EFFECT OF SCHOOL ENVIRONMENT ON STUDENTS ACADEMIC ACHIEVEMENT

IN SELECTED PUBLIC SECONDARY SCHOOLS

A CASE STUDY OF BUKONZO COUNTY EAST, KASESE DISTRICT

BAGUMA MUMBAHYA TADEO

21/8/TU/1367/BBSEW

A RESEARCH REPORT SUBMITTED TO THE SCHOOL OF EDUCATION IN

FULFILLMENT OF
THE REQUIREMENTS FOR THE AWARD OF A BACHELOR DEGREE OF
EDUCATION
OF TEAM UNIVERSITY

APRIL 2025

i
 DECLARATION

I BAGUMA MUMBAHYA TADEO declare that this research dissertation is my original work. It

has never been presented anywhere in any institution of higher learning by any individual for any

academic award.

Signed. Date: …………………………….

ii
APPROVAL

I, the undersigned certify that this research dissertation has been written under my guidance and

supervision. It is now ready for submission for approval.

Signed ……………………… Date. ……………………….

Mr. Bahigana Fred

SUPERVISOR

iii
 DEDICATION

This research is dedicated to my beloved family and I pray that they get the urge of furthering their
studies to the highest level.

iv
 ACKNOWLEDGEMENT

I acknowledge the Almighty God for his abundant love and grace for having enabled me to start on

this research journey amidst the waves of life. I would also extend the same gratitude to my

supervisor for the patience and guidance he is rendering unto me in this same project amidst his

busy schedule. In the same vein I wish to appreciate all lecturers and staff within the department of

education and other departments for availing to me their time whenever consulted.

Finally, I am greatly humbled with the effort of my wife who support me with ICT knowledge

and skills in order to fasten my work.

v
 Table of Contents

Contents
DECLARATION..............................................................................................ii
APPROVAL...................................................................................................iii
DEDICATION................................................................................................iv
ACKNOWLEDGEMENT...................................................................................v
CHAPTER ONE...............................................................................................1
INTRODUCTION............................................................................................1
1.0 Introduction...............................................................................................1
1.1. Background to the Study...............................................................................1
1.2. Statement of the Problem...............................................................................2
1.3. Purpose of the Study....................................................................................3
1.4. Specific Objectives of the Study......................................................................3
1.5. Research Questions......................................................................................3
1.6. Conceptual Frame Work................................................................................4
1.7. Scope of the Study;......................................................................................4
1.7.1. Content Scope.......................................................................................4
1.7.2. Geographical Scope................................................................................4
1.7.3. Time Scope..........................................................................................4
1.8. Significance of the Study...............................................................................5
CHAPTER TWO..............................................................................................6
LITERATURE REVIEW....................................................................................6
2.0 Introduction............................................................................................6
2.1. Definition of Key terms................................................................................6
2.2 The contribution of library on students’ academic achievement in public secondary schools
....................................................................................................................6
2.3. The contribution of sanitation on students’ academic achievement in public secondary
schools...........................................................................................................8
2.4 The contribution of classroom on students’ academic achievement in public secondary
schools...........................................................................................................9
2.5. Gaps identified in current literature................................................................10
CHAPTER THREE.........................................................................................11
METHODOLOGY..........................................................................................11
3.0 Introduction.............................................................................................11

vi
3.1. Research Design;......................................................................................11
3.2. Study Population;......................................................................................11
3.3. Sample Size Determination........................................................................11
3.4. Sampling Techniques;.............................................................................12
3.5. Data Collection Methods;............................................................................14
3.6. Data Collection Instruments......................................................................14
3.6.1. Questionnaire.....................................................................................15
3.7. Data Quality Control.................................................................................15
3.7.2 Reliability..............................................................................................16
3.7. Data Processing and Analysis......................................................................16
3.7.1. Quantitative Data Analysis....................................................................16
3.7.2. Qualitative Data Analysis......................................................................17
3.8. Ethical Consideration.................................................................................17
3.9. Limitations of the study..............................................................................17
CHAPTER FOUR...........................................................................................18
DATA PRESENTATION, INTERPRETATION AND ANALYSIS.............................18
4.0. Introduction.............................................................................................18
4.1 BIOGRAPHIC DATA.................................................................................18
4.2 CONTRIBUTION OF THE LIBRARY...........................................................20
4.3 SANITATION IN THE SCHOOLS................................................................24
4.3 STATUS OF CLASSROOMS.......................................................................29
CHAPTER FIVE............................................................................................37
SUMMARY, CONCLUSION AND RECOMMENDATIONS...................................37
5.1. Introduction....................................................................................37
5.2 Summary of findings...................................................................................37
5.3 Conclusion...............................................................................................37
5.4 RECOMMENDATIONS.............................................................................38
5.4.1 RECOMMENDATIONS FOR FURTHER RESEARCH...............................38
REFERENCES..............................................................................................39
APPENDEX B: QUESTIONAIRE.....................................................................40

vii
 ABSTRACT

The purpose of the study was to examine the influence of school environment and students’

academic achievement in selected public secondary schools in Kasese, Uganda. It was guided by

three objectives which were; to examine the contribution of library on students’ academic

achievement, to assess the contribution of sanitation on students’ academic achievement and to

examine the contribution of classroom facility on students’ academic achievement in selected public

secondary schools in Kasese, Uganda. The study adopted a descriptive research design and the

explanatory sequential mixed methods, with a sample of 247 selected from a study population of

660 using Krejcie and Morgan simple table of 1970. The data obtained was analyzed using SPSS

software into percentages, mean and inferential statistics. The study showed that the presence of a

library in a school has a positive correlation with students’ achievement although the relationship is

small, while sanitation had a positive and high correlation on students’ achievement. The study

concluded that the magnitude of contributions to students’ achievements are; sanitation, library and

classrooms respectively. The study recommended that that schools should have well equipped

libraries and good classroom facilities so as to enhance students’ academic achievement.

viii
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter contains the background of the study, statement of the problem, purpose of the

study, specific objectives of the study, research questions, significance of the study, the

scope of the study, the conceptual framework and definition of key concepts.

1.1. Background to the Study

According to Dewey, (1926) ‘education is a continuous process of expressing and of revising

or no revising experiences. It is the development of all those capacities in the individual,
which enables him to control his environment and fulfill his possibilities. the forces of the
environment begin to influence the growth and development of the individual right from the
womb of the mother. Educational process of development occurs in physical, social, cultural
and psychological environment. A proper and adequate environment is very much necessary
for a fruitful learning of the child. Especially the home and the school should provide the
necessary stimulus for learning experience. The child spends most of his time in school and
here his environment is exerting a different influence on performance through curricula,
teaching techniques, relationships.

School environment has been defined by various authors in various ways. Mege, (2014),
defines school environment as “factors within the school that influence the teaching and
learning process. The school environment includes classrooms, library, technical workshops,
teacher’s quality, teaching methods, peers among others that can affect the teaching and
learning process.” This therefore implies that there are various environmental variables and
this may differ from one school to another. Erisa, M., Kigenyi, (2015), postulates that school
environment is broadly characterized by its facilities, classrooms, school based health
supports and disciplinary policies and practices. It concerns the external factors that affect
the students. According to Mick Zais (2011), school environment means the extent to which
school settings promote student safety and student health, which may include topics such as
the physical plant, the academic environment, available physical and mental health supports
and services, and the fairness and adequacy of disciplinary procedures, as supported by
relevant research and an assessment of validity. According to Korir and Kipkemboi (2014)
school environmental factors include school structure, school composition and school
1
climate. In addition, school environmental factors also include safety and order, teacher
relations and collaboration, academic expectations, leadership and teachers’ professional
development factors. In this context therefore school environment refers to physical,
tangible/visible things used in the school setting or atmosphere which may include library,
playground, laboratory, sanitary facilities, and dust bins, among others.

On the other hand, academic achievement is a measure of knowledge gained in formal

education usually indicated test scores, grades, grade points, average and degrees. Here, the
achievement level of student is judged by marks that the students have scored in the quarterly
examinations. (According to journal of education and instruction studies in the world, august
2012 volume2 issn3 articles). According to Reynolds & Walberg, (1992), academic
achievement refers to the psychological characteristics of individual students and their
immediate psychological environments that influence educational outcomes (cognitive,
behavioral and attitudinal. According to Narad and Abdullah (2016), academic achievement
refers to acquired knowledge that is examined through marks by a teacher and / or a set of
educational goals established by the teacher and the students that are to be attained over
specific timelines.

