GOVERNMENT FUNDING AND ACADEMIC PERFORMANCE OF

LEARNERS IN GOVERNMENT AIDED PRIMARY SCHOOLS

IN MUTARA SUB COUNTY MITOOMA-UGANDA
Amos ATUKWASIBWE
21/VUST/BEP/0080

A RESEARCH PROPOSAL SUBMITTED TOTHE FACULTY OF

EDUCATION IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF
BACHELORS IN PRIMARY EDUCATION
OF VALLEY UNIVERSITY OF SCIENCE
AND TECHNOLOGY
NOVEMBER, 2023
CHAPTER ONE
INTRODUCTION
1.0. Chapter Introduction
This chapter presents the background to the study, statement of the problem, purpose of the
study, the study objectives, research questions, and scope of the study, conceptual framework
and the significance of the study.
1.1.1 Global perspective
Traditionally in the United States, educators as a whole experienced limited training around
global diversity. Cities were desperate for teachers. By the early 1900s, nearly every city with a
population of more than 300,000 had a normal school, often tied in with the high schools. Eyles
and Machin (2014) revealed that schools operate within an overall system, in which goals,
resources, and incentives are provided to schools by a principal (government in the case of
government aided schools).
1.1.2 Continental Perspective
In South Africa the department of education encourages teachers to continuously upgrade their
skills and knowledge in order to match the new demands in education (DOE, 2006). South African
Council for Education (SACE) before they practice (Lee, 2015). The CPTD are organized by the
government as well as the schools to improve on teacher quality with the government paying for
those that it organizes for the teachers to attend.
1.1.3 Regional Perspective
In Kenya, the government considers prudent teacher management as one of the important ingredients for
higher academic achievement. Teachers undergo a two- year primary teacher certificate course for those
who would teach in primary schools or a four- year Bachelor’s degree course for secondary school teachers,
which allows them to be registered by the T.S.C. This has been provided through elaborate deployment,
remuneration and discipline of teachers as well as maintenance of teaching standards policies (RoK, 2012a).
1.1.4 National Perspective
Accordingly, the Government of Uganda introduced a Universal Post Primary Education and Training policy
(Ministry of Education and Sports, 2013), commonly known as the UPPET policy. This UPPET policy has two
dimensions; (i) Universal Primary Education (UPE) and Universal Post Ordinary Level Education and Training
(UPOLET). The policy intension is to increase access to primary education for economically vulnerable
families and co munities.
1.1.5 Local Perspective
Government aided primary schools in Mutara Sub County are in addition faced with challenges of feeding
of pupils (midday meals), lack of staff housing, negative attitudes towards the education of Special Needs
Education (SNE) children by the parents and a high dropout rate for children with special needs, inadequate
staff to handle children with Special Needs, under staffing in some schools, inadequate latrine space
(1:52), inadequate classroom space (1:90), low grades and scores etc (Kiiza, 2020).
1.3 Problem Statement
Education financing is thought to influence the effective management of pupils’ learning which in turn is key
to their academic achievement. All government funding of education activities in UPPET implementing Schools is
generally conditional. If such funding actually reaches schools, is adequate and the conditions relating thereto are
well conceived, one would expect a positive impact of this on the management of pupils’ learning, evidenced by
their high achievement in national examinations but this is not the case. Studies elsewhere (e.g. Arshad et al, 2009)
have shown that misallocation of teacher-student ratio, class size and per student expenditure lead to wastage of
resources and lower levels of academic achievement. Deffous et al (2011) and Huylebroeck and Titeca (2015) in
their studies separately showed that government funding of Universal education generally led to poor academic
performance among pupils.
1.3. Objectives of the study
The general objective of the study is to establish the effect of Government Funding on Academic Performance
of Learners in Government Aided Primary Schools in Mutara Sub County Mitooma District –Uganda.
1.3.1 Study objectives
This study seeks to attain three specific objectives, that is;
1. To find out the effect of capitation grant on pupils’ academic performancein selected government aided primary
schools in Mutara Sub County, Uganda.
