IMPACT OF PHYSICAL FACILITIES ON DISCIPLINE, EXTRA-CURRICULAR ACTIVITIES AND TEACHING AND LEARNING IN MABLE SECONDARY SCHOOLS, UGANDA

Afolasade A. Sulaiman, Haliru Shehu, Nasiru Hussaini

Abstract


This study surveyed the impact of physical facilities on discipline, extra-curricular activities and teaching and learning in Mbale secondary schools, Uganda. A total of 369 respondents were randomly selected as sample for the study. Physical Facilities and School Activities Questionnaire (PFSAQ) was the instrument of data collection. PFSAQ reliability and validity values were 0.79 and 0.82 respectively. Results revealed that availability of physical facilities has huge impact on teaching and learning, co-curricular facilities and especially discipline. Based on the findings, it was recommended that government should employ trained counsellors as members of staff in to schools to assist students in dealing with adjustment problems and keep improving on school facilities to ensure effective teaching and learning and active participation in co-curricular activities. Administrators and teachers are encouraged to motivate and facilitate students’ participation in co-curricular activities within schools and among students. 


Full Text:

PDF

References


Adesola, A. A. (2005). Resource provision and utilisation: mathematics ability and learning environment as prediction of learning outcomes in undergraduate practical geography, Unpublished Ph.D Thesis University of Ibadan, Ibadan, Nigeria.

Al-Enezi M. M. (2002). A study of the relationship between school building conditions and academic achievement of twelfth grade students in kuwaiti public high schools. Unpublished Ph.D Thesis Virginia Polytechnic Institute and State University, Blacksburg, VA.

Alimi, O. S. (2004). Appraisal of the Adequacy of Available School Plant for Primary Education in Ayedaade Local Government Area of Osun State. Educational Thought, 4(1) 64-69

Bandele, S. O. (2002). Administration of continuous assessment in tertiary institutions in Nigeria. Journal of Educational Foundations and Management. 1(1): 289—296.

Corcoran, Thomas B., Lisa J. Walker, and J. Lynne White (1988). Working in Urban Schools. Washington, DC: Institute for Educational Leadership.

Experiences from district. Nairobi: UNESCO

Kagoda, A. M. (2011). The Influence of the Schools Learning Environment on the Performance of Teacher Trainees on School Practice - A Case of the School of Education Makerere University Uganda. Journal of Social Sciences 3(3): 244-252,

Keller, B. (2003). Question of teacher turnover sparks research interest. Education weekly, 27; 33 retrieved on 26th July 2015 from www.sciedu.online.com

Lunyolo, G. H.; Ayodo T.M.O. & Tikoko, B. (2014). The effects of high student: teacher ratio on academic performance in universal secondary schools in Uganda: the case study Mable municipality. Retrieved 23rd January 2015. www//ritchesUganda.Bolgsprt.ng.2012/universal

MoES (2007). Needs Assessment Draft Report for the P.7 Enrolling Institutions in Uganda. Business Technical Vocational & Education Training Section.

Muratha, M. M. (2013) School based factors and their effects on discipline of secondary school students in kiambu East District Kenya. Unpublished M.Ed Dissertation University of Nairobi Kenya.

Mwesigwa A. (2015). Uganda success in universal primary education falling apart: The Guardian Kampala. Retrieved 12th August 2015 from www.thegurdian/.com/global-development/2015/apr/23/uganda-success-universal--primary-eduation-falling-apart-upe

O’Neill, D. (2000). The Impact or school facilities on students’ achievement at selected Texas schools. Unpublished Ph.D thesis, retrieved 27th August 2015 from www.sciedu.com

Philias, O. Y., & Wanjobi, W. C. (2011). Performance Determinants of Kenya Certificate of Secondary Education (KCSE) in Mathematics of Secondary Schools in Nyamaiya Division, Kenya. Asian Social Science, 7 (2), 107-112

Rudd, P., Reed, F. & Smith, P. (2008). The effects of the school environment on young people’s attitudes towards education and learning. National Foundation for Educational Research. Retrieved 13th July 2016 from http://eprint.whiterose.ac.uk/73960/

Singh, S. K. and Singh, N. S. (2007). Co-curricular and Extracurricular Activities, Guest Lecture delivered at Little Flower House, Kakarmatta, Varanasi

UNESCO. (2008). Challenges of implementing free day secondary education in Uganda.

Vandiver, B. (2011). The impact of school facilities on the learning environment. Retrieved 13th July 2016 from www.acefacilities,org/retriveDocument.ashx?Docld=ebd0a08c-5299.

Wokadala, J. (2012). “Exploring technical ef¬ficiency of Rural and Urban Lower Sec¬ondary Schools in Uganda”. Journal of Educational Planning and Administra¬tion, 26 (2), 343-364.


Refbacks

  • There are currently no refbacks.


DISCLAIMER

The editors and publisher of Jurnal Psikologi Malaysia have made every possible effort to verify the accuracy of all information contained in this publication. Any opinions, discussions, views and recommendations expressed in the article are solely those of the authors and are not of Jurnal Psikologi Malaysia, its editors or its publisher. Jurnal Psikologi Malaysia, its editors and its publisher will not be liable for any direct, indirect, consequential, special, exemplary, or other damages arising therefrom.