TEACHERS IMPACT ON STUDENT ACADEMIC PERFOMANCE IN RWENGOMA

SUBCOUNTY KABAROLE DISTRICT

AKANKWASA EUNICE

1153-07234-02775

A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION OPEN

AND DISTANCE E- LEARNING IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF A BACHELOR OF ARTS WITH
EDUCATION OF KAMPALA INTERNATIONAL UNIVERSITY

SEPTEMBER 2018
 DECLARATION
I AKANKWASA EUNiCEdeclare that this research report is my original work. It has not been
submitted to any other University or higher institution for any award and where it is indebted to
work for others.

Signature ~ Date,.~f.f~(.~-~

AKANKWASA EUNICE
1153-07234-02775
 APPROVAL

I hereby certify that this work entitled Teachers Impact on Student Academic Performance in
Rwengoma Sub county Kabarole District has been submitted with my approval for examination
as university supervision.

Signature Date

MADAM. AKAMPURIRA PATIENCE

SUPERVISOR
 DEDICATION
To my beloved parents Mr. AND Mrs Bataringaya George Edward for their financial support
towards my education.

May God reward them abundantly

III
 ACKNOWLEDGEMENTS
I thank the lord almighty for keeping, protecting and giving me good health during the course of
my study.

I would like to appreciate the work of my supervisor madam Madam Akampurira Patience who
diligently guided me during my research. May the Almighty reward her abundantly?

Special thanks goes to my parents for their love and support in form of school fees for my
education.

I would like to acknowledge my friend Karuhanga Daniel for his incredible support throughout
my course of study

I also wish to thank my teachers for their advice, knowledge and guidance towards my
education. May God bless them.

I also acknowledge the efforts of my respondents who availed all the necessary information
given to me as required.

iv
 TABLE OF CONTENTS

DECLARATION
APPROVAL
DEDiCATION iii
ACKNOWLEDGEMENTS iv
ABSTRACT viii

CHAPTER ONE
1,OINTRODUTION 1
1.1 BACK GROUND OF THE STUDY
1 .1 .1 Conceptual background
1 .2 Historical perspective
1.2 PROBLEM STATEMENT 5
1.3 OBJECTIVES OF THE STUDY 6
1.3. 1 General objective 6
1.3.2 Specific objectives 6
1.4 PURPOSE OF THE STUI)Y 6
1.5 RESEARCH QUESTION 6
1.6 SCOPE OF THE STUDY 7
1 .6.1 Geographical scope 7
1 .6 1 Contextual scope 7
1.6.2 Time scope 7
1.7 CONCEPTURAL FRAME WORK 8

CHAPTER TWO 9
THE LITERATURE REVIEW 9
2.0 Introduction 9
2.1 The Impact of Quality Teachers on Student Achievement 10
2.3 Theoretical Perspective 11
2.4 Knowledge of Teaching and Learning 14

V
2.5 I..icensure .14
2. 6 In conclusion; .17

CI:1:a~s1~rER ~•r~~:R.:E~E .18

RESEa~.R.CH trb4E1%TdODOIdOG~F .1 8
3.0 Introduction .18
3.lResearchDesign .18
3.2 Participaiits .18
3.2 Procedure 18
3.3 Data collection it.ietiiotls 19
3.5 Justification of the study 20
3.5.1 ~/a1idity; 20
3.5.2 Reliability; 20
3.6 Ethical considerations 20

~ poljp. 21

DATA ANALYSIS AND PRESENTATION 21

1.0 Introduction 21

CI•Iek1~lER. FT”~~E 26
DISCUSSION. SUMMERY AND RECOMMENDATIONS OF THE STUDY 26
5.0 Introduction 26
5.1 Discussion of the findings 26
5.2 S~irnixiary of the sttid~’ 26
5.3 Recommendations of the study 27
5.4 Itecoirniiendationis for further research 28