Academic achievement refers to the performance of students in the field of education

towards educational contributes to the child’s success in schools (Essien, 2002). Dimbisso,
(2009) defines academic achievement as how students deal with their studies and how they
cope with or accomplish different tasks given to them by their teachers in fixed time or
academic year. In this study therefore academic achievement means deriving success in the
teaching and learning outcomes in an educational institution for instance scoring high grades
in exams, tests and acquiring skills that qualify you to the next academic level.

1.2. Statement of the Problem

The problem is realization of the declining student’s academic achievement at UCE in public

secondary schools in Kasese District. This is characterized by: low or poor student’s grades

in Uganda Certificate of Education (Kasese District Education Report, 2021). Though

several education policy reforms have been adopted by government of Uganda to improve

students’ academic achievement, for example free education, instructional materials,

2
refresher courses, compassion international, NAPE, DES and administrative admission but

the effort has been in vain. Therefore, this study sets out to establish the influence of school

environment on student’s academic achievement in selected public secondary schools in

Kasese-Uganda.

1.3. Purpose of the Study

The purpose of the study was to examine the influence of school environment and students’

academic achievement in selected public secondary schools in Kasese, Uganda.

1.4. Specific Objectives of the Study

i. To examine the contribution of library on students’ academic achievement in

selected public secondary schools in Kasese, Uganda.

ii. To assess the contribution of sanitation on students’ academic achievement in

selected public secondary schools in Kasese, Uganda.

iii. To examine the contribution of classroom facility on students’ academic

achievement in selected public secondary schools in Kasese, Uganda.

1.5. Research Questions

i. What is the contribution of library on students’ academic achievement in selected

public secondary schools in Kasese, Uganda?

ii. What is the contribution of sanitation on students’ academic achievement in selected

public secondary schools in Kasese, Uganda?

iii. What is the contribution of classrooms on students’ academic achievement in selected

public secondary schools in Kasese, Uganda?

3
1.6. Conceptual Frame Work

Independent Variable Dependent Variable

School Environment Students’ academic achievement

• Adequate StockedLibrary
• Student’s grades(UCE)
• Students continuous
classroom assessments
• Academic skills &
• AdequateSanitation facilities competences
• Retention & completion
rate
• Students engagement
• Students career uccess
s
• AdequateClassroom Facilities • Critical Thinking
• Ability to do numbers.

Source: Researcher, 2025

1.7. Scope of the Study;

This refers to the coverage and it stipulates clearly the boundaries of the study. For this case
the study will be carried out in public secondary schools to establish the secondary schools in
Bukonzo East Constituency that have been performing poorly.

1.7.1. Content Scope

The study will be limited to the influence of school environment and students’ academic

achievement in selected public secondary schools in Kasese district,

Uganda.

1.7.2. Geographical Scope

The constituency is bordered by Busongora South in the north, East and South, and Bukonzo

County West in the West.

1.7.3. Time Scope

The study will cover a period of five academic years (2023-2024). This period has been

preferred because there has been a lot of decline in this period about poor grades at UCE in

4
Kasese District. This is because there has been a lot of outcry in this period by teachers,

parents and the government at large about poor grades at UCE in Kasese district. The two

years will be critical to generate data especially on Uganda Certificate of Education in terms

of grades.

1.8. Significance of the Study

The study will be important to the following category of stakeholders;

The study findings will inform policy makers at both national and local government level to

prioritize the building of libraries and classrooms to promote effective teaching-learning

process in public secondary schools in Uganda. The study findings will add to the body of

knowledge in the field of academia to further research and development. The findings will

inform parents, and other stakeholders to improve the learning environment that will

facilitate effective learning process. The study is an academic requirement for the award of

the degree of Education of TEAM University.

5
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter presents information about something which may be written or oral that people
have and can help to connect. It involves reviewing literature in the systematic way, by
identifying, location, retrieval, analysis and evaluation of documents containing information
which provides a wide perspective from global to local about the study problem. It also
contains theoretical framework and analysis of three research objectives as sub-themes and
identification of gaps in existing literature.

2.1. Definition of Key terms

Academic achievement: Deriving success in the teaching and learning outcomes in an

education institution for example skills high grades.

School environment: refers to the physical tangible/visible things used in the setting of

school atmosphere for example library, playground among others.

2.2 The contribution of library on students’ academic achievement in public secondary

schools

The academic and social climate is critical contributory factors in determining students’

academic achievements in secondary schools. In a study that investigated how the location of

schools contribute to academic performance of students in Ekiti state of Nigeria between

1990 and 1997, the findings revealed that there was a significant difference between

students’ academic achievement of rural and urban secondary schools in senior school

certificate examinations (Owoeye & Yara, 2011).

In a study that examined the Teachers Impact on Student Academic Performance in

Rwengoma Sub county Kabarole District, the findings recommended that the government

and the MoES should supervise the already recruited teachers in these schools to ensure that

there are qualified teacher to impart knowledge to students, given that the teacher is the

6
biggest determinant of student performance. The teachers should as much as they can try to

improve on the capacities, experience and qualifications as they are important to improve

their position to help students achieve their educational goals. There should be training of

teachers by the governments in seminars and workshops in order to equip teacher with

updated knowledge in their teaching subjects. The government and school administrators to

support the teachers in such trainings by paying for them and giving them leaves as well as

paying them better salaries as a way of motivating them (Akankwasa, 2018).

In a study conducted by Ndidi & Effiong (2020), the findings revealed that class size and

availability of instructional facilities significantly influenced students' academic performance

in mathematics among SS 2 students in Calabar Nigeria. Based on this finding, increased

government funding for provision of conducive classroom environment, with optimum class

sizes is recommended. Instructional materials for teaching mathematics should be made

available in public schools.

In a study which was carried out by Odutuyi (2015) that examined the influence of laboratory

learning environment on students’ academic performance in secondary school chemistry in

all the public secondary schools in Ondo State, Nigeria, the findings revealed that there was a

significant relationship between the five dimensions of laboratory learning environment and

students’ performance in chemistry. Material environment had the highest contribution to

students’ performance in chemistry followed by student cohesiveness and rule clarity while

open-endedness had the lowest contribution. It is recommended that to enhance chemistry

teaching and learning, the government should provide secondary schools with resources,

teaching materials, models, equipment, and adequate laboratories for the teaching and

learning of chemistry.

7
2.3. The contribution of sanitation on students’ academic achievement in public

secondary schools.

Agharuwhe & Nkechi (2017) contend that effective teachers produced better performing
students. However, the observed differences in students’ performance were statistically not
significant. This could be due to influence of student and school environment related factors
which were not included in this study. It was concluded that teachers’ effect is not only
determinant on students’ academic achievement.

In a study which was carried out by Kimani, Kara & Njagi (2013), it was found out that
teachers’ age, gender, professional qualifications and teaching experience were not
significantly related to academic achievement. Teachers’ job group had significant and
positive relationship with students’ academic achievement in secondary schools.

According to Duruji, Azuh & Oviasogie (2014), poor academic performance of students of
secondary schools in external examinations in Nigeria was attributed to the quality of
teachers and non-commitment of students to their studies due to distractions that hamper
learning but very little attention has been given to the learning environment. But the
environment in which the students learn such as classrooms, libraries, technical workshops,
laboratories, play grounds, conveniences, sanitation, maintenance culture, aesthetics among
others are variables that affect students learning and academic performance. Hence, the
learning environment remains an important area that should be studied and well managed to
enhance students’ academic performance.

According to Ssebuyungo (2016) students’ achievement is affected by limited supply of

study materials that aid the learning process. The government has been instrumental in
supplying scholastic materials and personnel to schools but there is also need to increase her
efforts but the ratios have been high and therefore, most students not having access. The
school environment has fundamental linkage with students’ family background and students’
concentration in class is also dependent on home based factors like; family size and
leadership.

