MANAGEMENT OF THE DOUBLE-SHIFT SYSTEM OF

EDUCATION AND PUPILS’ ACADEMIC PERFORMANCE

A CASE STUDY OF SELECTED PUBLIC PRIMARY SCHOOLS IN

RUHANGO DISTRICT- RWANDA

NTIBAZIMANA ATHANASE

MED/0163/13

A Research Project Submitted in Partial Fulfillment for the Award of

a Degree in Master of Education (Education Planning and

Management Option) of Mount Kenya University

NOVEMBER, 2015

i
 DECLARATION

This Research Project is my original work and has not been presented to any other

institution for any other award. No part of this should be produced without the authors

consent or that of Mount Kenya University.

Students Name: NTIBAZIMANA Athanase

Sign_____________________Date____________________

I confirm that the work reported in this thesis proposal was carried out by the candidate

under my supervision.

Name: Dr. RWIBASIRA TUSIIME Michael

Sign________________________Date___________________

ii
 DEDICATION

This piece of work is dedicated: To my adorable and enchanting father MPOZAYABO

AMOURAM (late), my beloved mother MUKAMUHIZI Elina, my adorable brother

NKUNZURWANDA Marc, my sisters, all my relatives and friends; my lectures and

classmates.

iii
 ACKNOWLEDGEMENT

This current study is a result of combined efforts of many persons to whom I owe sincere

recognitions. Sincere gratitude is extended to anyone who contributed to the completion

of this research study. It would not have been realized if it was not for patience, untiring

encouragement, guidance, support and supervision of Dr. RWIBASIRA TUSIIME

Michael who, despite of many responsibilities, voluntarily accepted to supervise this

study throughout each step. I am also indebted to Mr. NGIRIA G. Geoffrey my classmate

whose insight, sociability, friendliness, sense of humor, hard-working gave me

inspiration. Special thanks to Mss Terry van den Akker for her tireless effort to support,

guide and encourage me throughout the study. Special thanks to all my classmates. I

thank my family and all my friends for all sorts of support they have provided. I cannot

forget to say thanks to my workmates MUNYANDAMUTSA Innocent and

NKURIKIYIMANA. Faustin who supported me during data collection process. Specials

thanks all of respondents of this study.

May Almighty God bless you all.

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 ABSTRACT

The present study is entitled Management of Double Shift System of Education and
Pupils Academic Performance. Specifically, the research was: (1) to investigate into
opportunities of using the double-shift system to manage public primary schools in
Ruhango, (2) to determine challenges of using the double-shift system to manage public
primary schools in Ruhango. (3) to assess pupils academic performance in public
primary schools under the double-shift system in Ruhango (4) to establish relation
between management of the double-shift and pupils academic performance in public
primary schools in Ruhango, (5) to identify strategies to improve practices in the double-
shift system. The core questions which guided the study were: (1) Which are
opportunities of the double-shift system in management of primary schools in Ruhango?
(2) Which are challenges of using the double-shift system to manage public primary
schools in Ruhango? (3) Which are the levels of pupils’ academic performance in the
public primary schools under the double-shift system in Ruhango? (4) To what extend
does the management of the double-shift influence pupils’ academic performance? (5)
Which strategies are to be taken to improve practices in the double- shift school system?
Research design for this study was descriptive; that is, both qualitative and quantitative.
The sample design consisted non- probabilistic method. The study was conducted in 6
schools. The sample population of the study was 6559. Sample size for the study was 204
among which 87 were teachers, 103 pupils, 6 head teachers, 6 PPC, 1 SEO and 1 DEO
sampled from the target population. Instruments used to collect primary data were:
questionnaires, interviews, observation while the secondary data relied on the analysis of
existing documents. Data analysis consisted of coding responses from both
questionnaires and interviews into category along the same themes. Data from
questionnaires were first presented according to the item frequency and interpreted using
Mean and standard deviation. The study findings revealed that the double-shift system
presents both opportunities and challenges to consider in management of schools. From
the findings, there is a connection between poor management observed in the double-shift
school system and pupils poor academic performance. Therefore, the findings led the
researcher to conclude that for pupils’ academic performance to improve; there is a need
to cope up with complexity of issues involved in management of the double-shift system.
The researcher came up with recommendation as to enhance quality management by to
training and raising awareness of all education stakeholders (school managers, education
planners, policy makers, parents and communities) so that each individual understands
the role to play.

v
 TABLE OF CONTENT

DECLARATION ................................................................................................................ ii

DEDICATION ................................................................................................................... iii

ACKNOWLEDGEMENT ................................................................................................. iv

ABSTRACT ........................................................................................................................ v

TABLE OF CONTENT ..................................................................................................... vi

LIST OF TABLES ............................................................................................................. ix

LIST OF FIGURES ............................................................................................................ x

LIST OF ACRONYMS AND ABBREVIATION ............................................................. xi

CHAPTER ONE: INTRODUCTION ................................................................................. 1

1.0 Introduction ............................................................................................................... 1

1.1 Background of the study ...................................................................................... 1

1.3 Statement of the Problem .......................................................................................... 7

1.4 Objectives of the Study ............................................................................................. 8

1.4 Research Questions ................................................................................................... 9

1.5 Significance of the Study .......................................................................................... 9

1.6 Limitations of the Study.......................................................................................... 10

1.7 Scope of the Study. ................................................................................................. 11

1.8 Organization of the Study ....................................................................................... 11

CHAPTER TWO: REVIEW OF RELATED LITERATURE......................................... 13

2.0 Introduction ............................................................................................................. 13

2.1 Theoretical Literature.............................................................................................. 13

2.1.1 The overview of double-shift system in the world .......................................... 14

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 2.1.2 The double-shift system as a possibility for developing countries .................. 15

2.1.3 Factors behind implementation of double-shift system in primary schools in

Rwanda ..................................................................................................................... 16

2.2 Empirical Literature ................................................................................................ 17

2.2.1 Opportunities and challenges involved in managing schools under the double-

shift system ............................................................................................................... 17

2.2.2 Planning in the double-shift ............................................................................. 21

2.2.3 Organizing and coordinating morning and afternoon shifts ............................ 22

2.2.4 Staffing and monitoring in double-shift schools .............................................. 23

2.3 Critical Review and Research Gap identification ................................................... 30

2.4 Theoretical Framework ........................................................................................... 31

2.4.1 Structural Functionalism Theory ..................................................................... 31

2.4.2 Attribution Theory ........................................................................................... 32

2. 5 Conceptual Framework .......................................................................................... 32

2.6 Summary ................................................................................................................. 33

CHAPTER THREE: RESEARCH METHODOLOGY ................................................... 35

3.0 Introduction ............................................................................................................. 35

3.1 Research Design...................................................................................................... 35

3.2 Target population and sample size.......................................................................... 35

3.4 Sample Design ........................................................................................................ 36

3.4.1 Sample Size.......................................................................................................... 36

3.4.2 Sampling technique .............................................................................................. 36

3.5 Data Collection Methods ........................................................................................ 38

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 3.5.1 Data Collection Instruments ................................................................................ 39

3.5.3 Reliability and Validity ........................................................................................ 39

3. 6 Data Analysis Procedure ........................................................................................ 40

3.8 Ethical Consideration .............................................................................................. 41

CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION ................................ 42

4.0 Introduction ............................................................................................................. 42

4.1 Demographic Characteristics of Respondents ........................................................ 42

4.2 Presentation of Findings ..................................................................................... 45

CHAPTER FIVE: SUMMARY CONCLUSIONS AND RECOMMENDATIONS ....... 63

5.0 Introduction ............................................................................................................. 63

5.1 Summary of Findings .............................................................................................. 63

5.2 Conclusions ............................................................................................................. 66

5.3 Recommendations ................................................................................................... 67

5.4 Suggestions for further study .................................................................................. 69

REFERENCE .................................................................................................................... 70

APPENDICES Authorization Letter................................................................................. 74

Authorization Letter .......................................................................................................... 75

viii
 LIST OF TABLES

Table 1.1: primary school leaving examination from 2012 to 2014 ................................... 6

Table 1.2: P6 academic performance in sector competitive examination from 2012 to

2014..................................................................................................................................... 6

Table 3.1 Study Population from the six primary schools ................................................ 36

Table3. 2 Sample size and Sampling Techniques ............................................................. 38

Table 3.1 : Evaluation of the mean ................................................................................... 40

Table 3.3: Evaluation of Standard Deviation .................................................................... 41

Table 4.1: Respondents by category and Responsibility .................................................. 42

Table 4.2: Respondent teachers by qualification .............................................................. 43

Table 4.3 Respondent teachers by years of work experience ........................................... 44

The table 4.4 Responses of teachers about opportunities of the double-shift in

management of primary education.................................................................................... 46

Table 4.5 Responses of teachers about challenges of double-shift system in management

of primary school in Ruhango district. ............................................................................. 50

Table 4.6 Pupils’ levels of satisfaction about their current academic performance. .... 54

Table 4.7 Relationship between management of the double-shift and pupils academic

performance. ..................................................................................................................... 57

ix
 LIST OF FIGURES

Figire 2. 1: Conceptual framework …………………………………………………30

x
 LIST OF ACRONYMS AND ABBREVIATION

CPD: Continuous Professional Development

DEO: District Education Officer

EFA: Education For All

EP: Ecole Primaire

GS: Groupe Scolaire

IDT: International Development Targets

MINECOFIN: Ministry of Finance and Economic Planning

N: Number of candidates

NYBEI: Nine Year Basic Education Implementation

PC: Parent Committee

PPC: President of Parent Committee

PRESP: Republic of Rwanda Education Sector Policy

S.D: Standard Deviation

SEO: Sector Education Officer

UNESCO: United Nations Educational Scientific and Cultural Organization

UPE: Universal Primary Education

USA: United States of America

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 DEFINITION OF KEY TERMS

School management - is a process of running school business in everyday school’s

activities to insure that every effort is directed towards the realization of set objectives.

Double shift system of education - is a system whereby teaching and learning are

organized in two sessions; one session during morning hours another in the afternoon.

Morning shift in Rwandan situation - it is a session of teaching and learning where the

first group of pupils start at 7.15 morning and end class at 11. 45

Afternoon shift in Rwandan situation - it is a session of teaching and learning where

the second group of pupils starts at 12.45 at midday and end at 5.00 p. m in the evening.

Teachers - instructors teaching in both morning and afternoon shift from 7.15 a,m to

5.00 p.m.

Pupils - are school children that attend primary education from Primary one to primary

six.

Academic performance - measurement for individual pupils’ progress towards

achievement of standardized education set objectives.

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 CHAPTER ONE: INTRODUCTION

1.0 Introduction

This chapter provides an insight and context of the research undertaken. It presents the

background information, problem statement, general and specific research objectives, research

questions, scope of the study, and limitation of the study and organization of the study.

1.1 Background of the study

The important role that education is thought to play has made both developed and developing

countries to introduce new efforts and reforms in their educational policies for them to improve

the quality of education at all level of schooling, especially the basic level to meet changing

demands of society. The focus of the reforms is on learner, the curricular, teachers, school

management, material resources (Lois, 2001, p. 1).

Nevertheless education is of vital importance and it is a priority for counties to meet the needs

of their people. In the speech by Nelson Mandela in Foreign Commonwealth Office November

29, 2013, stated: “Education is the most powerful weapon one can use to change the world.

Transformation of societies has and will always depend on importance associated to education. I

am great fan of education and my professional experience convinces me that education is one

of fundamental building block for the society, of it prosperity and sustainability. I believe

strongly that education should be one of the FIRST sectors addressed when seeking to build and

rebuild the societies bettered by conflict.”

In addition, UNESCO (2001) emphasized the same idea: “It is with the belief that education is

a fundamental right and a gateway to individual opportunity, critical for current and future

challenges that a lot of effort is now directed to education”( p. 11).

1
“we live in an age when there is great optimism about the power of education to influence the

well-being on wisdom of individuals and nations. Parents and caregivers see education as a way

for their children to improve their lives by building an understanding of their place in the world.

It is also the principle means by which young people by passing exams and gaining credentials

can gain an advantage in the labor market. Teachers, as they always have, hoped to pass on the

wisdom of generations in equipping students for the future” (Lauder et al. 2006, p. 1)

Despite a good will to reform education, many countries are faced with challenges of scarce

resources for education to cater for increasing school aged population. In other words, for many

countries the demands for education surpasses available resources. Sifuna (2007) stated: “with

increased enrolments, many schools were unable to cope with the high influx of pupils. It was

common to find classes being conducted in open, under trees or in church buildings to

supplement the available space.” (p. 692). In this regard, Diwan (2002) asserted: “in order to

meet this crisis the only alternative one could think of is creation of additional sources, which

however is impossible” (p.1). For the author, the creation of additional resources for many

communities is economically unaffordable. He went on to state: the next solution on which one

could seemingly embark on is utilization within the existing resources in the most optimum

manner. This move resulted in the creation of shift schools in order to make the best use of

available infrastructure and other resources the process by which school functioning take place

in shifts (p. 2).

It is therefore in the perceptive of utilizing the available resources to extend education to as

many school aged population as possible the idea of double-shift system education grounds.

Speaking about double-shift schooling, Galiya (2013) asserted that double shifting or double

session schooling is system in which different cohorts use the same buildings and have the same

academic curriculum some in the mornings and some in the afternoons.

2
According to Diwan (2002) the double shift system is practiced in many places around the

world. In USA the double shift system is commonly practiced. In most of states of India it is a

common practices and the school cater to two entirely separate groups of pupils during a school.