2. To examine the impact of financing purchase of equipment on pupils’ academic performance in selected
government aided primary schools in Mutara Sub County, Uganda.
3. To establish the relationship between payment of salaries and pupils’ academic performance in selected
government aided primary schools in Mutara Sub County, Uganda.
• 1.7. Significance of the Study
• This study might help the government to recognize the right amounts of grants to encourage good student
attendance hence improving management of pupils learning of primary schools.
• The study may also help the educational policy makers, educational planners and educational decision makers to
select appropriate period of disbursing capitation grants to government aided primary schools in in Mutara Sub
County Mitooma District.
• To the academia, the study findings may add knowledge on the contribution of government grants on pupils’
academic performance of primary schools in Uganda.
1.8 Conceptual framework
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter reviews literature on how these two variables affects each other, clearly underscoring gaps in
literature of different academicians.
2.1 Theoretical Review
Literature will be reviewed basing on the cognitive learning theory by Beck, Freeman and Davis (2003). The
theory attempts to explain why the brain is the most incredible network of information processing and
interpretation in the body as things are being learnt.
2.2. The effect of capitation grant on pupils’ performance
Fakharzadeh (2016) noted that eliminating school fees has increased access to education as seen through an
increase in school enrolment, especially for disadvantaged children such as girls, orphans, and children living in
rural areas.
2.3 The impact of financing purchase of Learning Aids on pupils’ performance
Nwankwo (2015) acknowledges that the acquisition and provision of these school requirements by the
government, parents, Parent Teacher Associations and other stakeholders and their proper usage guarantee the
chance for effective and efficient academic performance on the side of the learners.
2.4 The relationship between payments of salaries and pupils ‘academic performance
According to UNESCO (2016) it is revealed that providing a quality education for all lies at the heart of the
Education 2030 Agenda. Achieving this goal will require well-qualified, trained, adequately remunerated, and
motivated teachers.
2.5 Identification of research gaps
The literature that will be reviewed will be relevant and quite informative with respect to the current study
objectives. However, most of the studies do not necessarily focus on government aided primary schools. Furthermore,
the review exposed the dearth of studies that explore management of pupils’ learning engendered by the context
influenced by government funding. More importantly, a few of the studies reviewed attempted to explore the direct
connection between government funding and management as characterized by stability of tenure of personnel,
remuneration, initiative and discipline. The research gaps so will be highlighted to render the current study original
and ground breaking.
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter will cover the methodology that the researcher will use during the study. It presents the research design,
study population, sample size and selection, sampling frame, sampling techniques and procedures, data collection
methods, data collection instruments, validity and reliability of the instrument, procedures of data collection,
measurement of variables and data analysis.
3.1 The Research Design
The study will use cross-sectional survey design with both qualitative and quantitative techniques for data collection
and data analysis.
3.2 Area of the study
The study will be conducted in government aided primary schools and these will include; Nyakahita Primary School,
Bikungu Boys Primary School, Kataho Primary School and Ryakitanga Primary school
3.3 The Study Population
In particular, Deputy Head teachers, Head teachers, members of Parents Teachers Association (PTA)
of the selected government aided primary schools, the District Education Officer (DEO) and inspectors
of schools will constitute the study population.
3.3.2 Study Sample
The total sample size of the study will be 90 selected using the Kregcie and Morgans (1970) sample
determining Criterion as shown in the table below
Table 1: Target population and sample size determination
Category of respondents Population Sample size Sampling techniques