APPENDICES 32

APPENDIX A: QUESTIONNAIRE FOR THE RESPONDENTS 32

APPENDIX B: INTERVIEW GUIDE 35

vi
APPENDIX C: ACCOUNTABILITY AND EXPENDITURES (FEBRUARY 201 8-AUGUST
2018) 36
APPENDIX D: ACTION PLAN 37

VI
 ABSTRACT
This study looks at the Teachers Impact on Student Academic Performance in Rwengoma Sub
county Kabarole District. The purpose of this research study was to critically examine the
influence of the teacher on the student’s performance in Rwengoma Sub county
KabaroleDistrict. This study was guided by three main objectives the general one being to find
out the impact of teachers on students’ academic pertbrmance in Kabaroledistrict,tO find out the
impact of teacher qualification on performance of’ students in Rwengoma sub county
Kabaroledistrict,and to elucidate the relevance of a teachers’ experience on student academic
performance in Rwengoma sub county. Kabarole district. chapter two of this study expounded on
the literature review which involved the articles and citations o1~ the other reseachers about this
topic Chapter three of explained the methodology that the researcher used to carry out this
research study. Chapter four and five included analysis, presentation and discussion of the study
and the conclusion was that it is true that social-economic factors really influences student
academic performance.
Keywords iecichei’ Siudenis. A caden? Ic PerJIn’mance

VIII
 CHAPTER ONE

1.0 INTRODUTION
This is the first chapter of this study. it consists of background of the study. statement of the
problem, objectives, purpose and significance of the study as well as the scope and the
conceptual frame work which is developed lo explain the variables in the study.
This study \vill be carried out Ibilowing both qualitative and quantitative methods of data
collection. The main variables in this study are the qualities of an effective teacher and how they
affect learning outcomes shown by students’ academic performance and two secondary were
randomly selected in Rwengoma Sub County in Kaharole District from where this study will he
conducted.

1.1 BACK GROUND OF THE STUDY

1.1.1 Conceptual background

Research confirms that teachers have substantial impacts on their students~ academic and life
long success. However~ little is known about specific dimensions of teaching practice that
explain these relationships or whether these effects differ between academic and “non-cognitive”
outcomes. Drawing on data from teachers in two selected schools in Kabarole district, the
researcher investigated the relationship between individual teachers and students~ academic
performance~ as well as their self-reported self-efficacy in subjects. happiness, and behavior in
class. In addition, the researcher estimates the relationship between domains of teaching practice
captured by two observation instruments and the set of student outcomes. This research will
further examine the predictive validity of teacher effect estimates on students’ attitudes and
behaviors amongst a subset of teachers who were randomly assigned to class rosters within
schools.

1.1.2 Flistorical perspective

Research revealed that secondary teachers have large range of effects on students’ attitudes and
behaviors in addition to their academic performance. These teacher effect estimates ha\e
moderate to strong predictive validity. Further, student outcomes are predicted by teaching
practices most proximal to these measures (e.g.. between teachers’ math errors and students’

1
math achievement, and between teachers’ classroom organization and students’ behavior in
class).
However, teachers who are effective at improving some outcomes often are not equally effective
at improving others. Together, these findings lend important empirical evidence to well-
established theory on the multidimensional nature of teaching and student learning and, thus, the
need for policies that account for and incentivize this complexity.

Many people emphasize the importance of good teachers, and many local, state, and federal
policies are designed to promote teacher quality. Research using student scores on standardized
tests confirms the common perception that some teachers are more effective than others and also
reveals that being taught by an effective teacher has important consequences for student
achievement

Teachers matter more to student achievement than any other aspect of schooling (Adeyemi
(2010),). Many factors contribute to a student’s academic performance. including individual
characteristics and family and neighborhood experiences. But research suggests that, among
school-related factors, teachers matter most. When it comes to student performance on especially
on logic subjects like chemistry and biology, a teacher is estimated to have two to three times the
impact of any other school factor. including services. facilities, and even leadership.

Non-school factors do influence student achievement, but they are largely outside a school’s
control.Some research suggests that, compared with teachers, individual and family
characteristics may have four to eight times the impact on student achievement. But policy
discussions focus on teachers because it is arguably easier for public policy to improve teaching
than to change students’ personal characteristics or family circumstances. Effective teaching has
the potential to help level the playing field.

Effective teachers tend to stay effective even when they change schools.(Monk (1994),). Recent
evidence suggests that a teacher’s impact on student achievement remains reasonably consistent
even if the teacher changes schools and regardless of whether the new school is more or less
advantaged than the old one.