Bray (2008, p. 8) also noted that countries such as Chile, Botswana, Kenya, Zimbabwe,

Namibia; the practices of double-shift system are common. In Zimbabwe for example, double

shift session schooling is also called ‘hot heating’ because the school seat are said never to have

time to cool down. In Kenya, the introduction of double shift system of education was meant to

cope up with emerging educational issues.

The purpose of primary education is to develop quality of learners so that they can properly

serve the society according to their roles and their responsibilities as good citizens. To achieve

the aim of and improve pupils academic achievement is schools, Primary Teachers Colleges are

to prepare high quality education in primary schools (Ballon and Podgursky, 1997 cited in

Achombo, 2012, p. 11). According to Humana development Network( 2002, p. 431), the long-

term goal in education is nothing less than to ensure that everyone completes a basic education

of adequate quality, acquires foundation skills-literacy, numeracy, reasoning and social skills

such as network- and has further opportunities to learn advanced skills throughout life, in a

range of post basic education settings.

In 2003 Rwandan government introduced free basic education as a policy to improve school

enrolments and school retention. As stipulated in Vision 2020 policy document (Education

Sector Policy, 2003), all children were to be given chances to go to schools. In order to move

forward, in 2008 the government of Rwanda initiated important reform in education that

focused on three areas: courses, teachers, and teaching system. The target of the reform was to

3
reach universal primary education in 2010, and Nine Years Basic Education in 2015 as stated in

its vision 2020 policy document (MINECOFIN, Vision 2020 Rwanda, 2000). Educational

policy makers therefore came up with double shift system of education in order to make the

reform possible and quickly implement the policy (NYBEI, 2008).

In the first place, the double shift reform started with core courses reduction. Regarding

reduction of courses, subjects were selected and some eliminated to only retain core subjects all

that compulsory and examinable. According to NYBEI (2008), the courses reduction seeks to

improve the quality education by increasing the number of hours a child spends per subject.

Before the reform, pupils were studying 9 subjects in primary 1 to 3 and 11 subjects in primary

4 to 6. Currently, the numbers of subjects were reduced from 9 to 6 in primary 1 to 3, and from

11 to 6 in primary 4 to 6.

In the second place, the reform also embarked upon teachers’ specialization. The teacher

specialization was introduced as a strategy to allow teachers to focus exclusively on two

subjects across primary school; from primary 1 to 6. According to NYBEI (2008), the intention

was to increase teachers’ subject knowledge and confidence in ability to teach well, thus

improving quality of teaching and learning as the teacher focuses only on two subjects.

In the third place, the double shift system was brought in as strategy to allow the utilization of

scarce sources, both human and material, in the purpose to reach universal education. As

collaborated by Bray (2008) “double shift schooling has helped many countries to moves

towards universal primary and secondary education.”( p. 17).

Regarding organization and implementation of double shift system in Rwanda, according to

NYBEI, (2008) the double shifting system is the division of teaching day into two shifts;

4
morning session from 7.15 to 11. 45a. m, and afternoon from 12. 45 to 5.00 p. m. Both sessions

are thought by the same teachers. The double shift is currently applied throughout primary, from

1 to primary 6. The new system of double shifting requires one head teacher per school.

Theoneste Murwanashyaka the former Secretary of State Primary and Secondary Education

stated: “ the double-shift must operate through primary education from Primary 1 to primary 6.

In the double-shift pupils are to be divided into two equal-sized, no group should have more

than 40 children. One group studies in the morning on the first day and studies in the afternoon

on the next day, and vice versa. It would proceed that way in all forms of school till the end of

the week and till the end of the school year. The double shift system as it operates in Rwanda,

the same teachers teach both the morning and the afternoon sessions” (Strategic Document

Aimed at Accelerating Implementation of 9 Y B E in Rwanda 2008, p. 9).

To what concern academic performance, according to Ferguson (1990) students demonstrate

their academic performance by taking oral or written tests, performing a presentation, turning in

homework and participating in class activities and discussions. Academic performance refers to

the quality and the quantity of knowledge, skills, techniques and good attitudes, behavior and

philosophy that learner achieve or acquire. This ability is evaluated by the marks that the pupils

attain in test or examination which is done at the end of a topic, school term, year, or education

cycle. The scores and grates that each pupils obtains measure the degree of achievement, the

quality of grade and the number of candidates who pass in various grades determine the level of

academic performance in a given class or institution in a given period in a particular

examination, be it internal or public (Ferguson, 1990 cited in Achomo 2010, p. 4)

In Rwanda, like elsewhere in the world, pupils’ academic performance is based upon for

pupils to be promoted in the next class, repeat the class or for any other remedial actions.

After six years of primary education in Rwanda, pupils sit for national examination, results
5
of which bases the promotion to secondary education. Table below describes the situation

of primary leaving examination from 2012 to 2014.

Table 1.1: primary school leaving examination from 2012 to 2014

Year Sat for exam Passed exams % passed

Girls Boys Total Girls Boys Total Girls Boys Total
2012 91,277 78,877 166,154 74,679 63,380 138,059 81.8% 84.6% 83.1%
2013 93,823 78,446 172,269 72,693 61,830 134,523 77.5% 78.8% 78.1%
2014 86,297 70,738 157,035 71,973 60,727 132,700 83.4% 85.8% 84.5%

(Source: Rwanda Education Board)

The table 1.1 shows pupils academic performance on the national level from year 2012 to 2014.

It is a summation of performance of pupil boys and girls from 33 Districts of Rwanda.

Ruhango district is one of 33 districts of Rwanda. To understand the current situation of pupils’

academic performance in Ruhango District, it is important to bring to light academic

performance situation of pupils for some selected school from Ruhango in sector competitive

examination from 2012 to 2014.

Table 1.2: P6 academic performance in sector competitive examination from 2012 to 2014.
6
 Name of the school

Acade E.P E.P G.S Ruhango GS Munini E.P E.P Gatisi

Catholique Musamo,
-mic NTENYO GIKOMA Adventist

year N Success N Success N Succes N Success N Success N Success

s average
average average average average
average
2012 48 30.5 46 20.3 180 15.7 51 20.1 43 20.5 54 37.6

2013 34 23.3 38 19 149 17.5 55 22 42 26 67 35

2014 41 26 45 22 190 22 54 23 45 21 71 38

( Source, primary data obtained from Ruhango Sector Education office book records)

Table 1.2 indicates six schools from Ruhango sector, the number P6 pupils who sat for sector

competitive examination from 2012 to 2014 and the school performance average.

The above described situation reveals that there are issues of academic performance in the said

district. This research project is therefore seeking to analyze management double shift system in

relation to pupils’ academic performance in public primary schools in Rwanda.

1.3 Statement of the Problem

The government of Rwanda since 2003 initiated a reform in education by introducing free basic

education with intention to make sure that every child acquires basic education. In order to

move forward, in 2008 the double-shift system was introduced as an education reform from

Primary 1 to Primary 6 in the purpose to create more spaces in schools to allow more school

enrollments. The target of the reform was to reach universal primary education in 2010, and

Nine Year Basic Education in 2015 as stated in its vision 2020 policy document (MINECOFIN,

Vision 2020 Rwanda, 2000). Despite the double shift system of education being in line with the

government’s objectives to make education accessible for all, the system is still faced by a

7
myriad of management problems that are likely to affect pupils’ academic performance. Some

of those problems include: shortened class time which does not allow enough time for teaching

and learning interaction time, large schools and large classes, increased teachers’ workload,

poor motivation strategy; late coming, absenteeism to mention but few which are considered

to result from lack of proper application of management functions; that is: planning, organizing,

staffing, coordinating and monitoring. In addition, this last three years, teachers from different

schools in Ruhango district have been repeatedly reporting cases of some pupils who study

many years in primary without knowledge to read, to write or to count. All these aspects of the

problem led the researcher to assume issues related to management of double-shift system are

source of pupils’ poor academic performance observed in the mentioned District. Moreover,

since the policy of double shift system was introduced in Rwanda very little if any has been

done to examine the opportunities and the challenges involved in managing schools under

double shift system. This study therefore purposed to establish the relationship between

management of the double shift system and pupils’ academic performance in Ruhango district-

Rwanda.

1.4 Objectives of the Study

This study was guided by both general and specific objectives.

1. 3.1 General Objectives

The main objective for this study was to analyze relationship between management of double-

shift system of education and public primary pupils’ academic performance in Ruhango

District-Rwanda.

1.3.2 Specific Objectives

8
 i. To investigate into opportunities of the double-shift system of education in management

of public primary schools in Ruhango District-Rwanda.

ii. To determine challenges of the double-shift system of education in management of

public primary schools in Ruhango District-Rwanda.

iii. To assess levels of pupils’ academic performance in schools under the double-shift

system in Ruhango District-Rwanda.

iv. To establish relation between management of the double-shift and pupils academic

performance in public primary schools in Ruhango District.

v. To identify strategies to improve practices in the double-shift system.

1.4 Research Questions

i. Which are opportunities of the double-shift system in management of public primary

schools in Ruhango District-Rwanda

ii. Which are challenges of the double-shift system in management of public primary

schools in Ruhango District-Rwanda?

iii. Which are the levels of the pupils’ academic performance in schools under the double-

shift system Ruhango District-Rwanda?

iv. To what extend does the management of the double-shift influence pupils’ academic

performance in public primary schools of Ruhango District-Rwanda?

v. Which are strategies to improve practices in the double-shift schools system?

1.5 Significance of the Study

This study is helpful to the researcher, policy makers, policy implementers and other interested

researchers.

1.5.1 To the Researcher

9
The study helps the researcher to gain deeper knowledge and understanding of issues related to

education planning and management, especially issues related to double-shift policy.

1.5.2 To Policy-makers and Policy implementers

Policy-makers, education managers at national and regional and policy implementers are the

beneficial of this study. Consulting this document would reveal to each education stakeholder’s

responsibilities and roles that falls on each one’s shoulder.

1.5.3 To other interested Researchers

Finally, the study opens an avenue for other interested researchers in area of management of

double-shift schools to research further.

1.6 Limitations of the Study

A number of limitations characterize this study and most of them were of methodological

nature. The study was carried out on different categories of respondents (DEO, SEO, PPC,

Head teachers, teachers and pupils); which made sampling methods a complex process. Some

respondents who had negative attitudes towards the study at hand would take time to convince

them to fill questionnaires. Accordingly, busy respondents wouldn’t complete questionnaire and

submit on time of need. Also, the area of the study was limited due to complexity of the subject

matter.

To deal with the above issues, the researcher decided to proceed by purposive sampling

selecting informants’ pupils, teachers, head teachers, PPC, DEO, and SEO in order for different

respondent groups to be represented. Purposive sampling was used because the researcher

wanted to focus on the informant groups that can be easily accessed and are knowledgeable

enough to provide trustworthy information about the issue under investigation. Also, the

researcher practiced patience and collaboration to deal with respondents who have negative

attitudes and the busy ones.

10
1.7 Scope of the Study.

This study proceeded by conceptual scope, content scope, geographical scope and time scope.

1.7.1 Conceptual Scope

This study focused on issues of school management such as school enrollments, planning,

organizing, staffing, coordinating and monitoring schools activities in relation to pupils’

academic performance in their daily class work, weekly tests, end of term, end year

examination end of cycle examination.

1.7.2 Content Scope

In content terms, this study was only intended to examine the opportunities and challenges

associated with management of double shift system in relation public primary pupils’ academic

performance.

1.7.3 Geographical Scope

Geographically, the study was carried out in Ruhango District. Six public primary schools in

Ruhango Sector were involved in this study.

1.7.4 Time Scope

Regarding time scope the study looked into issues of management of double shift school system

of education and pupils’ academic performance from 2012 to 2014.

1.8 Organization of the Study

The study was organized under five chapters. Chapter one discusses the background

information, case study history and problem statement, research objectives, research questions

and different beneficiaries of the study.

Chapter Two reviews relevant earlier studies that tackle issues of double-shift schooling.

Theoretical and empirical literature studies examine the main reasons why the double-shift

11
system of education is practiced not only in Rwanda but also in many countries around the

world, its opportunities and challenges. Conceptual framework developed for this study is to

explore double shift system mechanism.

Chapter Three addresses the methodological concern. It dealt with explanations and discussion

on research strategy, research design, research population and sampling techniques, methods of

data collection and analysis, reliability and validity of the study, and ethical issues.

Chapter Four discusses and presents findings obtained from data collected form respondents,

and Chapter Five make a summary of the findings, conclusions and recommendations.

12
 CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.0 Introduction

The focus of this chapter is on how education planning and management is coping with double-

shift schooling generally in the world but more specifically in Rwanda to improve pupils’

academic performance. The main purpose of this chapter is to examine what other reviewed

literature say about organization and implementation of double shift-schooling in different parts

of the world. The theoretical review and conceptual framework are used as a guide for the study

and its justification. Structural functionalism theory, Attribution theory and Symbolic

interactionist theory are examined as a guide and justification to the study.

2.1 Theoretical Literature

The double-shift system or double session schooling is system in which different cohorts use

the same buildings and have the same academic curriculum some in the mornings and others in

the afternoons (Galiya, 2013). In a double-shift system, schools cater for two entirely separate

groups of pupils during a school day. The first group of pupils usually attends school from early

morning until midday, and the second group usually attends school from mid-day to late

afternoon. Each group uses the same buildings, equipments and other facilities (Bray 2008, p.

16).

There are variations in terminologies that make reference to double shift schooling. According

to Bray (2008 p. 17) the double shift system can also be called “double-session schools’,

‘bisessioal schools’, ‘half-day schools. The double-shift is contrasted to the single shift system.