8
2.4 The contribution of classroom on students’ academic achievement in public

secondary schools

Education can generally be classified into three forms, namely: formal, informal and
noninformal. By these various forms some people might be receiving education without
knowing. But there are limits to what each form of education can do to the receiver. The
type of society one finds oneself and the type of person one is, determines what form of e
education is most appropriate for one. It is also important to observe that so many people
have passed through all the three forms of education without knowing (Ecole, 2020).

According to Farooq et al., (2011), socioeconomic status (SES) and parents’ education have
a significant effect on students’ overall academic achievement as well as achievement in the
subjects of mathematics and English. The high and average socioeconomic level affects the
performance more than the lower level. It is very interesting that parents’ education means
more than their occupation in relation to their children’s academic performance at school. It
was found that girls perform better than the male students.

In a study to determine the effect of learning environment on students’ academic

achievement at secondary school level in the selected public schools in Punjab province, the
findings revealed a positive correlation between the learning environment and students’
academic achievement. The factors of learning environment ie group procedures; teacher
behavior and curriculum have a positive correlation with the academic achievements of the
students. The study further showed that learning environment has positive effect on
students’ academic achievement. The findings of this study suggest that students achieve
high scores in schools with healthy learning environment (Zulfiqar & Mushtaq-ur-Rehman,
2022).

According to Ssebuyungo (2016) students’ academic achievement is affected by limited

supply of study materials that aid the learning process. The government has been
instrumental in supplying scholastic materials and personnel to schools but there is also
need to increase her efforts but the ratios have been high and therefore, most students not
having access. The school environment has fundamental linkage with students’ family
background and students’ concentration in class is also dependent on home based factors
like; family economic status, family size and leadership. It is important to observe that a
school is an open system in which all the stakeholders need to participate and bring inputs if
the desired goals are to be achieved.

9
2.5. Gaps identified in current literature

This study intended to examine school environment and students’ academic achievement in

selected public secondary schools in Kasese, Uganda. Much of the existing and reviewed

literature focus on teachers and students’ academic performance, parents and students’

academic performance, feeding and students’ academic performance. There is limited

literature on influence of school environment on students’ academic achievement in selected

public secondary schools especially in Uganda.

10
 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter presents the methodology of the study that focuses on: research design, area of

study, population, sample population size, sampling techniques, data collection methods,

data collection tools, validity and reliability of study instruments, data collection methods

and analysis, ethical consideration and limitation of the study.

3.1. Research Design;

The study adopted a descriptive research design and the explanatory sequential mixed
methods applied to guide the study. Bryman and Bell (2011) assert that a descriptive research
design seeks to get information that describes existing phenomena by asking questions
relating to individual perceptions and attitudes.

According to Mugenda and Mugenda, (1999), quantitative approach allows a researcher to

solicit quantifiable information, while qualitative approach allows a researcher to solicit
information that cannot be described. The qualitative method describes variables that cannot
be measured in quantitative terms. Thus, this design is appropriate for this study because it
can be conducted in a setting that requires direct responses from respondents while
investigating the phenomenon without manipulating the variables. The design can also be
considered for its suitability in economic terms, rapid data collection among others.

3.2. Study Population;

According to Ogula, (2005), a population refers to any group of institutions, people or

objects that have common characteristics. This means number of people in a given area that
needs the inclusion criterion. The population for this study will constitute the following
categories of people; District Education Officer, Inspectors of Schools, Head teachers,
teachers, Board of Governors, members of PTA and students in S4 class.

3.3. Sample Size Determination

This is a set of respondents selected from the study population for purposes of a survey
(Kombo & Tromp, 2006). It is a small representation portion of the population which
involves picking a few out of the many available. The population will involve District

11
Education Officer, Inspectors of Schools, Head teachers, teachers, Board of Governors,
members of PTA and students in S4 class. A sample of 247 was selected from a study
population of 660 using Krejcie and Morgan simple table of 1970.

Table 3.1: Showing Sample Size Determination

S/N Category of Population No. of target Sample Sampling Technique

Population Size

1. District Education 01 01 Purposive Sampling

Officer

2. Inspector of Schools 03 03 Purposive Sampling

3. Head teachers 08 03 Purposive Sampling

4. Members of BOG 96 35 Simple Random Sampling

(12X8=96)

5. Members of PTA(9x8= 72 27 Simple Random Sampling

6. Teachers (8x10=80) 80 29 Simple Random Sampling

7. Students in S4 class 400 149 Simple Random Sampling

(average 50x 8=400)

Total 660 247

Source: Kasese District Education Report (2024).

From the study population of 660 respondents as shown in the table above, the researcher

adopted the table of Krecie and Morgan to determine the sample size.

This is because it can be easy to interpret and is unbiased.

3.4. Sampling Techniques;

A sample is a smaller group or sub-group obtained from the accessible population (Mugenda

and Mugenda, 1999). This subgroup was carefully selected so as to be representative of the

whole population with the relevant characteristics. Each member or case in the sample is

referred to as subject, respondent or interviewees. Sampling is a procedure, process or

12
technique of choosing a subgroup from a population to participate in the study (Ogula,

2005). it is the process of selecting a number of individuals for study in such a way that the

individuals selected represent the large group from which they were selected. The study will

apply simple random sampling and purposive sampling techniques to obtain the respondents

for questionnaires. The sample frame of the study includes a representative sample of the

individuals living in the informal settlement. At least 30% of the total population is

representative (Borg and Gall, 2003). Thus 30% of the accessible population is enough for

the sample size.

3.4.1 Simple random sampling;

Simple random sampling according to Koul, (2009) is a technique that selects a sample

without bias from accessible population. It can be suitable in selecting representative sample

that can be used in selection of members of board of governors, members of PTA, teachers,

and students in S.4 class. This is because it can be time saving for the big population and can

allow equal opportunity for each member to be included in the sample.

3.4.2. Purposive sampling

This is a method used to select those respondents by virtue of their responsibility and nature
of work because they have required information for the study. Purposive sampling also
known as judgment sampling is a non-random sampling technique which is a deliberate
choice of a respondent because of the qualities that he/she possesses (Amin 2005). This
research will purposively select the District Education Officer, Inspectors of schools and
head teachers for in-depth information about the phenomenon under study. This technique
can be preferred because it can be used to collect focused information from respondents and
these individual categories have few respondents and can easily share information. Purposive
sampling technique is advantageous as it involves selecting typical and useful cases only
thus can save on time and money for the study.

3.5. Data Collection Methods;

Data collection is the process of gathering and measuring information on variables of

interest, in an established systematic fashion that enables one to answer stated research
13
questions, test hypotheses, and evaluate outcomes. The data collection component of

research is common to all fields of study including physical and social sciences, humanities,

business, etc. While methods vary by discipline, the emphasis on ensuring accurate and

honest collection remains the same. The goal for all data collection is to capture quality

evidence that then translates to rich data analysis and allows the building of a convincing and

credible answer to questions that have been posed. Regardless of the field of study or

preference for defining data (quantitative, qualitative), accurate data collection is essential to

maintaining the integrity of research. Both the selection of appropriate data collection

instruments (existing, modified, or newly developed) and clearly delineated instructions for

their correct use reduce the likelihood of errors occurring.

3.5.1. Questionnaire

Is a written document that involves asking the selected people similar questions and to fill in
the required information and return the form to the researcher for analysis of data collected.

This study will use this method because it will ensure that all respondents are asked the same
questions and are exposed to the same response options for each question. Since questions
will be pre-tested and organized in a particular arrangement, the researcher will ensure that
every respondent confronted with questions that address the complete range of information
objectives driving the research study. This method will be used to collect quantitative data
for analysis from Head teachers, teachers, Board of Governors, members of PTA and
students in S4 class.

3.6. Data Collection Instruments

The main data collection instruments was used in this study was the questionnaire. This will

be used for the purpose of collecting primary quantitative data. additionally, the

questionnaires were used for the following reasons: its potentials in reaching out to a large

number of respondents within a short time, able to give the respondents adequate time to

respond to the items, offers a sense of security (confidentiality) to the respondent and it is

14
objective method since no bias resulting from the personal characteristics (as in an interview)

(Owens 2002)

3.6.1. Questionnaire

The questionnaire is divided into the main areas of investigation except the first part which

captures the demographic characteristics of the respondents. Other sections are organized

according to the major resource objectives. The close ended questionnaires were preferred as

an instrument of research because they were self-administered, have identical set of items for

all respondents, produce fewer errors, ensure confidentiality as respondents were free from

the influence of the researcher and they have the chance to answer in their convenient time.

