ABSTRACT

This study investigated the socio-economic factors in teaching and learning achievements in secondary schools in Uganda focusing on senior two students. The objectives of the study were; to find out how students ‘home and family background determine their learning achievements, to investigate the effect of students ‘ characteristics on learning and to examine the effect of school characteristics on students’ learning achievements. Southern African Consortium for Monitoring Education Quality III 2007 data set was utilized in this study. The data was collected using a stratified two-stage cluster sample design. The levels of data analysis included univariate frequency tables and descriptive statistics were used to explain background information. At the Bivariate level, the statistical significance of the association between the dependent variable and the independent variables was established using the Pearson chi-square test with the significance level fixed at 5%. exploratory factor analysis was used to come up with latent variables that were fitted in the linear regression model, with student‘s performance as the dependent variable Empirical results reveal that grade repetition (p- 0.002,), place of stay (p 0.020,1, use of information communication technology (p - 0.048,), parents’ education level (p’- 0.000,), experience of the Headteachers (p 0.036), distance to social service centres (‘72’-’ 0.017) and access to instructional and learning materials (p 0.000) are each important in determining learner performance in secondary schools in Uganda. On the other hand students’ characteristics, socio-economic status, availability of meals at home, homework help and teachers’ characteristics are significant in determining students ‘learning achievements in Uganda. The government of Uganda through the education sector should procure enough learning and instructional materials for all secondary schools, and also allocate resources towards the development of boarding sections in secondary schools which is currently underdeveloped. It is also recommended that the Ministry of Gender and Social Development develops strategies for strengthening adult literacy campaigns