Bray,( 2008, p. 15) stated: “double-shift schools are contrasted with single-shift schools which

can also correspondingly be called: ‘single-session schools’, ‘unisessional schools’, ‘full-day

schools” Therefore, the terms ‘double-shift’, ‘double-session-session’, ‘bisessional’ and ‘half

day’ can most of the time be used interchangeably; the same way applies to the terms single

13
shift, single-session, unisessional or full-day. Bray is one of exponent researchers of the

double-shift and multiple-shifts as they are organized and implemented in different parts of the

world For this reason, this study draws much from Bray’s book; Double-Shift Schooling:

Design Operations for Cost Effectiveness (2008).

2.1.1 The overview of double-shift system in the world

The double-shift is practiced in many countries in different parts of the world. Bray (2008)

stated: “many countries have adopted double-shift schooling as a measure to help them to move

towards universal primary and secondary education” (p. 17)

The World Bank reported about double shift system being practiced in some of Asia and

Caribbean countries such as Malaysia and Jamaica (Landon, 1993, p. 16). Diwan (2002) in his

work. A study of the function shift schools in Delhi Problems and Prospects reported that the

double-shift system is commonly practiced in USA, quite commonly operated in Greece, Italy,

Portugal and Yugoslavia there are usually morning and afternoons. The Staff in Mexico has

been known as “taxi teachers” because many jumped straight into taxi at the end of each

morning session in order to teach afternoon session elsewhere.

In addition, some countries have specific and official terminologies referring to double-shift. In

south Africa and Namibia, ‘platooning’ is the term called double-shift schooling, a term which

echoes a usage in the USA dating from 1920 ( Kleinhans,2002, p. 10). The study by Harper

(1987) also collaborated and distinguished between a platoon system and double-shift system.

“Platoon classes are two different groups of children taught by different teachers utilizing the

same classroom locale, one group during morning session, the second during the afternoon

session”( p.67)

14
2.1.2 The double-shift system as a possibility for developing countries

According to Landon (1993), many studies about the double shift system emphasized on the

reasons why it operates in many countries especially in developing ones. Other studies examine

the economic issues of the double-shift mechanisms, i. e., ‘saving money’ and its educational

consequences (p. 355).

London, (1993) in his study, Planning and implementing education policy in a developing

country, “the double-shift system is a characteristic of developing countries where human

resources and materials resources are very scarce” (p. 356). Bray (2008) also collaborated the

same idea” the double shift is mainly important in countries where finance for education sector

is limited” ( p. 26). Bray (2008) highlighted that the primary education increased four-fold in

Africa and more than doubled in Asia between 19960 and 1980. These fast increase demands

for education pushed low-income countries to expand their economic strategic plan for

education “Adoption of double shift policy in many developing countries purposes to cater for

the increased enrolment in schools resulting from change of educational policies geared towards

improving access education, such as abolition of school fees in public schools” (p. 188)

Bray (2008) argues again that education planners chose the double-shift because it allows

access to basic education because its cost effectiveness virtue and alternative way to increase

students’ achievements (p. 31). Policy makers adopted the double-shift policy so that schools

could use the existing and scarce educational facilities such as classrooms, textbooks, libraries

etc. limited to cater for more pupils by instituting different teaching sessions during the school

day (p. 188).

15
2.1.3 Factors behind implementation of double-shift system in primary schools in Rwanda

Much as it is not easy to determine all that has been said about the double-shift system in

Rwanda, one of important documents cited from is Ministry of Education Nine Years Basic

Education Implementation, Fast Track Strategies, published in 2008. The document gives

detailed information about the implementation strategy of education reform undertaken since

2003. The document gives information about the objectives, organization and implementation

education strategy of the policy reform of nine year basic education under which double shift

system is taken as strategy to universalize education and increase completion NYBEI (2008, p.

8).

According to NYBEI (2008) the policy reform for primary education aims at: reduction of

repetition rate at primary from 19% in 2004 to 6% in 2015, reduction of dropout rate at primary

school from 14% in 2004 to 5% in 201, pupil- teacher ratio at primary school reduced from 67

in 2004 to 45 in 2015, class size at primary school reduced from 51 in 2004 to 45 in 2015 (p. 5)

According to Rwanda Education Sector Policy (2003, p. 10). Theoneste Mutsindashyaka the

former Secretary of State Primary and Secondary Education in Rwanda stated that the idea of

double-shift came in after realizing that with the use of the ordinary approach the

implementation of Nine-Year Basic Education for all could not speed up because it required

means and resources Rwanda could not afford. The government of Rwanda was aiming to

achieve Universal Primary Education (UPE) by 2010. That was requiring the rehabilitation and

construction of new classrooms, the training of more teachers, ensuring that no child is denied

the chance of the basic education, abolition of school fees substituted with an equivalent

Capitation Grant judicious use of the practice of double shifting. According to NYBEI (2008),

the double-shift is purposed to: “allow more efficient use scarce of teachers, savings in teachers’

salaries, and in classroom construction, reduce class size, pupils’ teacher ratio, and increase the

total number of hours per subject” ( p. 26)

16
2.2 Empirical Literature

To start with, it is very important to first of all understand management in education. According

to Davidoff and Lazarus (2002, p. 169) management in education, refers to the function which

insure that things are operating smoothly, that structures are in place to support forward

movement, that process are maintained and schools are operating effectively. Management

functions are about insuring that relevant structures and procedures are in place and that they are

functioning effectively. Management is about prioritizing tasks, setting time frames and keeping

to them; it is about producing working environment which does not cause unnecessary stress as

well as developing mechanisms for dealing with conflicts openly and productively.

However, management of double shift schooling system is perceived with both opportunities

and challenges. According to Mariam (2009, p. 5) both opportunities and challenges are to be

analyzed and examined in the context of society. i.e economic, educational and social contexts.

2.2.1 Opportunities and challenges involved in managing schools under the double-shift

system

Talking about opportunities of the double-shift system, Bray (2008) argued that the double shift

system is cost effective and can allow increased enrolment, allow reduction of social

inequalities opportunities of double shift school system. The double shift permits higher

enrolments and fewer rejections. In the economic point of view, the double shift system is seen

to be cost effective. The double shift system increases the supply of school places while a

serious strain on the budget is minimized (p. 12). The system makes it possible for single

buildings and facilities to serve more pupils, thus, helping many countries to move towards

universal primary and secondary education (p. 17)

17
To emphasize on cost effectiveness of the double shift system an analogy motor cars can be

used. Single-shift schooling may be compared with an expensive car, and double-shift

schooling with a more modest one. The expensive car is more comfortable both for its

passengers (the public) and its driver (the teacher). Anybody who has a choice would therefore

prefer the expensive car, particularly if that individual does not personally have to meet the cost.

But a modest car may fulfill the same basic needs of transportation quite adequately, and may

be much more appropriate to income levels of particular individuals. In the same way, double-

shift schooling may meet the basic needs of education quite adequately, and may be more

appropriate to the income levels of particular countries (Bray 2008, p. 99). “a single system

might require six schools to accommodate 6,000 pupils, a double-shift system would require

only three schools” (Bray 2008, p. 19) added. Linden (2001) also emphasized that the double

shift is justified on the assumption that it enhances efficient and effective use of material

resources such as classrooms, desks, cupboards, sport facilities, libraries etc.

The double shift can also contribute to the reduction of social inequalities. Bray (1989, p. 34)

argues that the system makes it possible for children whose socio-economic conditions couldn’t

otherwise allow them to during the half of the day and at the same time use have hours each

day to do some work to support their families. As results, this reduces social inequalities and

increases the overall educational level in society. This is because some families are too poor to

allow family members to spend the whole day in school for they cannot afford to lose the

income that children and youths could gain from working. The fact that pupils are released for

longer period of time, can allow children to do some other productive activities. The double

shift is especially important where school-children have to work in order to earn living outside

school hours. This can allow poor children attend schools because the system facilitate them to

go to school and have some time to do work in order to earn living. Furthermore, in many

18
societies, older children are needed to look after their younger brothers and sisters while their

parents go to work (Bray 2008). “The shift system can allow everybody get the best of both

worlds” (Bray 1989, p. 44). However, the double-shift may reinforce inequalities if they are

only found in poor communities because in most of cases rich families do not want their

children attend double-shift schools, the double-shift becomes discriminatory” ( p. 62).

According to him, it all depends on how policy makers designed the system. “ Unless policy-

makers are careful, double shift or multiple-session schooling reinforces social inequalities”

(p.46).

Despite the mentioned advantages of the double shift system, the system present a number of

disadvantages that should be considered in the course to minimize them. Speaking about

challenges of managing double shift schools, Maria (2011), stated that managing and leading

double-shift schools places additional demands and challenges on schools principals (p, 30).

The crux of the problem is that a double-shift school is two organizations in one, effectively

managed by the same person ( p. 28). [Sharma (1968) cited in Diwan (2008)] also reported that

the general problems faced by headmasters in managing double-shift schooling are: (i)

mismanagement in changing the seating arrangement and damage to furniture was an acute

problem, (ii) studying was disturbed and there was lack of contract between teachers and

students of the two shifts, (iii) shortage of time for remedial classes, (iv) inconvenience in

joining staff meeting, supervision and coordination of activities, (v) indiscipline among

students, (vi) inadequate use of library and reading room facilities, (vii) difficulties in

adjustment of periods of teachers on leave( p. 9) Maria (2011, p. 27) also reported that one of

the greatest problems experienced by the teachers is the fact that in the afternoon sessions they

have learners who are exhausted, dirty and hungry. This is not conducive to effective teaching

and learning and teachers instructing under these circumstances have to work much harder to

19
motivate learners to deliver. The experience from Botswana in the study by Hunyepa (2005)

argued that because double-shift allow too much free time, then school children abuse the rest

of the day. They get into drugs, alcohols, sex and other unwanted activities ( p. 3). Bray (2008)

contrasted the idea that the double-shift cause school children become perverted “ the fact that

young people get into trouble does not imply that they are all delinquents, and it should not be

attributed to double-shift. Many youths use their free time in highly productive ways, engaging

in worthwhile hobbies, earning money and helping families”(p. 85). In the study by Fairbank

(2005), the experience of Ethiopia revealed that some youths who attend double-shift schools

are able to cover the costs of schooling by engaging in trade and other economic activities.

the double the school day is pressurized, everybody always seems to be in hurry, breaks are

shortened and teaching time is most of time reduced. In addition, teachers who work in more

than one session may have less time to prepare classes and to correct assignment” ( p. 48).

That would imply that the quality of teaching and learning is being sacrificed for quantity

because pupils are losing some classroom teaching and extra-curricular activities. Bray (2008,

p. 47).

In addition, Tannu (1959) cited in Diwan, (2002) conducted a study to examine various aspects

of working of shift system in primary schools in Bombay in India. The findings revealed: (i)

three hours instruction was given to the children in the shift system schools and five hours

instruction were given to the children attending full time schools; (ii) the school timings in the

shift system schools were ill adjusted as they were fixed according the availability of the school

building; (iii) odd timings of the shift resulted in poor attendance of the children, (iv) promotion

in the school system were not strictly based on merit but on other consideration. It may be an

20
arrangement for accommodating all children but it does not help to achieve academic

proficiency and the system thus leads to dropouts. (p. 9).

(Batra 1998 as cited in Linden, 2001, p. 2) reported that the double-shift is seen as minor aspect

of the whole system, and seen as inferior in terms of quality as compared to single session or

full day schools as it tends to be less attractive to teachers and to parents. His study also

indicated that some countries that used to practice the double shift system but have abolished it

reverting to single shift and others have targeted years to end with it. Ghana is an example of

countries that abolished double shift, and countries such as Jamaica, Oman, Maldives and

Turkey, their policy makers have targeted years to abolish the system. For those governments

the elimination of double shift education system is mainly justified on the grounds of social and

educational issues (p. 7).

[MOE Singapore, (2009) cited in Lois, (2013, p. 9)] also stated that reverting to full day would

increase time for more time for extracurricular activities such Physical education, Music, and

Arts. This is because holistic education was thought be to achieved by widening the

instructional time in schools so that additional time may be used to provide opportunities for

academic and non-academic activities for pupils in order to reach quality education.

2.2.2 Planning in the double-shift

The study by Bray (2008) revealed that there is a variation in instructional time for primary

schools with double shift and that with single-shift in almost all the selected countries. There

also exists variations in the various levels of primary education; that is, lower primary schools

may have less instructional hours as compared to upper primary school (p. 57). Moreover, the

double-shift does not allow extra-curricular activities to be fully practiced. “it is generally said

that double-schooling forces authorities to cut back on extra- curricular activities. The school

day becomes too tight and the compound may be too congested to allow simultaneous activities

21
by children of all sessions” (p. 57). In some system the double shift is organized in a way that

shifts overlap. Students arrive and arrive at different times, but at some point are on the school

compound together. For example in Malawi there is a complex system of overlapping shifts:

pupils in standards( grades) 3,4 and five only come when pupils in standards 1 and 2 leave, but

pupils in standards in standards 6,7 and 8 overlap with both group (Mariam, 2009, p. 6)

To many researchers, one of big challenges faced by the double-shift system is limited

instructional hours that rob some hours from normal studying hours pupils would enjoy. Bray

(1989) stated that in double shifts schools, the instructional hours are commonly between 5-6

hours a day, while in the single session or full day schools pupils enjoy 7-8 hours (p. 42). “in

2.2.3 Organizing and coordinating morning and afternoon shifts

Different models are used for organization and implementation of double-shift schooling

system. In his study, Bray (2000, p. 15) identified different models that are going to be

mentioned here without further explanation. These are, Ends-on shift, Overlapping shifts,

Variation in length of school week, Different or shared teachers, One set of building for a set of

education, Urban and rural system, Daily, weekly, monthly rotation, classes of adults and

lastly Borrowed and rented premises. Bray (2000, p. 15) also observed that most double shift

system are of End-on variety this means that one group of pupils leaves the school before the

next group arrives.