Teachers 101 80 Simple random sampling

Deputy Head Teachers 04 02 Purposive sampling
Head Teachers 03 03 Purposive sampling
PTA Members 05 03 Purposive sampling
District Education Officers 01 01 Purposive sampling
Inspectors of Schools 03 02 Purposive sampling
Total 116 90
3.4 Sampling Techniques
For this study, the researcher will use simple random sampling since this method has the least bias and offers the
most general information given up- to -date list of the population. On the other hand, purposive sampling will be
used to select the local council inspectors, Directors of studies and head teachers’ samples.
3.5 Data Collection Methods
Questionnaire
These will be reformulated written set of questions that will be administered to 80 teachers to bring out exactly
what the researcher required after measurement of the variables of interest.
Interview Guide
This will be an oral administration of a questionnaire or an interview schedule to obtain information on issues of
interest. Interview guide will have ten structured questions and these will be administered to head teachers and
Educational officer.
3.5.2 Data Collection Instruments
Self-Administered Questionnaire
The researcher will use both open and closed ended questionnaire. The open ended questions will give
respondents’ provision to give their own views independently and freely. Close ended questions will be easy to fill
and save time since each item will be followed by alternative answers and will cover the entire sample within the
proposed timeframe.
Interview Guide
Interviews will be carried out with the key informants who will be head teachers, director of studies and local
council inspectors of schools.
3.6 Procedure of Data Collection
• Permission to conduct research and a letter of introduction will be sought from the department of
educational planning and management of Valley University of Science and Technology.
3.7 Data Quality control
3.7.1 Data processing
Data processing will be done using; correlation analysis to establish the relationships that exist
between the variables. For ease of process, procedures within Statistical Package (SPSS) will be used.
3.7.2 Data analysis
Qualitative data will be transcribed and analyzed using qualitative content analysis. This will involve the
qualitative approach of identifying the major themes arising respondents' answers; assigning of codes to
the themes: classification of the themes under the main theme and integrating the responses into the
report in a more descriptive and analytical manner.
3.8 Validity of Data Collection Instruments
Emphasis will be put on content validity of the research instrument which requires both item validity that
is whether the test items represent measurement in intended content area and sampling validity that is
how well the test samples the total content area.
The instrument will be subjected to statistical analysis, the questionnaires will be administered to
primary school teachers who will not be part of the sample population to identify the correct and related
questions, test re-test reliability will be employed before the actual data collection with at least ten
respondents
3.9 Limitations and Delimitations of the study
3.9.1 Limitations
Kombo and Tromp (2006), define limitation of the study as a section that indicates
challenges anticipated or faced by the researcher during the study. While carrying out
the study the researcher anticipates the following problems;
Financial problems in terms of photocopying, secretarial services, transport costs were
faced.
The researcher met problems of unresponsive respondents in conducting the research.
3.9.2 Delimitations
The researcher will use the following limitations;
The problem of lack of enough funds will be solved by soliciting money from parents
and relatives.
The problem of unresponsive respondents in conducting the research was dealt with
by giving them ample time to fill the questionnaires during their free time.
3.10 Ethical Considerations
Research will not harm and therefore it is important to gain informed consent from respondents and
respect their rights. The researcher will disclose the real purpose of the research and give all the relevant
facts about the research so that subjects are able to make informed decision about participation in the
study.
The researcher will have to seek permission from schools that will be involved through the head teachers
in schools that will be involved in advance. Other respondents will also be informed through the
researcher introductory visits. Appointment dates will be fixed for interview with head teachers, director
of studies and local council inspectors.
REFERENCES
Adeniji, A.A &Osibanjo, A.O. (2012). Human Resource Management: Theory and Practice. Lagos. Pumark
Nigeria Limited.
Akampurira, A. (2016). Curriculum implementation and program management: A case of Uganda in
primary and secondary schools. Munich: GRIN Verlag
Alinda, V., and Atuhurra, J. (2018). Basic Education curriculum effectiveness in East Africa: A descriptive
analysis of primary mathematics in Uganda using the ‘Surveys of Enacted Curriculum. MPRA Paper
87583, University Library of Munich, Germany.
Amin, M.E. (2005) Social Science Research:Concepts, Methodology and Analysis, Makerere
University Press, Kampala