School rules and regulations and learners’ academic performance in Uganda, a case study of selected government primary schools in Rupa sub county Moroto district, Uganda.

Abstract

The introduction of universal primary education by the Uganda government in February 1997 was a strategy that saw the influx of all Learners enrolled in primary schools. This gave an opportunity for all Learners even those who in the past would not have accessed education to join primary schools because their needs where meet and this allowed them to join primary schools. The purpose of the study was to investigate the influence of school rules and regulations on learner’s academic performance, a case of selected government primary schools in Rupa sub county Moroto district. The objectives of the study were; To establish the practices of monitoring and evaluation of learner’s performance in selected government primary schools in Rupa sub county, Moroto district. To establish the effects of school administrators, support on the use of school rules and regulations on Learner’s performance in selected government primary schools in Rupa sub county, Moroto district. To analyze the influence of school administers support on continuous professional development on pipuls performance in selected government primary schools in Rupa sub-county, Moroto district. The population consisted of learners, teachers, headteachers and chairpersons school management in Rupa subcounty, Moroto district, with a sample size of 60 respondents. Data were collected through questionnaires and interviews, ensuring comprehensive understanding of school rules and regulations and learners’ academic performance. The findings as per each objective were: Objective 1.The study revealed that while monitoring and evaluation of learners’ performance is perceived to have significant effect on learners performance,there was poor performance in the period reviewed.No one got Division one,few learners passed in Division two and three. Objective 2.The findings strongly indicate that the effect of school administrator support on the use of rules and regulations on learners’ performance had a weak positive and significant effect on learners’ performance at 40.0% Objective 3.The findings revealed that the school administrators support,continuous professional development on use of rules and regulations on learners performance has a weak positive and significant influence on learners performance in selected government primary schools at 18.2%. Teachers and learners need to be involved in the formulation of rules and regulations, there is need to train teachers on use of rules and regulations so as to improve in academic performance. The conclusions were school rules and regulations should be implemented in every level. The recommendations were teachers need adequate training on formulation of rules and regulations.