Bray (2000, p. 32) also reported that in some system the double-shift is exclusively limited to

primary education while in others; it is practiced in both primary and secondary. Also, in some

countries the same head teacher is a director of school activities for both sessions; the morning

and the afternoon sessions, while in others the two shifts are managed by two separate head

teachers one for morning sessions and other for the afternoon.

22
Variations in organizing and managing are found from county to country. Diwan (2002)

reported about Singapore case: “ in Singapore double-shift is unusual as most schools operate a

two shift system on traditional pattern form. The first shift session usually starts at 7.30 a. m

and ends at 12. 50 m. and finishes at 6. 15 p. m. Because of the shift system there is no lunch

period and only a 20 minutes break. Each session provides 300 minutes for instruction. Each

shift is self-contained for pupils and teachers but there is a common Principal (p. 7)” He also

went on to report about the double shift in India. “The first group of pupils usually attends

school from early morning to mid-day, and the second group usually attends from mid-day to

late afternoon. Each group uses the same buildings, equipments and other school facilities. In

Delhi in most of the schools, girls attend the morning shifts and boys in the afternoons (Diwan,

2002, p. 8).)

Bray (2008) also collaborated the idea and stated that in Uganda, the term ‘double –shift’ has

been applied to schools taking the same grades in morning and afternoon. By contrast, the

schools with different grades in the morning and the afternoon have been called double-session

(p. 16)

For example a common pattern in Democratic of Republic of Congo is: 1st shift: 7.17 a.m. to

12.15 p.m.; 2nd shift:12.30 p.m to 5.30. In Malaysia, 1st shift: 7.40 a.m. to 12.40 p.m 2nd shift

1.00 p.m to 6.00 p.m. In counrties like Zambia where a triple shift is used a common pettern is:

1st shift: 7.00 am. To 10.45 am, 2nd shift: 11.00 am. To 2.45 pm, 3rd shift: 3.00 pm. To 6.45 pm

(Bray, 2000, p. 15)

2.2.4 Staffing and monitoring in double-shift schools

According to Kleinhans (2004), schools might employ different staff for different shifts or use

the same staff for all shifts. Bray(2008) also collaborated the idea and said the double-shift

allow the use of scarce human resources better: where there is a shortage of teachers, staff may

be encouraged to teach in more than one session, to increase salaries of teachers by giving them

23
opportunity to work in two sessions; to reduce opportunity cost for pupils by catering for those

who have to work during the day to reduce overcrowding, class size and alleviate pressure on

sports facilities, libraries, school canteens, ect (p. 12) In some system teachers are encouraged

to work in both sessions, hence they may get double salaries or a pay for extra work, but at

lower rate. In other system teachers are paid an additional salary to the base. Example is in

Uganda in 1998. When the government of Uganda introduced a double system in 1998, it

offered teachers a 40 percent increase in salary for the second shift (p.14).

Speaking about teachers’ pay in the double shift system, Kleinhans (2004, p. 14) said that in

some system teachers may get double salaries or alternatively receive an extra pay for extra

work but at lower rate. The example is found in Uganda. When the government of Uganda

introduced a double system in 1998, it offered teachers 40 percent increase in salary for the

second shift. Similarly, according to Colclough and Lwis (1993) in Senegal teachers who

worked in both sessions in the system designed in 1980s were paid an additional 25 percent on

their base salaries (p. 131).

In Senegal, for instance, according to Bray (2000), because of a shortage of qualified teachers,

some staff teaches in more than one session. Whereas, in Nigeria policy prohibits teachers to

teach in more than one shift, as the quality will suffer (p.17) teachers who work in both shifts

are paid additional 25% of their base salaries. Their work is not double that of their counterparts

in single-shifts, for double shift school provides only 20 hours of classroom teaching instead of

28 (though the school year is extended by 10 days). However, the increase in work represents a

saving for the government (p. 32)

Bray (2008, p. 70) is of the view that if teachers feel overworked, inadequately compensated

and professionally frustrated, then the innovation is unlikely to be successful. Teachers may

also like the opportunity to increase their incomes through extra teaching in second shift. In

addition, when teachers work in more than one session, they are likely to be tired and their
24
teaching performance in both shifts cannot be equally good (, p. 18) “teachers who work in

more than one session may have less time to prepare classes and to correct assignment” ( p. 48).

The study by Diwan (2005) finds lack of cohesiveness or mutual understanding between the

staff and pupils of both shifts. It is like functioning of two separate schools in the same

compound (p, 11). Harper (1987, p. 89) is of the view that because classrooms may not be

available for additional staff, consideration must also be given to ways in which extended use

can be made of existing classrooms of a school, by introducing a platoon system. With this

system in operation one classroom will be used by one teacher during the mornings while

another will use the same classroom during the afternoons.

One of ways to improve practice within double-shift schooling is active parent involvement in

all schools activities. According to Van Wyk and Lemmer (2009, p. 13) various writers use

different terms to define parents’ contributions to schools: some talk about home-school

partnerships while others include the community in this description. Van Wyk and Lemmer

(2009, activities ( p. 14) Parent involvement can mean many things to many people: parents,

learners, policy makers and teachers and the general public. For some, parents participation is

only associated with parents’ saving on school governing bodies or school councils where the

main functions are matters of policy, finance and governance. Others see parent involvement as

membership of Parent Teachers Association (PTAs) or parent committees where the main

function may be fund-raising or helping to organize or be an audience for school activities and

events…in short parent involvement can be described as the willing and active participation of

parents in a wide range of school and home-based. Bray (2008) for further asserted that because

in the double-shift system children are released earlier and they spend more hours at home, the

home environment becomes more important”. In this regard, the author adds “the double-shift

would need special parent-teachers associations and other bodies for liaison between schools

and home. These joint efforts should seek to address: use of out- of school time. The concern is

25
to minimize the time wasted by school children hanging around on the streets or watching too

much television when they should be doing their homework. “ the impact of shortened teaching

time can also be reduced by encouraging out-of school learning. Teaching might be required to

give more homework assignment, and families can be guided on ways to help their children do

the assignments. In addition, good textbooks and special-self instructional materials may be

prepared” (Bray, 2008, p. 89).

2.2.5 Ways to improve practices into double-shift schooling system

As mentioned earlier, managing double shift schools is not an easy task. Bray (2008, p. 84) argued

that double-shift may raise major problems of staffing and management. It therefore falls on the

shoulders of school managers to be creative enough in order to find way to deal with those problems

effectively.

In order to provide a holistic education in the double shift system, the first thing to be done is to seek

quality management in schools under double shift schooling system. This wants to mean that there is

a need to give management responsibilities to people who are able and ready to properly exercise

management functions. In other words, good management is needed in all education systems but

more especially in double-shift systems where there is need to address the related challenges as

discussed, and provide more opportunities to as many as possible. For this reason, education manager

need to be well conversant with managerial functions; that is, planning, organizing, controlling,

staffing and coordinating all schools activities. Unfortunately, according to Bray (2008) the double-

shifting schools do not receive much attention in management because it is only taken as temporary

measure. However, experience has shown that temporary measure commonly last for more decades.

In his study Bray found that one of the reasons why double-shift schools have worked well in Hong

Kong, Malaysia and Singapore was because the management cultures were strong (Bray 2008, p.

102). He went on to discuss the area of emphasis when managing schools in double-shift system.

School managers should involve parents and the whole local communities in management of

26
schools, , they very often have to organize short training on managing movement of pupils, they

have to check whether they have appropriate people to run the system, they should be able to

motivate teachers etc. According to Bray (2008, p. 103), non-payment of allowances for teachers in

extra shifts has severely damaged the reputation of the double-shift system, and in return led to

opposition by the society. For this reason authority need to pay attention to managerial structures and

to recruitment and training of good personnel (Bray 2008, p. 101). The double-shift schools have

little time for extra-curricular activities on Mondays to Fridays. it is capitally important to

compensate for loss of time in normal school day by making better use of Saturdays mornings and

extending the length of school terms The author argues ‘the fact that all students are free on Saturday

mornings can allow the formation of teams from different sessions, and help to foster a feeling of

cohesion and school identity” (Bray 2008, p. 84). However, there should be a serious planning and

follow up of those activities because unless school children are all involved in those activity some

pupils are not always interested in some school activities especially extra- curricular. According to

Bray (2008, p. 84). Double-shift systems should be designed so that sacrifices of time for both

sessions are not serious. This require careful examination not only of the school day, but also of

school week and school year

Secondary, active parents’ involvement in all schools activities is one of the best ways to improve

practices in the double shift schooling system. According to Van& Lemmer (2009) parent

involvement can mean many things to many people: parents, learners, policy makers and teachers and

the general public. For some, parents participation is only associated with parents’ saving on school

governing bodies or school councils where the main functions are matters of policy, finance and

governance. Others see parent involvement as membership of Parent Teacher Associations (PTAs) or

parent committees where the main function may be fund-raising or helping to organize or be an

audience for school activities and events…in short parent involvement can be described as the willing

and active participation of parents in a wide range of school and home-based activities. Parent

27
involvement is all about activities that seeks to bring together in some way the separate domains of

home and schools in the interest of the child’s learning and development (Van& Lemmer 2009, p. 14)

Bray emphasized: because in the double-shift system children are released earlier and they spend

more hours at home, the home environment becomes more important. The double-shift would need

special parent-teachers associations and other bodies for liaison between schools and home. These

joint efforts should seek to address: use of out- of school time. The concern is to minimize the time

wasted by school children hanging around on the streets or watching too much television when they

should be doing their homework. Speaking about out-of- school learning Bray said “the impact of

shortened teaching time can also be reduced by encouraging out-of school learning. Teaching might

be required to give more homework assignment, and families can be guided on ways to help their

children do the assignments. In addition, good textbooks and special-self instructional materials may

be prepared” (Bray, 2008, p. 89).

The third way that can improve practices in double shift is creation of free classrooms where pupils

can be trained to do their independent practices can be of great help in improving the quality of

learning in the double-shift system. Bray ( 2008, p. 101) reported that it was pointed out that

availability of one or two extra rooms can provide considerable benefits. Teachers can use the rooms

for remedial and extra tuition, and pupils can use the rooms doing homework.

Fourth way to improve practices in the double-shift schooling system is through improved

communication both within and outside institution that seek to bring each stakeholder to play his/ her

role. Bray (2008, p. 105) stated that it is obvious that when the community is not made aware of

rationalities behind implementation of the double-shift system, then system will not be supported.

said “authorities must explain why they consider double-shift desirable, rationales should be

presented in official reports, in publicity brochures, in the press, in posters, and on the radio and

television. Government officers should be prepared to enter into dialogue with representatives of

teachers unions and communities bodies. The experience from Senegal reveals the importance of

28
good communication and publicity. When the government of Senegal first tried to introduce double-

shift schooling, it encountered major political problems. The authority had not embarked on adequate

general publicity, and initial public opposition was much strong than the policy-makers had

anticipated. The experience stressed that the need for particular effort to inform: parents whose

children were already in schools; teachers and communities leaders (Bray 2008, p. 107)

2.2.6 Some of determinants of learners’ academic performance

It is important to understand factors affecting learners’ performance. The majority of study

relates learners ‘academic performance mention various aspects of education, such as school

quality, teaching quality, teachers’ remuneration, class size, and learners characteristics

(Brookfield, 2006).

Teacher Remuneration

Remuneration refers to payment or compensation received for services or employment. This

includes the base salary and any bonuses or other form of economic benefits that an employee

or executive receives during employment. The factor that the teacher is well paid plays an

important role on his/ her work performance and that one of her/ his pupils as well (Kingdon

and Teal, 2002 cited in Nzabihimana, 2010, p. 17).

Teachers’ years of teaching experience

Very many findings establish the relationship between years of teacher work experience and

students outcomes. Hanushek (1986) found that fewer than half of the 109 previous studies on

estimated effects of teacher experience showed that experience had any statistically significant

effect on students’ achievement, of those, 33 studies found that more additional years of

teaching experience had a significant positive effect.

School size and Class size

29
According to World Bank, (2004); across sub Saharan, the stocks of pupils and teachers grew

by more than 55 annually but ut most counties could not balance this growth, which has led to

increases in already high pupils’ teacher ratio. Ethiopia has 72 pupils per teacher and other 5

countries like Chad, R.D. Congo, Malawi, Mozambique and Rwanda have ratio exceeding 60

pupils. Burundi and Burkina Faso, the ratios of number of pupils per teacher exceeds the

regional medium (World Bank, 2004). In Rwanda, according to NYBEI (2008, p. 5) the policy

reform for primary education that brought about the double-shift aims at reduction of repetition

rate at primary from 19% in 2004 to 6% in 2015, reduction of dropout rate at primary school

from 14% in 2004 to 5% in 2015, pupil- teacher ratio at primary school reduced from 67 in

2004 to 45 in 2015, class size at primary school reduced from 51 in 2004 to 45 in 2015.