The items were short direct answers based on the Likert scales of 1 – 5 from strongly

disagree – strongly agree. This research instrument will be used to collect quantitative data

for analysis from Head teachers, teachers, Board of Governors, members of PTA and

students in S4 class. This instrument used in the study because it is easier to collect data

within the shortest period of time and it will be convenient to respondents as they will fell

free in giving sensitive answers.

3.7. Data Quality Control

Reliability and validity are important qualities of research and must always be taken into

account for effective data quality control.

3.7.1 Validity of Instruments

Validity is the extent to which the instruments used during the study measure the issues they

are intended to measure (Amin, 2005). To ensure validity of instruments, the instruments

were developed under close guidance of the supervisor. After designing the questions, they

were pre-tested. This helped to identify ambiguous questions in the instruments and be able

to re-align them to the objectives.

15
3.7.2 Reliability

Reliability is the extent to which the measuring instruments to produce consistent scores

when the same groups of individuals are repeatedly measured under the same conditions

(Amin, 2005). The study administered one type of questionnaire to selected respondents for

Cronbach reliability test, Alpha values of 0.753 if attained will imply that the tool is suitable

for to be used in the study. Besides, most authorities accept the minimum alpha value of 0.5.

However, a Cronbach’s alpha reliability of =.888 was obtained from the instrument after

piloting the instrument.

This is showed in the Table below;

Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
.888 .868 38

3.7. Data Processing and Analysis

Data analysis involved organization and interpretation of information generated into useful
data and the researcher used both qualitative and quantitative data analysis techniques.

3.7.1. Quantitative Data Analysis

The study used descriptive statistics to analyze quantitative data that was obtained from

questionnaires. After getting all data, it was be sorted, coded and entered into SPSS

computer software for social sciences for analysis. Data was analyzed in form of

frequencies, percentages, Mean and Standard Deviation and presented in form of tables for

easy interpretation. This is presented in chapter four of this report.

3.7.2. Qualitative Data Analysis

The study analyzed qualitative data using narrative analysis. The qualitative data in this

study was analyzed through data reduction, editing and categorizing into themes that are in

16
line with the objectives of the study. The main focus was on the research questions posed

earlier in the study in line with the research objectives. Analysis was done objective by

objective and question by question.

3.8. Ethical Consideration.

During the planning, collection and processing of data, the researcher followed a number of

research guides in order to maintain ethical standards. These included seeking informed

consent of the respondents and making it known that their participation is voluntary and are

free to withdraw from the study at any time. The researcher also accorded due respect to

respondents’ privacy and confidentiality. The names of the respondents remained

anonymous. Approval and permission to conduct the study was sought from TEAM Kasese

Study Centre Head of Department Education and the Research Coordinator who introduced

the student to selected Public secondary schools to collect data.

3.9. Limitations of the study

Like any other study the researcher is bound to encounter some limitations such as

geographical since some areas where to collect data from were hard to reach, hostility or

unwillingness of some people to give out the necessary information, high financial cost

especially transport, data, airtime cost, stationary cost, healthy issues, suspicions, tight time

schedule from some respondents, for example the senior four students and teachers of senior

four since the data collection time is most likely to collide with UCE exams as well as

marking.

17
 CHAPTER FOUR

DATA PRESENTATION, INTERPRETATION AND ANALYSIS

4.0. Introduction

This chapter presents the findings of the study in accordance with the study objectives

beginning with the demographic data of the respondents. The following were the specific

objectives of the study;

i. To examine the contribution of library on students’ academic achievement in selected

public secondary schools in Kasese, Uganda.

ii. ii. To assess the contribution of sanitation on students’ academic achievement in

selected public secondary schools in Kasese, Uganda.

iii. To examine the contribution of classroom facility on students’ academic achievement

in selected public secondary schools in Kasese, Uganda.

4.1 BIOGRAPHIC DATA

Gender is a very important variable in research because it creates balance in responses. This
study involved both gender and the results are presented in the Table below;
Table 4.1.1 Gender of respondents

Cumulative
Frequency Percent Valid Percent Percent
Valid Male 152 61.3 61.3 61.3
Female 96 38.7 38.7 100.0
Total 248 100.0 100.0
Source; field data 2025

From Table 4.1.1 out of 248 respondents, 152(61.3%) were male and 96(38.7%) were female

which means that both gender were involved in the research although not in equal roportions.

Table 4.1.2.Age of respondents

This study sought to find out the ages of respondents and the results are presented in the
Table below;

18
 Cumulative
Frequency Percent Valid Percent Percent
Valid 21-30 yrs 32 12.9 12.9 12.9
31-40yrs 72 29.0 29.0 41.9
41-50yrs 88 35.5 35.5 77.4
51yrs and above 56 22.6 22.6 100.0
Total 248 100.0 100.0
Source; field data 2025

Also the study required the respondents to give their age brackets. According to the

responses, 32(12.9%) were between 21 and 30 years, 72(29.0%) were between 31 and 40

years, 88(35.5%) were between 41and 50 years and 56(22.6%) were 51 years and above.

This means that respondents were got from different age groups and therefore could

represent a commendable sample.

Table 4.1.3.length of service

The study also intended to find out the length of service of the respondents and the results are
presented in the Table below;

Cumulative
Frequency Percent Valid Percent Percent
Valid less than a year 8 3.2 3.2 3.2
1-5 years 24 9.7 9.7 12.9
6-10 years 64 25.8 25.8 38.7
10 years and above 152 61.3 61.3 100.0

Total 248 100.0 100.0

Source; field data 2025

According to the Table above, 8(3.2%) had served for less than a year in their schools,

24(9.7%) had served between one and five years, 64(25.8%) had served between six and ten

years, and 152(61.3%) had served for 10 years and above. This means that the responses

obtained from the study are spread over a long experience of the respondents.

19
4.2 CONTRIBUTION OF THE LIBRARY

Table 4.2 To examine the contribution of adequate library on students’ academic

achievement in selected public secondary schools in Kasese, Uganda Interpretation of

computed mean is as follows:

Std.
S.D D N.S A S.A Mean Dev
In my school 4.161 1.462
there is a
designated
building as a
library 32(12.9%) 16(6.5%) 0(0%) 32(12.9%) 168(67.7%)
In my school 3.548 1.059
the library has
all the assorted
and reference
books required
for
students' use 0(0%) 64(25.8%) 24(9.7%) 120(48.4%) 40(16.1%)
In my school 2.548 1.609
the library
receives daily
newspapers
which are
accessible to
both teachers
104(41.9%
and students ) 40(16.1%) 8(3.2%) 56(22.6%) 40(16.1%)
The library has 2.935 1.388
enough
furniture for all
students who
want to read 48(19.4%) 64(25.8%) 24(9.7%) 80(32.3%) 32(12.9%)

20
In my school 4.193 1.275
the library has a
designated
officer serving
as a librarian 24(9.7%) 8(3.2%) 8(3.2%) 64(25.8%) 144(58.1%)
In my school 1.935 1.388
the library has
audio facilities 144(58.1%
for ) 48(19.4%) 8(3.2%) 24(9.7%) 24(9.7%)
students and
teachers to use
In my school 3.225 1.476
the library has
computers
accessible to
students and
teachers
48(19.4%) 40(16.1%) 24(9.7%) 80(32.3%) 56(22.6%)
In my school 2.580 1.544
the library has
internet
connection and
is available for
research by
students and
teachers 88(35.5%) 56(22.6%) 16(6.5%) 48(19.4%) 50(16.1%)

Overall Mean
X 3.141
Primary source of data (2025)

From the above table, respondents were given the item: In my school there is a designated

building as a library 32(12.9%) Strongly disagreed with the statement, 16(6.5%) disagreed

0(0%) were undecided, 32(12.9%) agreed with the statement and 168(67.7%) Strongly

agreed with the statement with a mean of X= 4.161 and SD= 1.462. From the legend above

the mean indicates that there was sufficient provision of library space. In fact, a total of

200(80.6%) consented that there was a place or a building in their schools where students

21
went to do personal study and it was called a library. However, this study also found out that

in some schools there were no designated building as a library and this was at a level of

19.4%. Also, respondents were posed with the item: In my school the library has all the

assorted and reference books required for students' use 0(0%) Strongly disagreed with the

statement, 64(25.8%) disagreed 24(9.7%) were undecided, 120(48.4%) agreed with the

statement and 40(16.1%) Strongly agreed with the statement with a mean of X= 3.548 and

SD= 1.059. And from the legend above, respondents 64.5% indicated that there was

sufficient assorted and reference books in their libraries whereas 25.8% said that there were

insufficient assorted and reference books in their libraries.

