in learning. The schools had functional laboratories, poorly stocked libraries and limited staff accommodation and inadequate support from government. It was concluded that there existed a significant positive relationship between teacher factors, student factors, school factors and academic performance. The researcher made the following recommendations as: there is need to motivate the teachers, encourage Pupils to work hard to pass and need for more government and parental support to the schools. Finally, further studies on motivational strategies and staff performance in Tororo District could be explored.