2.3 Critical Review and Research Gap identification

One of the most challenging issues to face when tackling the topic of double-shift schooling is

the limited available information about it. In other words, the double shift system has become

education practices in many countries both developed and developing, yet there are still very

limited documentations about it. According to Maria (2011) Policy documents from many

countries do not give many details about of the double-shift system “many papers on

educational reform in Africa emerged after independence but none mention the double-shift in

whichever context” (p. 24). For example, according Maria, (2011) Mutorwa spoke about

actualization of access as one of the national goals of education in Namibia, in his book

Access to education 1999-2000, but there was no mention of the double-shift system in

Namibia , and the impact it has on the equitable and efficiency ( p. 23). According Bray (2008)

the double-shift system is viewed as temporary measure to deal with short-term education crisis,

the measure which would be done away with once the crisis is over. However, according

London (1991) researchers ignore that in many countries the double-shift system of education

can always remain longer than expected due to lack of finance coupled with increasing demands

30
for education. “Many education ministries are obliged to keep in place the double shift system,

and then the measure that was temporary becomes permanent. In many countries, policy makers

adopted it initially as a temporary measure because of financial constraints but tended to

become permanent policy for addressing resource constraints on access to public schools” (p.

235).

This study therefore purposed to supplement on a number of research in the area of double-shift

system which are still scarce. It aimed at filling the gap that exists in knowledge about

opportunities and challenges involved using the double-shift system to manage schools and its

effect on pupils academic performance

2.4 Theoretical Framework

In this section, the three theories; functionalism theory and the Attribution theory are discussed

in relation to pupils’ academic performance

2.4.1 Structural Functionalism Theory

Structural functionalism theory is, according to Mooney et al (2007), a macro theory for

understanding social issues. It is a macro theory because it is concerned with how broad

aspects of society such as institutions and large social groups influence the social world. The

theory sees society as consisting of norms, values and institutions or structures such as

political, economic, social, religion, family, etc, all working together for realization of goals the

society. According John (2010), functionalism addresses the society as a whole in terms of

function of its constituent elements such as norms, customs, traditions, institutions ect (p. 2).

The assumption of functionalists according to Kubow and Fossum (2007, p. 44), society

structures or institutions are interrelation and they seek equilibrium or harmony among

themselves to ensure societal progress and stability. When there is any change in any of the

institutions, others are to adjust to make sure that there is stability and progress in society.

31
2.4.2 Attribution Theory

The attribution theory was developed in 1980 by Weiner A. the theory put an emphasis on

learners behavior in relation to their performance. The theory is behavior modification oriented

in the sense that it emphasizes that learners are strongly motivated by the pleasant outcome of

being able to feel good about themselves. It is also cognitive and self-efficacy oriented in the

sense that it emphasizes that learners current self-perceptions will strong influence the way in

which they will interpret the success or failure of their current efforts and hence their future

tendency to perfume the same behaviors( Weiner A., 1980)

The above mentioned theories are related to this research because they highlight factors that can

influence the learners’ academic achievement focusing on teacher-learner relation and also

learners’ social status.

2. 5 Conceptual Framework

Based upon reviewed literatures and theories discussed in this study, the researcher developed a

conceptual framework within which management of the double shift was independent variable

while pupils academic performance was dependant variable.

32
Figire 1: The interdependence between variables

Independent variable Dependent variable

Management of Double shift Pupils’ academic performance

System
 Daily class work
 School enrollments
 Weekly tests
 Planning
 End of term examination
 Organizing
 End of year examination
 Coordinating
 End of cycle examination
 Staffing
 Extra- curricular
 Monitoring
activities
Intervening factors

 Economic Factors
 Social Factors
 Education Factors

(Source: primary data)

2.6 Summary

This chapter reviewed opportunities and challenges associated with management the double

shift system and its implication on pupils’ academic performance as raised by different

researchers in their studies. Theoretical and empirical literatures reviewed in this study reveals

that many countries both developed and developing around the world practice the double shift

system and its adoption is mainly justified on economic, educational, and social reason. Even

though the double-shift is practiced in many countries around the world, there are still very

limited researches in the field. Some studies argue that limited research in the area of double

shift schooling system is due to the fact that policy makers in many countries adopt double shift

as a temporary measure to deal with emerging educational crisis with a belief to dissolve it once

the crisis is over. Structural functionalism and Attribution theories were used in this study as a

33
guide. Conceptual framework developed for this study establishes relationship between

management of double-shift system and pupils’ academic performance.

34
 CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction

This chapter presents the methodological approach to be applied in this study: Research design,

target population, sample design and sample size, sampling techniques, data Collection Methods

Data Collection instruments, Administration of Data Collection Instruments, Reliability and

Validity, Data Analysis Procedure and Ethical Considerations.

3.1 Research Design

The study used descriptive survey to gauge what respondents think about the issue at hand.

According to Kombo et al. (2006) the major purpose of descriptive research is the description of

the state of affairs as it exists. In other words, the study employed mixed methods i.e qualitative

and quantitative research design.

3.2 Target population and sample size

The targeted population for this study were teachers, learners, head teachers, Sector Education

Officers (SEO) and District Education Officer (DEO) in Ruhango District. The study was

conducted in six schools from Ruhango sector, namely: GS Ruhango Catholique , GS Munini,

EP Musamo, EP Gikoma GovernmentEP Ntenyo, EP Ruhango Adventiste,

35
Table 3.1 Study Population from the six primary schools

Name of the Pupils Teachers Head Parent Total

school teachers Committee

GS Ruhango 1510 22 1 7 1540

Cath

GS Munini, 1127 16 1 7 1151

EP Musamo, 741 14 1 7 763

EP Gikoma Gov 764 14 1 7 786

EP Ntenyo 1086 14 1 7 1108

EP RuhangoAdv 1194 21 1 7 1223

Total 6422 87 6 42 6557

(Source: primary data obtained from the six sampled school book records)

The above mentioned schools are selected because they are accessible and can represent other

schools of the same characteristics.

3.4 Sample Design

The study used non-probabilistic sampling design. The non-probabilistic sample design was

used in this study because the researcher assumed that the group of informants to be selected

would be experienced and knowledgeable enough to give relevant information.

3.4.1 Sample Size

The study was carried out on teachers teaching the primary section in Ruhango sector. Six

public primary schools from Ruhango sector were involved in this study. To determine the

sample size for pupils as a predominant number, the researcher used a formula.

The formula used to determine pupils’ sample size according to Yamane (1967) is:

36
ni =sample size N= population size e= error of tolerance

To determine the sample size for pupils the calculation were done to the confidence level of

90% and error of tolerance of 10%.

In this study N= 6422 , e= 10% =0.1

Simple direct proportion methods was used to determine the sample from each school.

GS Ruhango Catholique

GS Munini,

EP Musamo,

EP Gikoma Government

EP Ntenyo

EP Ruhango Adventiste

The total number of pupils respondents from six sampled schools are 103.

3.4.2 Sampling technique

The researcher proceeded by purposive sampling techniques . According to McMillian and

Schumacher (1997, p. 397) purposive sampling in contrast to probabilistic sampling is selecting

rich cases for study in depth when one wants to understand something about those cases without

needing to generalize to all cases. It is used in the situation whereby the researcher believes that

the samples are knowledgeable enough and informative about the phenomenon under

investigation.

37
Table3. 2 Sample size and Sampling Techniques

Category of Sample Sample size Sampling

Population Population Technique

Head teachers 6 6 head teachers Purposive sampling

Parent Committee 42 6 PCP Purposive sampling

SEO 1 1 SEO Purposive sampling

DEO 1 1 DEO Purposive sampling

Teachers 87 87 teachers Purposive sampling

Pupils 6422 103 pupils Purposive sampling

TOTAL 6559 204 Purposive sampling

(Source: primary data)

Purposive sampling techniques was used to select teachers, head teachers, pupils, presidents of

parent committee, Sector Education Officer( SEO) District Education Officer( DEO) because

the researcher believes that they are expert in the education industry. According to Amia (2005,

p. 143) purposive sampling is used when the researcher has in mind that the targeted

respondents are knowledgeable and informed enough to provide required information.

3.5 Data Collection Methods

Bryman (2008, p. 31) explains methods of data collection as techniques for gathering

information or data for a study. In this study, the researcher used triangulation methods in the

process to collect data. Triangulation according to Mertens (2005, p. 526) is about the use of

multiple methods and multiple data to support the strength of interpretation and conclusion in

qualitative research. Triangulation method was used in this study by means of gathering

information through questionnaires, interviews, observation and school document analysis.

38
3.5.1 Data Collection Instruments

The instruments used for data collection in this study are questionnaires, interviews, observation

and school documents analysis. The use of different data collection instruments purposed to

allow the research to have rich data for the study. Interview in this study was used to

supplement the information obtained from questionnaires, observation and document analysis.

According to Maree (2007, p. 87) “the aim of interviews is always to obtain rich descriptive

data that will help to understand the participants’ construction of knowledge and social reality”

3.5.2 Administration of Data Collection Instruments

Administration of data collection instruments was done methodologically. The researcher

trained two assistants to help in the process of administration and collection of data. The

researcher and assistants sought permission from school leaders to meet respondents in their

respective work places. Triangulation method was applied in each school whereby observation,

questionnaires, interviews, and school document analysis were done at each schools level

among the six.

3.5.3 Reliability and Validity

According to Kombo and Trompt (2006) the validity of a test is a measure of how well a test

measures what it is supposed to measure. In addition, Bryman (2008) argued that the validity of

the study is concerned with the integrity of the conclusions of the study, it is concerned with

how truthful are the results of the study (p. 151).

In order to come up with valid and reliable data, the researcher took some measures aimed at

enhancing validity and reliability of the research results. The researcher used pre-tested

questionnaires with scaled and open-ended questions to allow respondents discussions. The

questionnaires were made simpler and easy to understand and administer. Pre-testing of the

questionnaire was done in order to insure the questionnaires test what is supposed to test. The

missing, omitted irrelevant and ambiguous questions were corrected. In addition, the researcher

39
practiced approachability and openness to draw attention of respondents to give their views

without reservation.

3. 6 Data Analysis Procedure

According to Thomas (2006), data analysis is a process that a researcher goes through in order

to make sense or meaning of the larger amount of data collected for a particular study. (p. 238).

Data collected through questionnaires, interviews, observation and school document analysis

were appropriately analyzed both quantitatively and qualitatively. This was done by editing,

cleaning, categorizing, entering them in the computer and presenting or summarizing them. To

provide a better understanding of the result to those who use the research during the analysis of

data, calculations of frequencies and percentages were done. Statistical Package for Social

Sciences (SPSS) program was used as a tool to elaborate table and their corresponding

descriptive statistical frequencies, mean, standard deviation and their appropriate comments.

Table 3.1 : Evaluation of the Mean

Mean Evaluation

1 Strongly disagree

2 Disagree

3 Agree

4 Strongly agree

Source: (Aggresti and Franli, 2009)

According to Aggresti and Fanlin ( 2009), Mean is the best known and frequently used measure

of the center of a distribution quantitative variable. The mean refers to averaging; adding up the

data points and dividing by how many there are: =

40
In addition, Standard Deviation (SD) was also use as measurement of how far or near from the

mean.

Table 3.3: Evaluation of Standard Deviation

Standard Deviation Level spreading

<1 Homogeneity

>1 Heterogeneity

Source: (Sounders and Lewis, 2007)

The standard deviation tells the researcher how the data are spread. Sounders and Lewis, (2007)

discussed evaluation of standards deviation in terms of homogeneity and heterogeneity.

Homogeneity of responses means that respondents’ answers are converging to the same view

while heterogeneity of responses means that on the same point respondents have varied

responses.

3.8 Ethical Consideration

According to Mertens (2005) in research ethical issues are seen as an integral part of research

planning and implementation process (p. 33). In addition, McMillan & Schumacher ( 1997)

asserted that ethical guidelines include informed consent, deception, confidentiality,

anonymity, harm to subject and privacy to others etc, In this regard, the researcher establishes

a plan for carrying out this study which must be followed step by step. The researcher obtained

an authorizing letter from in charge levels of authorities so that cooperation and acceptance on

behalf of participants may be without doubt. Moreover, trust, openness, confidentiality and

cooperation characterize the researcher and would allow participants be in good term and

cooperate.

41
CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION
4.0 Introduction

This chapter deals with the description of respondents’ background, data presentation, data

analysis and research findings based on the data collected from the sampled schools. The data

collected through questionnaires, interviews, observation and school document analysis were

critically analyzed with a view to find out to what extend the objectives of the study were met.

A total of 204 respondents were involved in this study. 190 questionnaires were distributed to

informant teachers and pupils. All distributed questionnaires were returned though some of

them were half filled. 14 informant head teachers, president of parent committee, sector

education officer and district education officer responded to interview questions in the purpose

to supplement information obtained from filled questionnaires and make a triangulation of

information.

4.1 Demographic Characteristics of Respondents

This study was carried out on six categories of respondents; teachers, head teachers, president of

parents commute, pupils, Sector Education Officer and District Education Officer.

Table 4.1: Respondents by category and Responsibility

Category Frequency Percent

Head teachers 6 3.0

Presidents of Parent Committee 6 3.0

SEO 1 .5

DEO 1 .5

Teachers 87 42.9

Pupils 103 50.2

Total 204 100.0

(Source: primary data)

42
Table 4.1 indicates that the study was conducted on the various categories of respondents. Out

of 204 respondents, pupils take the big percentage of 50.2%, teachers come the second with

42.9%, head teachers and president of parents committee 3.0% SEO and DEO take the smallest

percentage .5%. Demographic information is important because it shows expected responses to

different research instruments. The return rate for all categories of respondents was found to be

100%.

Teachers’ qualification is one of important determinant of learners’ academic performance. In

this study, teachers’ qualification was described to give idea about the quality of teaching and

learning.