Furthermore respondents were given the item: In my school the library receives daily

newspapers which are accessible to both teachers and students 104(41.9%) Strongly

disagreed with the statement, 40(16.1%) disagreed 8(3.2%) were undecided, 56(22.6%)

agreed with the statement and 40(16.1%) Strongly agreed with the statement with a mean of

X= 2.548 and SD= 1.609 and from the legend this indicates that the respondents were not

sure whether their libraries received Newspapers on a daily basis. This fact is represented by

58.0% of the respondents who disagreed with the statement.

In addition, respondents were posed with the item: The library has enough furniture for all

students who want to read 48(19.4%) Strongly disagreed with the statement, 64(25.8%)

disagreed 24(9.7%) were undecided, 80(32.3%) agreed with the statement and 32(12.9%)

Strongly agreed with the statement with a mean of X= 2.935 and SD= 1.388. In this case,

45.2% of the respondents disagreed and 45.2% agreed with the statement. All in all, from the

legend above it shows that respondents were noncommittal on the statement.

Also, respondents were given the item: In my school the library has a designated officer

serving as a librarian 24(9.7%) Strongly disagreed with the statement, 8(3.2%) disagreed

8(3.2%) were undecided, 64(25.8%) agreed with the statement and 144(58.1%) Strongly

22
agreed with the statement with a mean of X= 4.193 and SD= 1.275. this shows that schools

where respondents came from had officers designated as librarians, being represented by

83.9% and those who did not have an officer designated as a librarian were 12.9% which is

not a small percentage.

In addition, respondents were posed with the item: In my school the library has audio

facilities for students and teachers to use 144(58.1%) Strongly disagreed with the statement,

48(19.4%) disagreed 8(3.2%) were un decided , 24(9.7%) agreed with the statement and

24(9.7%) Strongly agreed with the statement with a mean of X= 1.935 and SD= 1.388. it

shows that 77.5% of the respondents indicated that in their libraries there were no audio

facilities that were being used by students and teachers although 19.4% indicated that they

had the facilities. And from the legend above it shows a level of insufficiency.

Furthermore, respondents were given the item: In my school the library has computers

accessible to students and teachers 48(19.4%) Strongly disagreed with the statement,

40(16.1%) disagreed 24(9.7%) were undecided, 80(32.3%) agreed with the statement and

56(22.6%) Strongly agreed with the statement with a mean of X= 3.225 and SD= 1.476.

This shows that 54.9% of the respondents agreed that their libraries had computers which

were accessible to students and teachers although 35.5% disagreed with the statement. And

from the legend, the respondents were noncommittal.

Lastly, respondents were given the item: In my school the library has internet connection and

is available for research by students and teachers 88(35.5%) Strongly disagreed with the

statement, 56(22.6%) disagreed 16(6.5%) were undecided, 48(19.4%) agreed with the

statement and 50(16.1%) Strongly agreed with the statement with a mean of X= 2.580 and

SD= 1.544. From this statement, 58.1% disagreed that their schools had internet connection

23
whereas 35.5% agreed that their schools had internet connection. This shows that a big

majority of schools do not have internet connection, although from the legend above it shows

that respondents were noncommittal.

4.3 SANITATION IN THE SCHOOLS.

Std.
S.D D N.S A S.A Mean Dev
My school has 4.322 .701
adequate pit
latrines/toilets
for both
teachers and 128(51.6%
students 0(0%) 8(3.2%) 8(3.2%) ) 104(41.9%)
My school has 4.290 .692
adequate pit
latrines for
both female
and male 136(54.8%
students 0(0%) 8(3.2%) 8(3.2%) ) 96(38.7%)
My school has 112(45.2% 3.967 1.110
adequate pit 8(3.2%) 32(12.9%) 8(3.2%) ) 88(35.5%)
latrines/toilets
for
Kitchen staff
My school has 4.096 .907
adequate
urinals for
both teachers 120(48.4%
and students 0(0%) 24(9.7%) 16(6.5%) ) 88(35.5%)
My school has 3.354 1.141
adequate
dustbins for
solid waste 112(45.2%
disposal 8(3.2%) 72(29.0%) 24(9.7%) ) 32(12.9%)
My school has 2.161 1.098
adequate hot
and cold water
80(32.3%) 96(38.7%) 24(9.7%) 8(3.2%) 0(0%)

24
for both
teachers and
students
My school has 2.096 1.247
adequate
bathrooms for
both teachers
and students 104(41.9%
) 80(32.3%) 8(3.2%) 48(19.4%) 8(3.2%)
My school has 2.935 1.412
adequate
facilities for
washing raw
food 56(22.6%) 48(19.4%) 32(12.9%) 80(32.3%) 32(12.9%)
My school has 3.451 1.312
adequate
washing tanks
with water and
soap for use
after visiting
toilet and
before eating 112(45.2%
food 32(12.9%) 32(12.9%) 24(9.7%) ) 48(19.4%)

Overall Mean
X 3.408
Source: Field data
From the above table, respondents were given the item: My school has adequate pit

latrines/toilets for both teachers and students 0(0%) Strongly disagreed with the statement,

8(3.2%) disagreed 8(3.2%) were undecided, 104(41.9%) agreed with the statement and

128(51.6%) Strongly agreed with the statement with a mean of X= 4.322 and SD=.701.

This means that 8(3.2%) disagreed, while 8(3.2%) were undecided and 232(93.6%) agreed

with the statement. This shows that a good majority of the schools from which data were

obtained had adequate latrines for both teachers and students and the mean of X=4.322, it

shows that there was an effective coverage of these facilities.

25
In addition, respondents were given the item: My school has adequate pit latrines for both

female and male students 0(0%) Strongly disagreed with the statement, 8(3.2%) disagreed

8(3.2%) were undecided, 136(54.8%) agreed with the statement and 96(38.7%) Strongly

agreed with the statement with a mean of X= 4.290 and SD=.692.This means that , 8(3.2%)

disagreed and , 8(3.2%) disagreed while 232(93.6%) agreed that their schools had adequate

pit latrines for both female and male students and from the mean of X=4.290, it shows that

there a very effective coverage of pit latrines in these schools.

Also, respondents were posed with the item: My school has adequate pit latrines/toilets for

Kitchen staff 8(3.2%) Strongly disagreed with the statement, 32(12.9%) disagreed 8(3.2%)

were undecided, 112(45.2%) agreed with the statement and 88(35.5%) Strongly agreed with

the statement with a mean of X= 3.967 and SD= 1.110. From this data, it shows that

40(16.1%) of the respondents disagreed that their schools had adequate pit latrines for the

Kitchen staff while 8(3.2%) were not sure and yet 200(80.7%) of the respondents agreed that

these facilities were adequate. However, from the mean of X=3.967, it means that there was

an effective coverage of pit latrines for the Kitchen staff.

Furthermore, respondents were given the item: My school has adequate urinals for both

teachers and students 0(0%) Strongly disagreed with the statement, 24(9.7%) disagreed

16(6.5%) were undecided, 120(48.4%) agreed with the statement and 88(35.5%) Strongly

agreed with the statement with a mean of X= 4.096 and SD=.907. Given this data, it shows

that 24(9.7%) disagreed, and 16(6.5%) were not sure whether there were adequate urinals for

both teachers and students while 208(83.9%) agreed with the statement. From the average

mean of X=4.096 as shown in the legend given above, it means that there was an effective

coverage of urinals in these schools.

