Assessing The Causes of Poor Performance in Geography At Advanced Level in Secondary Schools in Ntungamo District: A Case Study of Rubaare Sub-County.
This study aimed to find out the causes of poor performance in geography at an advanced level in secondary schools in Rubaare sub-county Ntungamo District. The study objectives were:- To asses the school-related factors that cause poor performance in geography at the advanced level in secondary scho...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | en_US |
| Published: |
Kabale University
2024
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.12493/1918 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This study aimed to find out the causes of poor performance in geography at an advanced level in secondary schools in Rubaare sub-county Ntungamo District. The study objectives were:- To asses the school-related factors that cause poor performance in geography at the advanced level in secondary schools. To establish the environmental-related factors that cause poor performance in geography at the advanced level in secondary schools. To identify strategies to minimize poor performance at the advanced level in secondary schools. The study was conducted at three randomly selected schools in Rubaare sub-county Ntungamo District. A total sample of 69 respondents was selected to represent other schools in the sub-county. The targeted population was students, teachers, and head teachers. The researcher used questionnaires and interviews to collect accurate data. The data collected were analyzed using qualitative techniques and presented in tables, frequencies, and percentages. The study revealed that there was school related that, there were school-related, environmental factors that cause poor performance in geography at an advanced level in secondary schools and strategies to minimize poor performance at the advanced level. Conclusions and recommendations were made per the study findings in chapter four. |
|---|