Table 4.2: Respondent teachers by qualification

Qualification Frequency Percent

A2 75 86.2

A1 9 10.3

A0 3 3.4

Total 87 100.0

(Source: primary data)

Table 4.2 shows that the majority of respondents dominating the sample (86.2%) were A2 level

certificate holders. The 10.3% with diploma and 3.4% the holder of degree insinuate that a

number of teachers are working at the same time doing evening or weekend course in order to

upgrade their education level. The researcher went further to find out from head teachers during

interview session whether all these teachers are qualified in teaching. The found answer was

that these days the 100% of the teachers are qualified in teaching because there were days

teachers who were not qualified in education were asked to leave a rooms for the qualified ones.

In this view, the factor that all teachers are qualified in teaching would also imply that the

43
teaching quality would be good and the expected pupils’ academic achievement would be

without question.

Teacher’s years of teaching experience is another important determinant of learners’ academic

performance. A lot of researchers found that the more years of teaching experience the more

familiar a teacher get with learners and teaching methods.

Table 4.3 Respondent teachers by years of work experience

Years of work experience Frequency Percent

Below 5 years 10 11.5

Between 6-10 years 21 24.2

Between 11-15 years 25 28.7

Between 16-20 years 19 21.8

Above 20 years 12 13.7

Total 87 100.0

(Source: primary data)

Table 4.3 demonstrates that many teachers teaching in primary schools have got years of

working experience. The table showed that out of 87 respondents, the majority (28.7%) of

teachers are in the range of 11 and 15 years teaching experience, 24.2% in the range of 6-10

years of teaching experience, 21.8% in the range of 16-20 years of teaching experience, 13.7%

in the range of above 20 years of teaching experience and the and the less number 11.5% are

teachers with less years of work experience.

The above findings suggest that majority of teachers working in primary schools have more

years of teaching experience which would suggest that the teaching quality would be good.

This can be supported by the study by Hanushek (1986) who found that fewer than half of the

109 previous studies on estimated effects of teacher experience showed that experience had

statistically significant effect on students’ achievement.

44
4.2 Presentation of Findings

The findings of this study were guided by five specific objectives. Those are: (1) to investigate

into opportunities of using the double-shift system of education to manage public primary

schools in Ruhango, (2) to determine challenges of using the double-shift system of education

to manage public primary schools in Ruhango, (3) to assess pupils academic performance in

public primary schools under the double-shift system in Ruhango; (4) to establish relationship

between management of the double-shift and pupils academic performance in public primary

schools in Ruhango.(5) to identify strategies to improve practices in the double-shift system.

Also, the study followed four research objectives, which are: (i) Which are opportunities of

using the double-shift system to manage primary schools in Ruhango? (ii) Which are

challenges using the double-shift system to manage public primary schools in Ruhango? (iii)

Which is the level of pupils’ academic achievement in the public primary schools under the

double-shift system in Ruhango? (iv). To what extend does the management of the double-shift

influence pupils’ academic achievement in public schools in Ruhango? (5) Which are strategies

to improve practices in the double-shift system.

In order to check each set objectives for this study, both scaled questions and open-ended

questions were used in this session. Scaled questions were used in form of assertions to assess

how respondents rate their perceptions towards the double-shift in their daily working

environment. Open-ended questions were also used for respondents to provide clear explanation

about how their view the double-shift system.

4.2.1 Objective 1: To investigate into opportunities of the double-shift system in

management of public primary schools in Ruhango.

In this section, the first research question intending to investigate into opportunities of using the

double shift in management of public primary school was conceptualized under three scaled

45
questions (statements). Those statements were: (1) the double shift system allows access

education; (2) the double shift allows savings (both morning and afternoon use the same school

facilities, (3) double shift is pupil- parents friendly (pupils attend school for half day and use the

rest of the day to support their family). Agreement rating scales used was: 1. Strongly Disagree,

2. Disagree, 3. Agree, and 4. Strongly Agree. This was done to gauge the level agreement of

87 respondents from six sampled schools. Moreover, in order to obtain more clear information,

the researcher asked another open question for respondents discuss their views about the double

shift

The table 4.4 Responses of teachers about opportunities of the double-shift in management

of primary education.

Assertions 1 2 3 4 Mean SD

The double-shift allow access education( all 4 6 43 34 3.264 .7227

children now have a chance go to schools)

The double-shift allow savings(both 2 9 57 19 3.839 .5254

morning and afternoon sessions the use
same school facilities)

Double-shift is pupil-parents friendly( 5 12 38 33 3.069 .6432

children attend school for a half of the day
and use the rest of the day to support their
family

(Source: Primary data)

Considering evaluation of Mean according to Aggresti and Franli (2009) as discussed in chapter

three; interprets that respondents strongly disagree the assertion,

interprets respondents disagree the assertion, interprets

respondents agree the assertion, and interprets respondents strongly agree

46
the assertion . Also, standard deviation according to Sounders and Lewis, (2007) is discussed in

terms of homogeneity and heterogeneity. Homogeneity of responses means that respondents’

answers are converging to the same point of view while heterogeneity of responses means that

respondents have varied responses.

Table 4.4 indicates perceptions of teachers towards opportunities of using the double shift to

manage primary education. For the first assertion, the Mean obtained from all respondents is

3.264 and homogeneity S.D 0f .7227. This interprets that respondents agree that the double-shift

allows access education and the homogeneity standard deviation means that teachers’ responses

were converging to the same point of view. For the second assertion the obtained mean is 3.860

and homogeneity S.D of .5254. This means that respondents also agree that the double shift

allows some savings in education by the virtue of using the same school facilities to serve both

morning and afternoon sessions. For the third assertion respondents agreed on the Mean of

3.069 and Std. D of .6432 which interprets that the double –shift is pupil- parent friendly in

that pupils can attend class for a half of the day and use the rest of the day to support their

family.

According to the above presented information, the findings suggest respondents’ considerable

level of agreement toward the advantages, say, opportunities of the double shifts system.

Talking about the advantages the double shift system, Bray (2000) noted that the double shift

permits higher enrolments and fewer rejections. In the economic point of view, the double shift

system is seen to be cost effective. The double shift system increases the supply of school

places while a serious strain on the budget is minimized (p. 12). The system makes it possible

for single buildings and facilities to serve more pupils, thus, helping many countries to move

towards universal primary and secondary education (p. 17) However, it all depends on how

policy makers designed the system (Bray 1989, p.46).

47
In order to clarify the asked scaled questions, the researcher asked an open-ended question in

the purpose to capture more views of teachers about opportunities of using the double-shift in

schools.

1. According to your experience as teacher, what are some of advantages/ opportunities of the

double-shift system in primary schools?

Answers to this question brought the following discussions: when children study in shifts they

get more time to help their parents to do some housework and business during the time they are

not to school. Children get enough time to rest, they get enough time to revise lessons, the

double shift allows a more pupils to get enrolled in school. One teacher teaches both morning

and afternoon session, hence there is no need for the government to recruit more teachers. The

system does not require building many classrooms, hence, little school facilities can serve both

shifts. Children from poor families can work for living during the half of the day and attend

school, orphans also can find a way to attend school, some children who enjoy to be free and

find it difficult to spend the whole day at school can like to spend some hours at school and do

what please them during the rest of the day, the system provide an ample time for pupils to

develop their social skills by interacting and networking with others during their free time.

The above arguments were supported by interview the researcher conducted with head-teachers

and President of Parent Committee (PPC). During interview sessions, the earlier mentioned

respondents revealed that the double-shift made it possible for children from vulnerable families

whose socio-economic situation wouldn’t otherwise allow them go to school but now they can

attend and still do some of activities to make their life livable. In addition, according to the

responses from interview, since the double-shift reform was coupled with free education that

made education to be affordable and accessible for all, now children from very poor family and

self-supportive family can attend the same school and study in the same classes thus, there is a

48
reduction of social inequalities. Asked whether all school aged population in all villages around

their schools are enrolled in schools, head teachers responded that the rate of enrollment is not

yet 100% due to few witnessed cases of drop outs. This was confirmed by the interview

conducted with DEO who revealed that the rate of pupils’ enrollment in Ruhango has raised to

97%. In addition, head-teacher said that the double-shift system is designed in way pupils’

learning time at school and at home is equally important and both school and parents are

supposed to do their best to enhance learning. Unfortunately, as they said, many parents have

abandoned education responsibilities to schools alone.

According to the above discussions, it is obvious that the double-shift present considerable

advantages in primary education management. Bray (1989) as an expert researcher in the area of

double shift schooling remarked that shift systems reduce costs and can reduce school fees,

hence allowing disadvantaged children to afford education. “The shift system can allow

everybody get the best of both worlds” (p. 44). However, the double-shift may reinforce

inequalities if they are only found in poor communities because in most of cases rich families

do not want their children attend double-shift schools, the double-shift becomes discriminatory”

( p. 62). According to him, it all depends on how policy makers designed the system. “Unless

policy-makers are careful, double shift or multiple-session schooling reinforces social

inequalities” (p.46)

4.2.2 Objective 2: To determine challenges of using the double-shift system in management

of public primary schools in Ruhango.

The second research question intending to find out challenges of using the double-shift in

management of school was conceptualized under seven scaled questions (assertions). The

purpose was to obtain perceptions of teachers towards challenges they encounter in their daily

49
working environment. Also, the researcher asked open-ended question in the purpose for

respondents to clarify their answers.

Table 4.5 Responses of teachers about challenges of double-shift system in management of

primary school in Ruhango district.

Assertions 1 2 3 4 Mean SD

Class size in your school is manageable 25 40 19 3 1.70 .749

Due to double shift school system many 9 8 42 28 1.98 .835

pupils have become delinquent

School activities in your schools are 3 8 40 36 2.83 .865

pressurized.

Teachers’ workload in your school has is 7 14 50 16 3.09 .676

heavy.

Teachers do not have enough time to 6 15 52 14 2.93 .643

prepare lessons.

The timetable do not allow enough time for 12 6 50 19 3.12 .670

extra-curricular activities.

Teachers do not know their pupils by name 38 40 6 3 3.22 .637

(Source: Primary data)

Table4.5 indicates challenges involved in managing the double-shift school system in Ruhango.

For the first assertion the obtained Mean from all respondents is 1.70 which interprets that

respondents disagreed that the class size to be manageable. For the same assertion also

homogeneity S.D of .743was obtained. This wants to mean that respondents have the same view

50
points on the assertion. The above discussion was supported by observation made in the

sampled schools where the findings revealed that the average number of pupils in class is 50

pupils in the morning session and 50 pupils in the afternoon session. According to NYBEI

(2008, p. 5) the policy reform for primary education aimed at reduction of repetition rate at

primary from 19% in 2004 to 6% in 2015, reduction of dropout rate at primary school from 14%

in 2004 to 5% in 201, pupil- teacher ratio at primary school reduced from 67 in 2004 to 45 in

2015, class size at primary school reduced from 51 in 2004 to 45 in 2015.

For the second assertion the Mean obtained from all respondents is 1.98 and homogeneity S.D

of .835 which interprets those respondents disagree that double shift cause learners to become

delinquent and their responses converge to the same view point. Though in the work by Bray

(2008, p. 84) he stated that when young pupils attends for shorter periods each day they have

more time to hang around in the streets and get bored, become delinquent and engage

themselves in unhealthy activities such as roaming to the streets, abusing drugs, watching dirty

movies, it seems that when parents become responsible and watch out that their children are

always focused on task once they are back from schools, the issue of juvenile deliquesce

wouldn’t occur. During interview session, President of Parents committee asked whether they

children who attend in the double shift school in the double-shift school tend to be delinquent,

they responses revealed that issues of delinquency of some children cannot be directly linked to

the schools, there might be a number of factors whether family related, economical,

psychological that influence a child to be difficult.

For the third assertion, the obtained Mean is 2.83 which interprets that respondents agreed that

in the double-shift schools activities are pressurized and homogeneity and homogeneity S.D of

.856 which means that respondents’ answers converge to the same point of view.

For the fourth assertion the obtained Mean from all respondents is 3.09 and homogeneity S.D

of .676 which means that the views of respondents converge to the same point to agree that the

51
double-shift make teachers’ workload to increase. For the fifth assertions the obtained Mean is

3.21 and homogeneity S.D of .613 which interprets that responses from respondents

converge to the same view point to agree that teachers have shortage of time to prepare

lessons. The sixth assertion the obtained Mean is 2.93 and homogeneity S.D of .643 which

interprets that the views of respondents meet to agree that in their school some extra-curricular

activities are ignored. For the seventh assertion the obtained Mean is 3.22 and homogeneity

S.D of .637 which means that respondents agree that in the double shift system teachers are

not able to know their pupils by name.

The above presented findings reveal that the management of the double-shift has number of

challenges to be considered. Bray (2008) also found that in the double shift system, the school

day is shortened, especially when it comes to some communities where triple-session is

practiced. This implies that the quality of teaching and learning is being sacrificed because

pupils are losing some classroom teaching and extra-curricular activities. When teachers work

in more than one session, they are likely to be tired and their teaching performance in both shifts

cannot be equally good (p. 18) “teachers who work in more than one session may have less time

to prepare classes and to correct assignment” (p. 48). Also, the study by Diwan (2005) finds

lack of cohesiveness or mutual understanding between the staff and pupils of both shifts.

To find out more about challenges faced with in the double-shift system the researcher asked

another open-ended question.

