Faculty of Education, Arts and Media Studies [FEAMS]

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Browsing Faculty of Education, Arts and Media Studies [FEAMS] by Subject "Academic Achievement"

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    Self-Awareness as Part of Socio-Emotional Learning and its Implications on Academic Achievement among O-level Students in Secondary Schools in Kyabugimbi Sub County, Uganda
    (East African Nature & Science Organization, 2024) Alexson Bukenyo Musinguzi; Irene Aheisibwe; Emmanuel Ahabwe
    Introduction: Academic achievement is one of the most important variables in determining educational outcomes and success outside of school. This study is about the relationship between self- awareness as part of socio-emotional learning and its implications on students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Objectives: The study sought to examine the relationship between self-awareness and students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Methodology: A cross-sectional study design was used where data was collected at a single point in time. The study population comprised of 2,682 students in S1-S3 in six secondary schools in Kyabugimbi Sub County. The sample size comprised of 235 students. Data was collected using a self-administered close-ended questionnaire and analyzed by generating inferential statistics. Findings: The study findings show a strong positive significant relationship (r=0.681**; p<0.05) between self-awareness and students’ academic achievement among O-level students in secondary schools. Conclusions and recommendations: The study concludes that self- awareness is one of the critical aspects for socio-emotional learning that play a significant role towards the students’ academic achievement. The study recommends policymakers to prioritize self- awareness programs in schools, integrating self-awareness activities into the school curriculum, training teachers to help students develop self-awareness and educating parents on fostering the importance of self-awareness needs of their children at home
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    Self-Awareness as Partof Socio-Emotional Learning and its Implications on Academic Achievement among O-level Students in Secondary Schools in Kyabugimbi Sub County, Uganda
    (East African Nature & Science Organization, 2024-09-13) Alexson Bukenyo Musinguzi; Irene Aheisibwe; Emmanuel Ahabwe
    Introduction: Academic achievement is one of the most important variables in determining educational outcomes and success outside of school. This study is about the relationship between self-awareness as part of socio-emotional learning and its implications on students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Objectives: The study sought to examine the relationship between self-awareness and students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Methodology: A cross-sectional study design was used where data was collected at a single point in time. The study population comprised of 2,682 students in S1-S3 in six secondary schools in Kyabugimbi Sub County. The sample size comprised of 235 students. Data was collected using a self-administered close-ended questionnaire and analyzed by generating inferential statistics. Findings: The study findings show a strong positive significant relationship (r=0.681**; p<0.05) between self-awareness and students’ academic achievement among O-level students in secondary schools. Conclusions and recommendations: The study concludes that self-awareness is one of the critical aspects for socio-emotional learning that play a significant role towards the students’ academic achievement. The study recommends policymakersto prioritize self-awareness programs in schools, integrating self-awareness activities into the school curriculum, training teachers to help students develop self-awareness and educating parents on fostering the importance of self-awareness needs of their children at home.
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    The Effect of the Affective Attitude on Academic Achievement in Biology among O-Level Secondary School Students in Sheema District
    (East African Nature & Science Organization, 2025-08) Oscar Bruce Natumanya; Dr. Irene Aheisibwe, PhD; Dr. Ronald Bahati, PhD
    This study aimed to assess the effect of the affective attitude on academic achievement in Biology among O-Level Secondary School Students in Sheema District. A cross-sectional research design was employed, using a quantitative approach. The target population consisted of 1,400 learners, 6 head teachers, and 24 biology teachers, with a sample size of 332. Data were collected through structured questionnaires distributed to 324 learners and 6 head teachers. Quantitative data were analysed using descriptive statistics and multiple regression analysis. The study found a significant positive correlation between affective attitude and academic achievement in biology, with a correlation coefficient of 0.781. The study concluded that affective attitude plays a vital role in academic achievement in biology, with students who had a higher emotional connection to the subject performing better. Based on these findings, the study recommended that the government integrate motivational programs into the curriculum, including career guidance, emphasising biology-related fields.