Also, respondents were given the item: My school has adequate dustbins for solid waste
disposal 8(3.2%) Strongly disagreed with the statement, 72(29.0%) disagreed 24(9.7%) were

26
undecided, 112(45.2%) agreed with the statement and 32(12.9%) Strongly agreed with the
statement with a mean of X= 3.354 and SD= 1.141. This means that 80(32.2%) disagreed
that their schools had adequate dustbins for solid waste disposal while 24(9.7%) were not
sure and 144(58.1%) agreed. Using the legend provided above, it means that there was
moderate coverage of dustbins in those schools where the study was carried out.

In addition, respondents were posed with the item: My school has adequate hot and cold

water for both teachers and students 80(32.3%) Strongly disagreed with the statement,

96(38.7%) disagreed 24(9.7%) were undecided, 8(3.2%) agreed with the statement and

0(0%) Strongly agreed with the statement with a mean of X= 2.161 and SD= 1.098. From

this data, it shows that 176(70.0%) of the respondents disagreed that there were adequate hot

and cold water for both teachers and students, while 24(9.7%) were not sure and yet 8(3.2%)

agreed. This data shows that from the legend, there was least effective supply of both hot and

cold water for both staff and students.

Furthermore, respondents were posed with the item: My school has adequate bathrooms for

both teachers and students 104(41.9%) Strongly disagreed with the statement, 80(32.3%)

disagreed 8(3.2%) were undecided, 48(19.4%) agreed with the statement and 8(3.2%)

Strongly agreed with the statement with a mean of X= 2.096 and SD= 1.247. This data

shows that 184(74.2%) disagreed that their schools had adequate bathrooms for both

teachers and students while 8(3.2%) were not sure and 56(22.6%) agreed. However, from the

legend provided above, it shows that there was least coverage of bathrooms in the schools

where the study was done.

Also, respondents were given the item: My school has adequate facilities for washing raw

food 56(22.6%) Strongly disagreed with the statement, 48(19.4%) disagreed 32(12.9%) were

undecided, 80(32.3%) agreed with the statement and 32(12.9%) Strongly agreed with the

statement with a mean of X= 2.935 and SD= 1.412. Also from this data, it shows that

27
104(42.0%) disagreed that their schools had adequate facilities for washing raw food, while

32(12.9%) were not sure and 112(45.2%) agreed.

From the legend given above, it means that there was moderate supply of facilities for

washing raw food in those schools.

Conclusively, respondents were given the item: My school has adequate washing tanks with

water and soap for use after visiting toilet and before eating food 32(12.9%) Strongly

disagreed with the statement, 32(12.9%) disagreed 24(9.7%) were undecided, 112(45.2%)

agreed with the statement and 48(19.4%) Strongly agreed with the statement with a mean of

X= 3.451 and SD= 1.312. From this data, it shows that 64(25.8%) disagree, while

24(9.7%) were not sure and 160(64.6%) agreed that their schools provided facilities for

washing with soap to be used after visiting toilets and before eating. And from the legend

provided above, it shows that there was effective provision of washing facilities and soap for

sanitary use.

4.3 STATUS OF CLASSROOMS

Mea Std.
S.D D N.S A S.A n Dev
My school has 3.70 1.487
adequate classrooms 112(45.2 9
for all students from 32(12.9% 32(12.9% %
S.1-S6. ) ) 24(9.7%) 48(19.4%) )
In my school the 3.64 1.473
classrooms have 5
adequate space to
facilitate learning 32(12.9% 40(16.1%
) ) 8(3.2%) 72(29.0%) 96(38.7%)
My school has 104(41.9 3.45 1.386
adequate instructional % 1
40(16.1%
area for teachers
) 24(9.7%) 24(9.7%) ) 56(22.6%)

28
 In my school there 3.54 1.362
are adequate teachers 8
64(25.8%
to attend to learners
16(6.5%) ) 16(6.5%) 72(29.0%) 80(32.3%)
In my school there are 3.61 1.308
adequate tables, desks 2

and chairs for each

48(19.4% 32(12.9%
classroom 16(6.5%) ) ) 72(29.0%) 80(32.3%)
In my school there is 4.25 .77
adequate ventilation 8 3
136(54.8
for all classrooms in
16(6.5% %
the school
0(0%) ) 0(0%) ) 96(38.7%)
In my school there are 32(12.9% 32(12.9% 112(45.2 3.58 1.360
8(3.2%) 64(25.8%)
) ) %
big ) 0
blackboards/
whiteboar ds in all
classrooms
In my school there 2.7 1.453
are sufficient lights 74
and fans in the 64(25.8% 64(25.8% 16(6.5%
classrooms ) ) ) 72(29.0%) 32(12.9%)
In my school there are 3.4 1.121
clear rules for each 83
104(41.9
class to enforce
16(6.5% 32(12.9% 56(22.6% %
students' discipline
) ) ) ) 40(16.1%)
In my school 152(61.3 3.7 .85
classrooms are secure 41 5
32(12.9% 32(12.9% %
to enforce learning
0(0%) ) ) ) 32(12.9%)

Overall Mean X 3.580

Source: Field data

From the above table, respondents were posed with the item: My school has adequate

classrooms for all students from S.1-S6. 32(12.9%) Strongly disagreed with the statement,

29
32(12.9%) disagreed 24(9.7%) were undecided, 48(19.4%) agreed with the statement and

112(45.2%) Strongly agreed with the statement with a mean of X= 3.709 and SD= 1.487.

From the data given above, it shows that 64(25.8%) disagreed that their schools had adequate

classrooms for all students from S.1 to S.6, while 24(9.7%) were not sure and 160(64.6%)

agreed. From these figures given, it shows that there were adequate and this is confirmed

from the legend provided above.

Furthermore, respondents were posed with the item: In my school the classrooms have

adequate space to facilitate learning 32(12.9%) Strongly disagreed with the statement,

40(16.1%) disagreed 8(3.2%) were un decided, 72(29.0%) agreed with the statement and

96(38.7%) Strongly agreed with the statement with a mean of X= 3.645 and SD= 1.473.

This shows that 72(29.0%) of the respondents disagreed that their schools had adequate

space to facilitate learning, while 8(3.2%) were not sure and 168(67.7%) agreed. From the

legend provided above, it means that there was adequate space in those schools to facilitate

learning.

In addition, respondents were given the item: My school has adequate instructional area for

teachers 40(16.1%) Strongly disagreed with the statement, 24(9.7%) disagreed 24(9.7%)

were undecided, 104(41.9%) agreed with the statement and 56(22.6%) Strongly agreed with

the statement with a mean of X= 3.451 and SD= 1.386. This data shows that 64(25.8%)

disagreed and 24(9.7%) were not sure while 160(64.5%) agreed that their schools had

adequate instructional area for the teachers and from the legend above, it means that the

schools had adequate instructional areas for teachers.

Respondents were posed with the item: In my school there are adequate teachers to attend to

learners 16(6.5%) Strongly disagreed with the statement, 64(25.8%) disagreed 16(6.5%)

30
were undecided, 72(29.0%) agreed with the statement and 80(32.3%) Strongly agreed with

the statement with a mean of X= 3.548 and SD= 1.362. This shows that 80(32.3%)

disagreed and 16(6.5%) were not sure while 152(61.3%) agreed that there were adequate

teachers to attend to learners. And from the legend, it means that there were adequate

numbers of teachers in those schools to attend to the learners.

Additionally, respondents were given the item: In my school there are adequate tables, desks

and chairs for each classroom 16(6.5%) Strongly disagreed with the statement, 48(19.4%)

disagreed 32(12.9%) were undecided, 72(29.0%) agreed with the statement and 80(32.3%)

Strongly agreed with the statement with a mean of X= 3.612 and SD= 1.308. This data

shows that 64(25.9%) disagreed and 32(12.9%) were not sure while 152(61.3%) agreed that

there were adequate tables and chairs for each classroom. The legend above confirms from

the level of agreement that there were adequate tables, desks and chairs in the schools where

the study was done although it appears that in some schools they were not adequate.

Also, respondents were posed with the item: In my school there is adequate ventilation for all

classrooms in the school 0(0%) Strongly disagreed with the statement, 16(6.5%) disagreed

0(0%) were undecided, 136(54.8%) agreed with the statement and 96(38.7%) Strongly

agreed with the statement with a mean of X= 4.258 and SD= .773. This data shows that

16(6.5%) disagreed and 236(93.5%) agreed that in their schools there was adequate

ventilation for all classrooms in their schools and this is confirmed from the average mean of

X=4.258 which according to the legend means that there were adequate ventilation in the

classrooms.