2. Explain some of challenges faced in your schools in relation to the double shift system?

To this question respondents discussed the following: because of the double-shift system

teacher working hours were increased 7.00 am to 5.00 pm from Monday to Friday, that implies

teachers’ workload is too heavy to manage. Teachers are requested to use so much energy while

there is not motivation for them, course content/curriculum is too big to be finished, pupils in

52
class in both morning and afternoon session are too many to give them feedback on their class

work, children in the afternoon are not sometimes taught well because of the weather condition

more specially because teachers and pupils are both tired in the afternoon. Teachings aids

lacking, lack of adapted books, issue of language of instruction (English) where teachers are

asked to teach through English while children do not have a mastery of it. Responses revealed

that when the teacher uses only English throughout forty minutes of a lesson; since most of

pupils have not yet developed their English expression, most of them are made to shut off and

follow passively because they are not able to interact freely during the lesson. Therefore,

teachers are supposed to make translation from English to pupils’ mother tongue

(Kinyandarwa), which make teaching more complicated task because many of teachers also are

still struggling to learn to speak English.

4.2.3. Objective 3: to assess public primary pupils’ academic performance in schools

under the double-shift system in Ruhango District.

The third research question intending to assess pupils’ academic achievement was

conceptualized under six assertions (statements). For this question 103 questionnaires were

distributed to 103 informants’ pupils with intention to assess pupils’ level of satisfaction with

their current academic performance in daily class work, weekly tests, end of term, and end of

year examination.

53
Table 4.6 Pupils’ levels of satisfaction about their current academic performance.

Assertions 1 2 3 4 Mean SD

Your performance in your daily class work 14 39 21 24 2.56 1.016

activities satisfies you.

Your performance in your weekly tests 12 35 36 15 2.74 .889

satisfies you.

Your performance in your end of term 8 30 39 21 2.61 1.001

examination satisfies you.

Your performance in your end of year 16 27 34 21 2.32 1.021

examination satisfies you.
(Source: Primary data)

Table 4.6 describes pupils’ perception about how they rate themselves in terms of academic

performance in their daily class work, weekly tests, end of term and year examination.

For the first assertion the Mean obtained from all 98 respondents is 2.56 which interprets that

respondents agreed to be satisfied with their academic achievement in their daily class work

and heterogeneity S.D of 1.016 which interprets that their views on that assertion are varied.

For the second assertion the obtained Mean is 2.55 and homogeneity S.D of .897 which

interprets that respondents also agreed to be satisfied with their academic achievement in

weekly or biweekly tests. For the third assertion the Mean obtained is 2.74 and homogeneity S.

D of .889 which means that respondents have the same point of view on that assertion. For the

forth assertion the obtained Mean obtained is 2.61 which interprets that respondents agree to

be satisfied with their academic achievement in end of the year examination and heterogeneity

54
S.D of 1.001 which interprets that respondents have varied views on that assertion. For the

fifth assertion, the obtained Mean is 2.32.

Considering Mean presented, pupils’ performance in their school activities is fairly good.

Ferguson, (1990) cited in Achomo (2010 p. 4) support the above discussion that academic

performance is evaluated by the marks that the pupils attain in test or examination which is done

at the end of a topic, school term, year, or education cycle. The scores and grades that each

pupils obtains measure the degree of achievement, the quality of grade and the number of

candidates who pass in various grades determine the level of academic performance in a given

class or institution in a given period in a particular examination, be it internal or public.

In order to clarify information obtained scaled questions, the researcher asked pupils an open-

ended question.

3. Which are factors that contribute to the current situation of your academic performance?

Responses to this question were varied depending on how individual pupils rate his or her

academic performance. For those who are satisfied with their academic performance argued the

following: I work hard in my school, I revise my lessons every day, I ask my teacher what I

don’t understand, my evening teacher explain me what I did not understand, I ask my sister/

brother to explain what I don’t understand, me and my friend we revise our lesson in group

together, etc. on the other hand, informants pupils who are not satisfied with their academic

performance revealed the reasons they don’t perform academically as desired : “ sometimes

subject of study (contents ) are too difficult to understand. Sometimes tests and exams are too

difficult beyond our level to understand. Sometimes I know the answer but fail because I did not

understand the question due to poor vocabulary. I don’t have someone to explain me when I

55
come back home, when I come back home my parents ask me to do some work I don’t get time

to revise the lesson”.

The discussions of pupils suggest that factors contributing to their academic performance have

something to do mainly the nature of pupils, family background, social and economic related

issues.

4.2.4 Objective 4: to establish relationship between management of the double-shift and

pupils academic achievement in public primary schools in Ruhango.

The fourth research question intending to establish relationship between management of the

double shift system and pupils academic performance was organized under twelve scaled

questions (assertions) that relate to management functions which are planning, organizing,

staffing, coordinating and monitoring. This was done to gauge what respondents think about

management functions in their schools in relation to pupils’ academic performance.

56
Table 4.7 Relationship between management of the double-shift and pupils academic

performance.

Assertions N Mean S.D

Planning
1. The class size in class affects pupils’ academic
87 3.04 .855
performance.
2. Timetable in your school affect pupils’ academic
87 2.41 1.027
performance.
Organizing
3. Pupils in the morning shift learn better than in the
afternoon shift. 87 1.99 1.014

4. Daily rotation of morning and afternoon group of

pupils allow no difference in teaching and learning for
87 3.43 .621
both shifts

5. “Professorate teaching system” promotes better

87 2.61 .741
teaching and learning
Staffing
6. Teachers’ workload affect pupils’ academic performance 87 3.53 .639
7. Motivation strategy in your school affects pupils’
87 3.53 .556
academic performance
8. Lack of proper parental involvement affects pupils’
87 2.98 .835
academic performance
Monitoring
9. Late coming in your school affects pupils’ academic
87 2.96 .948
performance.
10. Absenteeism in your school affects pupils’ academic
87 3.39 .705
performance.
Coordinating
11. Pressurized schools activities affect pupils’ academic
87 2.83 .909
performance.
12. Shortage of pupil- teacher interaction affects pupils’
87 2.96 .959
academic performance.

57
(Source: primary data)

Table 4.7 describes respondents’ views about managerial functions in their schools relation to

pupils’ academic performance. For the two first assertions about class size and timetabling

relating to planning function, obtained Mean is 3.04 and 2.41 respectively. This interprets that

respondents agreed that the number of pupils in class negatively influence their academic

performance with SD of .855 which interprets respondents had varied views about the assertion.

Also, obtained heterogeneous S.D of .1.027 for the second assertion interprets that respondents

have varied points of view on the assertion. Bray (2008) in his study found that problems of

planning in the double shift are rampant. In the double the school day is pressurized, everybody

always seems to be in hurry, breaks are shortened and teaching time is most of time reduced.

In addition, teachers who work in more than one session may have less time to prepare classes

and to correct assignment.

To what concerns organizing function, the obtained Mean of 1.99 and S.D 1.01 suggest that

with diverse points of views, respondents disagree to be a difference in learning between pupils

in the morning and the afternoon sessions. For the second assertion, the obtained Mean 3.41

and S.D of 6.21 suggest that respondents share the same idea that daily rotation of shift in the

morning and the afternoon session make it possible to be no difference in teaching and learning

for both group of pupils. In the study by Bray (2000, p. 15), he found that in some system

rotation in the double-shift is organized on daily, weekly, monthly basis rotation. Mariam

(2009, p. 6) found that in some system the double shift is organized in a way that shifts overlap.

Students arrive and arrive at different times, but at some point are on the school compound

together. For example in Malawi there is a complex system of overlapping shifts: pupils in

standards( grades) 3,4 and five only come when pupils in standards 1 and 2 leave, but pupils in

standards in standards 6,7 and 8 overlap with both group. About Professorate system which

58
consists of teacher teaching subjects of his/ her specialization moving from one class to another,

the obtained Mean is 2.61 and S.D of .741. This interprets that respondents with opinions

converging to the same view point agree professorate system fairly enhance learning and

teaching.

For staffing function according to respondents, the obtained mean of 3.53, 3.54 and 2.98

suggest that teacher’ workload, motivation strategy and lack of proper parental involvement

influence pupils’ academic performance respectively. The S.D of .639, .556 and .835 suggests

that respondents’ views about issues at hand converge to the same point. Talking about staffing

in the double shift schools Bray (2008, p. 14) observed that in some system teachers are

encouraged to work in both sessions, hence they may get double salaries or a pay for extra

work, but at lower rate. In other system teachers are paid an additional salary to the base.

Example is in Uganda in 1998. When the government of Uganda introduced a double shift

system in 1998, it offered teachers a 40 percent increase in salary for the second shift. Bray

(2008, p. 70) went on to state that if teachers feel overworked, inadequately compensated and

professionally frustrated, then the innovation in education is unlikely to be successful.

About monitoring function, the obtained Mean of 2.96 and 3.39 suggests that respondents agree

that late coming and absenteeism in their schools affect pupils’ academic performance. Talking

about monitoring in the double-shift Bray (2008) puts that because in the double-shift system

children are released earlier and they spend more hours at home, the home environment

becomes more important. The double-shift would need special parent-teachers associations and

other bodies for liaison between schools and home. These joint efforts should seek to address:

use of out- of school time. The concern is to minimize the time wasted by school children

hanging around on the streets or watching too much television when they should be doing their

homework. The impact of shortened teaching time can also be reduced by encouraging out-of

59
school learning. Teaching might be required to give more homework assignment, and families

can be guided on ways to help their children do the assignments. (Bray 2008, p. 89).

For coordinating function the obtained mean of 2.83 and 2.96 suggests that respondents are in

agreement that pressurized school activities and shortage of pupil-teacher interaction affect

pupils’ academic performance. The S.D of .909 and .959 interprets that respondents’ views

fairly converge to the same idea. In this perspective, Sharma (1968) cited in Diwan (2008)

reported general problems faced by headmasters in coordination of double-shift schooling

such as : (i) mismanagement in changing the seating arrangement and damage to furniture (ii)

studying disturbed and lack of contract between teachers and students of the two shifts, (iii)

shortage of time for remedial classes, (iv) inconvenience in joining staff meeting, supervision

and coordination of activities, (v) indiscipline among students, (vi) inadequate use of library and

reading room facilities, (vii) difficulties in adjustment of periods of teachers on leave.

Considering above discussion, it clear that management functions assumed poorly negatively

influence pupils’ academic performance. Among other management functions staffing function

is seen to be the most affected. This is confirmed by respondents’ high level of agreement

about staffing function whereby the obtained Mean of 3.53, 3.54 suggest that teacher’ workload,

motivation strategy influence pupils academic performance respectively.

In the purpose to find out more about other factors leading to the current pupils’ academic

performance, the researcher asked another open-ended question.

5. Which are other factors do you think have led to the current situation of academic

performance of your pupils?

To this question respondents argued differently according to each individual perception. Some

respondents said that academic performance of their pupils is generally good because teacher

60
work very hard to teach well. Other respondents said pupils’ academic performance is poor

because despite lots of efforts used by teachers there is still lack of motivation. For those who

said that the academic achievement of their school children is bad, they discussed contributing

factors such as little salary of teachers, poor motivation, insufficient materials and facilities,

teachers’ workload, late coming, absenteeism lack of parental support, life conditions of some

pupils, language of instruction, etc.

During interview session the researcher conducted with head teachers, when asked which they

think are factors that lead to unsatisfactory pupils academic performance, one of factors the

responses mentioned more frequently is many children lacking parental support from their

respective homes “For pupils to have a good academic achievement there must be a joined

effort from both school and families”, respondents asserted. Pupils who are helped in their

family compared to those who do not get any support from their family manifest a big

difference in terms of academic performance. Children who get support and encouragement in

their families always demonstrate understanding on subjects even those which are not yet

thought in class while children who are not supported in their family always have difficulties to

catch up with others. Another element mentioned that makes difference in pupils academic

performance is some children whose parents are able to pay for an extra instructor especially in

evening in most of cases differ from those whose parents are not able to pay for a coach.

4.2.5 Objective 5. To identify strategies to improve practices in the double-shift schooling

system

The fifth research question was to identify strategies to improve practices in double-shift

schooling system. An open-ended was asked in order to collect suggestions from respondents.

6. Which strategies do you think can be taken to improve practices in the double shift system?

61
To this question respondents suggested that in double shift schooling system there should be an

enhancement of quality school management in the system. In details, respondents suggested that

there is need for: sensitizing parents for education of their children, motivation of teachers,

curriculum well planned and developed, reduction of teachers’ working hours, creation of

conducive learning environment, encourage pupils to work in group, avail updated teaching

material, increase trainings of the teachers more especially about techniques of classroom

management, reduction of number of pupils per teacher, involve all education stakeholders in

school business, increase teachers’ remuneration and empower collaboration between learner-

parent- teacher and school management.

In consideration to the findings for this study, the conclusion drown is that that managing the

double-shift schools presents both opportunities and challenges. The study also revealed that

management functions in the double shift are assumed poorly which influence pupils’ academic

performance. Therefore, in the course to improve practices in the double shift system, there is a

need for something to be done in order to improve quality.

62
 CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

5.0 Introduction

This chapter captures the summary, conclusions, recommendations and areas for further

research. The first session present the summary according to objectives of the study, and the

second session present the conclusion drawn from the findings and supported by previous

research. The third session gives recommendations drawn from conclusions and forth session

puts forward possible area for further research.

5.1 Summary of Findings

This study aimed at establishing the relationship between management of the double-shift

system of education and pupils’ academic performance. Major findings of the study

summarized in this section were guided by the following specific objectives: (1) to investigate

into opportunities of using the double-shift system to manage public primary schools in

Ruhango, (2) to determine challenges of using the double-shift system to manage public

primary schools in Ruhango, (3) to assess pupils academic achievement in public primary

schools under the double-shift system in Ruhango, (4) to establish relation between

management of the double-shift and pupils academic achievement in public primary schools in

Ruhango, (5) to identify strategies to improve practices in the double-shift schooling system.

5.1.1 Objective One- Opportunities of using the double shift in management of primary

education.

According to the findings, the double-shift system provides a number of considerable

opportunities in management of schools. The double shift increases school enrollments, the

double shift is parent-pupil friendly in that pupils get happy with it because children study

63
during a half day and can use the rest of the half of the day to support their parents doing some

housework and business. Double-shift provides pupils with enough time to rest. It gives

pupils enough time to revise their lessons when there are at home. Double shift allows the

government to make some savings on teachers’ salaries because teachers teach both morning

and afternoon session, hence there is no need for the government to recruit more teachers. The

system is cost effective because it makes it possible to use little available resources in terms of

school infrastructures and library resources to serve as many school aged population as possible.

The system can bring about social equity in that children from poor families and orphans can

be allowed time to work for living during a half and attend school in the same time. It also

allows pupils an ample time to develop their social skills by interacting and networking with

others during their free time. Despite the double-shift having a number of opportunities to

consider in management of school however, the system is also faced with a number of

challenges that affect pupils’ academic performance.

5.1.2 Objective two – Challenges of using the double-shift system to manage public

primary schools in Ruhango.

Findings of the study revealed that challenges faced in management of double shift schooling

system are results of many pupils enrolling in schools. Those challenges are: too large classes to

be managed, issues of teachers’ workload being increased, issues of pressurized school

activities, issues of poor motivation strategy, issues of shortage of pupils-teacher interaction

time, issues of lateness, issues of absenteeism, and issues of lack of cohesion among school

members. The most repeated challenges of the double shift was that the system tend to

overwork teachers while they are not given enough motivation; course content/curriculum

being too big to cover due to fact that there is a little time of pupil-teacher interaction;

children in the afternoon are not taught well sometimes because of the weather condition more

especially because teachers and pupils are both tired in the afternoon, teachings aids lacking,

64
lack of adapted books, issue of language of instruction (English) which teachers are asked to

teach through while children do not have a mastery of it. For the issue if language of instruction,

it was revealed that when teachers uses only English throughout a lesson, teachers are supposed

to make translation from English to pupils’ mother tongue which make teaching more

complicated task because many of teachers also are still struggling to learn to speak English.

5.1.3 To assess pupils academic performance in public primary schools under the double-

shift system.

Pupils’ academic performance was looked into in terms of pupils performance in their’ daily

class work, in their weekly tests, and in their end of term, year examination and end of cycle

examination.

Considering the perceptions of respondents, academic performance in the sampled schools is

still unsatisfactory. As respondents discussed, influencing factors are: little salary of teachers

and poor motivation, insufficient materials and facilities, teachers’ workload, late coming,

absenteeism, drop out, life conditions of some pupils in their families, language of instruction,

etc. In this line of thought, respondents made some suggestions in the purpose to improve on

pupils academic achievements. Those are: sensitizing parents to actively participate for

education of their children, improved motivation of teachers, curriculum well planned and

made comprehensible, reduction of teachers’ workload, creation of good learning environment,

encourage pupils to work in groups, avail updated teaching material, increase trainings of the

teachers more especially about techniques of classroom management, reduction of number of

pupils per teacher, involve all education stakeholders in school business, increase teachers’

remuneration, empower collaboration between school and home by emphasizing home based

learning management.

5.1.4 Objective 4. To establish relationship between management of the double-shift and

pupils academic performance

65
Relationship between management of the double shift and pupils academic performance was

established in consideration of management function such as planning, organizing, staffing,

coordinating and monitoring functions and pupils’ academic performance. The findings showed

that management functions which are poorly assumed influence pupils’ academic performance.

Among other management function, staffing function is seen to be the most affected. This was

highlighted by high level of agreement according to obtained Mean of 3.53 and of 3.54 from

respondents which suggest that teachers’ workload and poor motivation strategy highly

influence pupils’ academic performance respectively.

5.1. 5 Objective 5: to identify strategy to improve practices in the double-shift schooling

system

According to the findings, lack of proper application management functions in the double-shift

system affect pupils’ academic performance in number of ways. Therefore, in order to improve

practices in the double shift system, there is a need for school managers be made aware of

opportunities and challenges involved in managing of the double-shift they set up strategies to

alleviate those problems in the purpose to improve practices within the double shift system.

5.2 Conclusions

In conclusion, having empirically analyzed the relationship between issues of managing the

double-shift and pupils academic performance; findings of this study led the researcher to

conclude that there are a number of considerable opportunities associated with using the double

shift system in management of primary education. In the first place, it allows increase in school

enrollments, an achievement that matches with the government objective to attain education for

all by 2015. The increased enrollment in management of schools was coupled with reduction

of education cost in that the double shift made it possible to use little available resources to

extend education to almost all children. Also, the double shift is friendly to parents and their

66
children since the system allow learner to attend for a half of the day and support their parents

in the rest of the day. Despite the mentioned advantages however, the findings revealed also that

the system is also is faced with a number of management issues that influence pupils academic

performance; which are: too large classes as a result of increased school enrollment, increased

teachers’ workload, pressurized school activities, poor motivation strategy, shortened pupil-

teacher interaction time, lateness, absenteeism, lack of cohesion among school members;

language of instruction and curriculum. All these management related issues affect pupils’

academic achievement in a number of ways. Therefore, there is a need to take them into account

in the course to find effective solutions to improve on pupils’ academic achievement.

5.3 Recommendations

Good management and leadership are needed in all systems but more especially in double-shift

systems where there is need to address complex issues of management and provide more

education opportunities to as many pupils as possible. From the findings, there is a need to

empower quality management of schools under the double-shift school system in order achieve

pupils’ good academic performance. The results of this study revealed that even though the

double-shift has considerable advantages in management of schools; it also is also faced with

management related issues to be considered in the course to improve practices in the double shift

schools.

To this question: What suggestions can you make to improve practices in the double shift

school system? Answers from respondents suggested that there is a need for:

 sensitizing and involving parents to actively participate for education of their children,

 motivation of teachers and increase their remuneration,

 curriculum well planned and prepared,

 reduction of teachers’ working hours,

 creation of good learning environment,

67
  encourage pupils to work in group,

 avail updated teaching material,

 increase trainings for teachers more especially about techniques of classroom

management,

 empower language clubs in schools for both teachers and learners,

 reduction of number of pupils per teacher,

 involve all education stakeholders in school business,

 empower collaboration between homes and schools.

To address all these, school managers should be empowered and made well conversant with

management functions; that is, planning, organizing, controlling, staffing and coordinating all

schools activities. There should be well trained and competent school managers ready to

properly run school by proper application of management functions. School managers who are

to strive to bring on board every concerned education stakeholders to play his/ her part for

realization of education set objectives, managers able to train and motivate teachers, learners

parents and the local community around. Managers who fully know how to encourage learners

and their parents to enhance use of out- of school time for learning to make good use of home

environment and minimize the time wasted by hanging around on the streets or watching too

much television when they should be doing their homework. Managers who fully understand

modern trends of education and are fully willing to participate and cope with complexities

involved, managers who fully understand the role of motivation in the life of school. This is

because motivation of teachers is very important in that any education reform that is resisted by

teachers is likely to quickly fail. In this perspective, institutions of higher learning should also

take into consideration to equip their candidate with knowledge to be able to cope with the

complexity of the double-shift system. In short, there is a need to check whether the system is

run by appropriate school managers.

68
To what concerns shortage of interaction time reserved for pupil- teacher interaction, In order

to provide a holistic education in the double shift system it is necessary to create additional

time, for instance to fit some schools activities especially extra-curricular into week-ends or

extending the length of school terms and year. Yet a serious planning and follow up of those

activities should be constantly done in order to involve and stimulate for each individual pupil

to attend.

For education planners and policy-makers and school administrators I would strongly

recommend the two books written by Mark Bray to widen their understanding on issues relating

to the double-shift schools system.

5.4 Suggestions for further study

As a matter of suggesting for further research, interested future researchers would conduct a

comparative study to compare and contrast pupils’ academic performance between public

double-shift schools and private single shift schools. Also, they may need to assess impact of

“Professorat System of teaching”on pupils’ academic performance.

69
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APPENDICES

74
 Authorization Letter

Covering Letter

Research project: Management of the Double-Shift System of Education and Pupils Academic

Achievement, a Case study of selected schools in Ruhango District.

Dear Sir/ Madam,

I am called NTIBAZIMANA Athanase, studying master of education planning and

management at Mount Kenya University, Kigali Campus. Currently, I am currying out the

above mentioned study for the partial fulfillment of the award of degree of master of education

in planning and management.

This questionnaire is a part of research project above mentioned to be carried out in primary

schools in Ruhango sector in Ruhango district. Therefore, your responses to this questionnaire

will be used as a key data for this research. Furthermore, your responses will be treated

confidentially for academic purposes. Your collaboration is mostly need to make this study

successful.

Thanks for your consideration and collaboration

75
 A. QUESTIONNAIRES FOR TEACHERS

Please help us clarify your responses by supplying facts about yourself as the case may be.

Tick the appropriate choice in the boxes.

NAME OF THE SCHOOL:…………………………………………………………...................

Years of teaching experience

1-5 6-10 11-15 16-20 21-25 ABOVE

QUALIFICATION: A2 A1 AO

SECTION A. INDEPENDENT VARIABLES: Management of the Double-Shift System

The following are meant to evaluate your EXPERIENCE WITH THE DOUBLE-SHIFT

SYSTEM OF EDUCATION. Please read each statement below and circle appropriate grading

system according to your agreement with the statement. Rating scales: 1. Strongly disagree 2.

Disagree 3. Agree 4. Strongly agree

Assertions 1 2 3 4

1. These days all children access basic education

2. Both morning and afternoon shifts use same

facilities(Buildings, teaching aids, library resources)

3. Children attend class in a half of the day and use the

rest of the day support their parents do some beneficial work.

4. Class your school is too big to manage

5. Teaching and learning in your school is pressurized

6. Teachers’ workload in your school is increased

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7. You don’t have enough time to prepare the lessons

8. Many teachers don’t know all of them by name

9. Your school administration uses different forms of

motivation to encourage academic achievement

10. Many learners always come in class late

11. Many learners are most of the time absent from class

12. Parents don’t understand and don’t fulfill their roles in the

school.

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SECTION D. DEPENDANT VARIABLES: Pupils Academic Performance.

QUESTIONNAIRES FOR PUPILS

Please tick the correct response that you feel is appropriate for your performance according to

scaling level given below/ Soma buri nteruro iri hasi mu tuzu maze uhitemo urugero

rw’imitsindire yawe ukurikije ingero zo gutsinda zatanzwe hasi aha

Assertions 1 2 3 4

1.Your performance in your daily class work activities satisfies

you. uko utsinda mu mikoro yo ku ishuri ya buri munsi wumva
biguhagije.

2.Your performance in your weekly tests satisfies you/ uko utsinda

mu mikoro yo ku ishuri ya buri cyumweru wumva biguhagije.

3.Your performance in your end of term examination satisfies you/

uko utsinda mu bizami bisoza igihembwe wumva bigushimishije.

4.Your performance in your end of year examination satisfies you/

uko utsinda mu bizami bisoza umwaka wumva bigushimishije.

Explain some factors leading to your current performance situation/

Sobanura impamvu sitandukanye zituma ugira imitsindire myiza
cyangwa se mibi. -----------------------------------------------------------
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SECTION B. RELATIONSHIP BETWEEN INDIPENDANT

AND DEPENDANT VARIABLES: issues of school management

Assertions 1 2 3 4

Planning
1. The class size in class affects pupils’ academic performance.

2. Timetable in your school affect pupils’ academic performance.

Organizing
3. Pupils in the morning shift learn better than in the afternoon
shift.
4. Daily rotation of morning and afternoon group of pupils
allow no difference in teaching and learning for both shifts
5. Professorat teaching system promotes better teaching and
learning

Staffing
6. Teachers’ workload affect pupils’ academic performance
7. Motivation strategy in your school affect pupils’ academic
performance
8. Lack of proper parental involvement pupils’ academic
performance

Monitoring
9. Late coming in your school affect pupils’ academic
performance
10. Absenteeism in your school affect pupils’ academic
performance

Coordinating
11. Pressurized schools activities affect pupils’ academic
performance

12. Shortage of pupil- teacher interaction affect pupils’ academic

performance

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SECTION C. CLARIFICATION OF RESPONSES

Please help us clarify your responses by supplying facts about your experience with the

double-shift system

1. According to your experience as teacher, what are some of strengths/ advantages of the

double-shift

system……………………………………………………………………………………

………………

2. Explain some of challenges you face in relation to the double shift system during your

teaching

……………………………………………………………………………………………………

3. What is your view about academic of pupils in your

school?..................................................................................................................................

..............................................................................................................................................

4. What do you think are some of the factors that have led to the current state of pupils

performance in your schools?.

……………………………………………………………………………………………
…………………………………………………………………………………………….
5. To what extend does the way your school is managed influence pupils academic

performance?

....................................................................................................................................................

................................................................................................................................

6. What suggestions can you make to improve practices in your school?

……………………………………………………………………………………………

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SECTION E. INTERVIEW GIUDE FOR HEAD TEACHERS AND PRESIDENT OF

PARENTS COMMITTEE

1. According to your experience as head teacher/ president of parent committee what are some

of the strengths/advantages of using double shift system in your schools?

2. As a head teacher/ parent what are some of the challenges do you face in relation to managing

double shift schools?

3. How do you assess the current situation of pupils’ academic performance in your school?

4. Do you think the double-shift system affect pupils academic achievement? Explain

5.What are suggestions can you make to improve academic achievement

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