In addition to that, respondents were given the item: In my school there are big

blackboards/whiteboards in all classrooms 32(12.9%) Strongly disagreed with the statement,

31
32(12.9%) disagreed 8(3.2%) were undecided, 112(45.2%) agreed with the statement and

64(25.8%) Strongly agreed with the statement with a mean of X= 2.774 and SD= 1.360.

This data shows that 64(25.8%) disagreed that in their schools there were big blackboards/

white boards in all classrooms and 8(3.2%) were not sure while 176(71.0%) agreed. This

means that a big majority of respondents agreed that their schools had big blackboard.

However, from the legend provided above, it means that the schools had moderately

adequate provision of big blackboards and whiteboards.

Furthermore respondents were posed with the item: In my school there are sufficient lights

and fans in the classrooms 64(25.8%) Strongly disagreed with the statement, 64(25.8%)

disagreed 16(6.5%) were undecided, 72(29.0%) agreed with the statement and 32(12.9%)

Strongly agreed with the statement with a mean of X= 2.774 and SD= 1.453. From this

data, it shows that 128(51.6%) disagreed while 16(6.5%) were not sure and 104(40.9%)

agreed that their schools had sufficient lights and fans in their classrooms. From the level of

agreement provided for by the legend, it means that there were moderately adequate lights

and fans in their classrooms.

Additionally, respondents were given the item: In my school there are clear rules for each

class to enforce students' discipline 16(6.5%) Strongly disagreed with the statement,

32(12.9%) disagreed 56(22.6%) were undecided, 104(41.9%) agreed with the statement and

40(16.1%) Strongly agreed with the statement with a mean of X= 3.483 and SD= 1.121.

In essence, this data shows that 48(19.4%) of the respondents disagreed that there were clear

rules for each class to enforce students’ discipline, and 56(22.6%) were undecided while

144(58.0%) agreed that their classrooms had clear rules on students’ discipline. This is in

line with the legend given above which shows that there were moderately adequate rules for

each classroom.

32
Lastly, respondents were posed with the item: In my school classrooms are secure to enforce

learning 0(0%) Strongly disagreed with the statement, 32(12.9%) disagreed 32(12.9%) were

un decided, 152(61.3%) agreed with the statement and 32(12.9%) Strongly agreed with the

statement with a mean of X= 3.741 and SD= .855. This data shows that 32(12.9%)

disagreed with the statement that their classrooms were secure to enforce learning, and

32(12.9%) were not sure while 184(74.3%) agreed. This means that there was adequate

security in the classrooms of these schools, enough to enforce learning.

4.4 STUDENTS’ ACHIEVEMENT

Std.
S.D D N.S A S.A Mean Dev
In my school the 2.806 1.077
students' grades at
UCE are high for
the last five years
24(9.7%) 80(32.3%) 80(32.3%) 48(19.4%) 16(6.5%)
In my school 4.258 .514
teachers
administer
students'
continuous
assessments 0(0%) 0(0%) 8(3.2%) 168(67.7%) 72(29.0%)
In my school 4.354 .550
teachers impart
academic skills
and competencies
in their students 0(0%) 0(0%) 8(3.2%) 144(58.1%) 96(38.7%)
In my school 3.290 1.070
students' retention
and completion
rate is high
8(3.2%) 64(25.8%) 48(19.4%) 104(41.9%) 24(9.7%)
In my school 2.806 1.077
teachers promote
critical thinking 0(0%) 24(9.7%) 24(9.7%) 160(64.5%) 40(16.1%)

33
among
learners
In my school 3.871 .805
teachers sensitize
students about
the knowledge of
career success 0(0%) 0(0%) 16(6.5%) 176(71.0%) 56(22.6%)

Overall Mean
X 3.564
Source: Field data

According to the above table, respondents were given the item: In my school the students'

grades at UCE are high for the last five years 24(9.7%) Strongly disagreed with the

statement, 80(32.3%) disagreed 80(32.3%) were undecided, 48(19.4%) agreed with the

statement and 16(6.5%) Strongly agreed with the statement with a mean of X= 2.806 and

SD= 1.077. This shows that 104(42.0%) disagreed that the grades of students at UCE were

high for the last five years, and 80(32.3%) were not sure while 64(25.9%) agreed. From the

legend provided above, it shows that there is moderate students’ achievement in those

schools.

Also, respondents were posed with the item: In my school teachers administer students'

continuous assessments 0(0%) Strongly disagreed with the statement, 0(0%) disagreed

8(3.2%) were undecided, 168(67.8%) agreed with the statement and 72(29.0%) Strongly

agreed with the statement with a mean of X= 4.258 and SD=.514. This data shows that

8(3.2%) of the respondents were not sure that in their schools, teachers administered

students’ continuous assessments, while 240(90.7%) agreed and the legend provided above

shows that there was a high level of administering of continuous assessments.

Additionally, respondents were given the item: In my school teachers impart academic skills

and competencies in their students 0(0%) Strongly disagreed with the statement, 0(0%)

34
disagreed 8(3.2%) were undecided, 144(58.1%) agreed with the statement and 96(38.7%)

Strongly agreed with the statement with a mean of X= 4.354 and SD=.550. This shows

that 8(3.2%) of the respondents were not sure whether their teachers impart academic skills

and competencies in their students, while 240(96.8%) agreed and this means from the legend

that there was a high level of imparting of academic skills and competencies among students.

In addition, respondents were posed with the item: In my school students' retention and
completion rate is high 8(3.2%) Strongly disagreed with the statement, 64(25.8%) disagreed
48(19.4%) were undecided, 104(41.9%) agreed with the statement and 24(9.7%) Strongly
agreed with the statement with a mean of X= 3.290 and SD= 1.070. According to this
data, it shows that 72(29.0%) of the respondents disagreed that students’ retention and
completion rate was high in their schools and 48(19.4%) were not sure while 128(51.6%)
agreed. This, from the legend provided means that there were moderate retention and
completion rates in those schools.

Furthermore, respondents were given the item: In my school teachers promote critical
thinking among learners 0(0%) Strongly disagreed with the statement, 24(9.7%) disagreed
24(9.7%) were undecided, 160(64.5%) agreed with the statement and 40(16.1%) Strongly
agreed with the statement with a mean of X= 2.806 and SD= 1.077. This data shows that
24(9.7%) disagreed and 24(9.7%) were undecided while 200(80.6%) agreed that teachers in
their schools promote critical thinking among learners. From the legend however, it means
that there was moderate promotion of critical thinking among learners by teachers in those
schools.

Finally, respondents were posed with the item: In my school teachers sensitize students
about the knowledge of career success 0(0%) Strongly disagreed with the statement, 0(0%)
disagreed 16(6.5%) were undecided, 176(71.0%) agreed with the statement and 56(22.6%)
Strongly agreed with the statement with a mean of X= 3.871 and SD= .805. This data also
shows that 16(6.5%) were not sure that teachers in their schools sensitized students about the
knowledge of career success, while 232(93.5%) agreed. From the legend provided, it means
that there was a high degree of sensitization of students about career success.

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 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1. Introduction
This chapter presents the conclusion and the recommendations followed by recommendations

for further research.

5.2 Summary of findings

On the aspect of a school library, 168(67.7%) strongly agreed with the statement. From the
legend above the mean indicates that there was sufficient provision of library space. 64.5%
indicated that there was sufficient assorted and reference books in their libraries. 80(32.3%)
agreed with the statement and 32(12.9%) strongly agreed with the statement that the library
had enough furniture.

On the issue of sanitation, 104(41.9%) agreed with the statement and 128(51.6%) strongly
agreed with the statement that my school had adequate toilets and latrines. 136(54.8%)
agreed with the statement and 96(38.7%) strongly agreed with the statement that the school
had adequate latrines for both girls and boys. whether there were adequate urinals for both
teachers and students while 208(83.9%) agreed with the statement. 160(64.6%) agreed that
their schools provided facilities for washing with soap to be used after visiting toilets and
before eating.

On the objective of whether the school had adequate classrooms for all students from S.1-S6,
112(45.2%) strongly agreed. In my school the classrooms have adequate space to facilitate
learning 72(29.0%) agreed with the statement and 96(38.7%) strongly agreed.

5.3 Conclusion

Objective One; To examine the contribution of library on students’ academic achievement in

selected public secondary schools in Kasese, Uganda.

Research question One; What is the contribution of library on students’ academic

achievement in selected public secondary schools in Kasese, Uganda?

36
From the findings of this study, it was found out that presence of a library in a school has a

positive correlation with students’ achievement although the relationship is small.

Objective Two; To assess the contribution of sanitation on students’ academic achievement

in selected public secondary schools in Kasese, Uganda.

Research Question Two; What is the contribution sanitation on students’ academic

achievement in selected public secondary schools in Kasese, Uganda?

It can ably be concluded that sanitation plays a big part in students’ achievement. This is

from the correlation between sanitation and students’ achievement which is positive and

high.

Objective Three; To examine the contribution of classroom facility on students’ academic

achievement in selected public secondary schools in Kasese, Uganda. Research question

Three; What is the contribution classrooms on students’ academic achievement in selected

public secondary schools in Kasese, Uganda?

Presence of classrooms in the schools is good although when correlated with students’

achievement shows that there is a positive but weak relationship. Finally, it can be concluded

that the magnitude of contributions to students’ achievements are; sanitation, library and

classrooms respectively.

5.4 RECOMMENDATIONS

1. It is recommended that schools should have well equipped libraries.

2. It is also recommended that schools should maintain high sanitation standards.

3. It is recommended that schools should have good classroom facilities so as to enhance

students’ academic achievement.

5.4.1 RECOMMENDATIONS FOR FURTHER RESEARCH

1. Research of the same type should be conducted in another region of Uganda.

2. Another research on the contribution of libraries be conducted.

37
 REFERENCES

Agharuwhe, A.A & Nkechi, M.U. (2017). Teachers’ Effectiveness and Students’ Academic
Performance in Public Secondary Schools in Delta State, Nigeria

Amin, E.M. (2005). Social science Research: concepts, Methodology and analysis. Kampala:
Makerere University.

Duruji, M.M., Azuh, D.E & Oviasogie, F.O. (2014). Learning Environment and Academic
Performance of Secondary School Students in External Examinations: A Study
of Selected Schools in Ota

Farooq, M.S., Chaudhry, A.H., Shafiq, M & Berhanu, G. (2011). Factors affecting students’
quality of academic performance: a case of secondary school level. Journal of
Quality and Technology Management, Volume VII, Issue II, December, 2011,
Page 01 ‐ 14

Kimani, G.N., Kara, A. M & Njagi, L.W. (2013). Teacher Factors Influencing Students’
Academic Achievement in Secondary Schools in Nyandarua County, Kenya

Korir, D.K & Kipkemboi, F. (2014). The impact of school environment and peer influences
on students’ academic performance in Vihiga County, Kenya.

Ndidi, M.A & Effiong, I.E. (2020). Influence of Classroom Environment on Senior
Secondary School Students' Academic Achievement in Mathematics in Calabar
Nigeria

Odutuyi, M. L. (2015). Influence of Laboratory Learning Environment on Students’

Academic Performance in Secondary School Chemistry

Owoeye, J.S & Yara, P.O. (2011). School Location and Academic Achievement of
Secondary School in Ekiti State, Nigeria. Asian Social Science, Vol. 7, No. 5; May
2011

Ssebuyungo, E. (2016). Factors affecting academic performance of ordinary level students in

selected government aided secondary schools in Kiboga district

Zulfiqar, A & Mushtaq-ur-Rehman, S. (2022). School Climate: Learning Environment as a

Predictor of Student's Academic Achievement. Journal of Research & Reflections in
Education (JRRE). Jun2016, Vol. 10 Issue 1, p104-115. 12p.

Erisa M Kigenyi 2016-school environment and performance of public primary school

teachers in Uganda Mbarara university of science and technology.

Bryman, A and Bell,E,(2011) Business research methods,3rd edition. oxford university press

Mugenda,M.O,& Mugenda (1999). Research methods, quantitative and qualitative

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Nairobi,kenya.

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 APPENDEX B: QUESTIONAIRE

Questionnaire

My name is Baguma Tadeo, a student at TEAM University, pursuing a Degree in Education.

I am carrying out research about “the influence of school environment on students’
academic achievement in selected public secondary schools in Bukonzo County East,
Kasese, Uganda”. I kindly request you to provide me with information. The information
from you will be treated as confidential and used for academic purposes only.

SECTION A: Demographic Characteristics of Respondents (tick the right

option or fill the right answer in the spaces provided)

Gender of Respondent

Male Female

Age of Respondent

21-30yrs 31-40yrs 41-50yrs 51-above

Education level of Respondent

Diploma Degree Masters P

hD

Length in Service

Less than a year 1- 5 years 6-10 years 10 and

above

SECTION B: To examine the contribution of library on students’ academic

achievement in selected public secondary schools in Kasese, Uganda. Please

39
 the appropriate response: (Strongly Disagree-1, Disagree-2, Not sure-3, Agree-4

and Strongly Agree-5).

Construct Opinion

SD D NS A SA

To examine the contribution of adequate library on students’ 1 2 3 4 5

academic achievement in selected public secondary schools in
Kasese, Uganda

1 There is a designated building as a library in school

2 The library has all the assorted and reference books required for
students’ use

3 The library receives daily newspapers which are

accessible to both teachers and students

4 The library has enough furniture for all students who want to read

5 The library has a designated officer serving as a librarian

6 The library has audio facilities for students and teachers to use

7 The library has computers accessible to students and teachers

8 The library has internet connection and is available for

research by students and teachers

10 The student Vs. book ratio is adequate

40
 SECTION C: To assess the contribution of sanitary facilities on students’

academic achievement in selected public secondary schools in Kasese,

Uganda. Please the appropriate response: (Strongly Disagree-1, Disagree-2, Not

sure-3, Agree-4 and Strongly Agree-5).

Construct SD D NS A SA

To assess the contribution of sanitary facilities on students’ 1 2 3 4 5

academic achievement in selected public secondary schools
in Kasese, Uganda.

1 The school has adequate pit latrines/toilets for both teachers

2 The school has adequate pit latrines/toilets for both female and
male students

3 The school has adequate pit latrines/toilets for both male student

4 The school has adequate urinal for both teachers and students

5 The school has adequate dustbins for solid waste disposal

6 The school has adequate hot and cold water for both teachers and
student

7 The school has adequate bathrooms for both teachers and

students

41
 8 The school has adequate facilities for washing raw food

9 The school has adequate washing tanks with water and soap for
use after visiting toilet and before eating food.

SECTION D: To establish the contribution of classrooms on students’

academic achievement in selected public secondary schools in Kasese,

Uganda. Please the appropriate response: (Strongly Disagree-1, Disagree-2, Not

sure-3, Agree-4 and

Strongly Agree-5).
Construct SD D NS A SA

To establish the contribution of classrooms on students’ 1 2 3 4 5

academic achievement in selected public secondary schools in
Kasese, Uganda.

1 The school has adequate classrooms for all students from

S.1-S6

2 The classrooms have adequate space to facilitate learning

3 The school has adequate instructional area for teachers

4 The ratio of student Vs. classroom is adequate

5 There are adequate teachers to attend to learners

6 There are adequate tables, desks and chairs for each

classroom

7 There is adequate ventilation for all classrooms in the school

42
 8 There are big blackboards/ white boards in all classrooms in the
school

9 There are sufficient lights and fans in classrooms in the school

10 The school has clear rules for each classroom to enforce students’
discipline

SECTION E: To establish Status of students’ academic achievement in selected

public secondary schools in Kasese. Please the appropriate response: (Strongly
Disagree-1, Disagree-2, Not sure-3, Agree-4 and Strongly Agree-5).
Construct SD D NS A SA

Status of students’ academic achievement in selected public 1 2 3 4 5

secondary schools in Kasese

1 Student’s grades(UCE) are high for the last five years

2 Teachers administer students continuous assessments

3 Teachers impart academic skills and competencies in their students

4 Students’ retention and completion rate is high

5 Students’ engagement in revision is high

6 Teachers promote critical thinking among learners

7 Teachers sensitize students about the knowledge of career success

Thanks for your Cooperation

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