2
Contextual background

This study will examine the impact of the teacher on student performance in Kabarole district
selected secondary schools in Rwengoma Sub County. Teacher impact on student academic
performance begins with his or her competence, the qualifications he or she has attained both by
training and experiences.

The term qualification has been defined by English Business Dictionary as the Capacity.
knowledge, or skill that matches or suits an occasion. or makes someone eligible for a duty.
office, position, privilege, or status. Qualification denotes fitness I~r purpose through fulfillment
of necessary conditions such as attainment of a certain age, taking of an oath, completion of
required schooling or training, or acquisition of a degree or diploma.

Teaching on the other hand has been defined as a process of Imparting knowledge or instructing
someone as to how to do something~ or Cause someone to learn or understand something by
example or experience (Mark K 2015) In this piece Mark K Smith explores the nature of
teaching — those moments or sessions where we make specific inter\’entions to help people learn
particular things. He sets this within a discussion of pedagogy and didactics and demonstrates
that we need to unhook consideration of the process of teaching from the role of ‘teacher’ in
schools.

Performance is a degree of competence of doing of achieving the set goals and standards.
Therefore from the above definitions the researcher defines teacher qualification as the level of
attainment of the required knowledge and skills by the teacher in order to help the students
acquire necessary skills and knowledge. In this study student performance has been linked with
teacher qualification, despite of other factors that foster academic performance like social
economic background and the competence of the learner, the researcher wants to find out the
extent as to which teacher qualification influences learning research shows the teacher’s
competence is the primary determinant of student performance.

This research shows that teachers have substantial impacts on the students’ academic
performance and their life after school. In the past decade. research shows that teachers have

3
great influence on their students’ academic and life-long success ( Nyc, IConstanto Paul 2013)
quantitative and qualitative method in this study is derived from a constructivist viewpoint with a
focus on deeply understanding this specific case of kabarole district secondary schools, it has
been reported that Rwengo sub county in Kabarole district has some of the poorly performing
schools in Uganda and this is attributed to the teachers who are stimulators of student learning.
Research reports (Ajayi 2004. Adedayo 2008) revealed that the performance of students in some
subjects especially sciences is very appalling, hence. calls for attention. In Kabarole district, the
consequence of this might be a result of unqualified teachers handling subject in the secondary
schools and the reverse is true. Since teachers have the most direct sustained contact with
students, considerable control over what is taught and the environment of learning, improving
teachers’ knowledge, skills and development is a critical set up in improving student
performance. ‘King and new man (2000)

The Rand Education article on teacher effectiveness (2016) reveals that although there areMany
factors that contribute to a student’s academic performance, including individual characteristics
and family and neighborhood experiences, But research suggests that, among school-related
factors, teachers matter most. When it comes to student performance on reading and math tests. a
teacher is estimated to have two to three times the impact of any other school factor. including
services, facilities, and even leadership. Teacher? qualification is one of the most fundamental
determinants of education in any learning institution.

Research shows that the performance of the students and teachers greatly depends on the skills
of the teacher. “Teacher is one way of defining quality teachin( (Fenster-macher and
Richardson, 2005). This is because the teacher has full control of the learning in the school. The
quality of performance of students in a school is conditioned with the qualification of the teacher.
“with increasing demands for accountability in line with performance standards and with
growing demand for evidence-base policy making. students achievements are considered an
accurate measure of effectiveness and has become a basis of a value added teacher assessment
systems” (Braum. 2005: McC’affrey. 2004).

Different schools have been selected at random to provide source information for the
significance of this research. The research will base on the relationship between the quality of the

4
teacher and there qualification, experience and behavior linked ~~ith qualitication in order to
produce a relevant research in this paper.

In Uganda. several schools have registered retardation and at times decline in their performance
overtime and this research has conditioned this response to the levels of training that the teachers
have attained. This approach also gained support from the point of view of the effectiveness of
teacher education systems. in stressing teacher education development and reforms in terms of
major questions that have driven the field. Cochran Smith (2001)

12 PROBLEM STATEMENT.
It is presumed that a qualified teacher should be able to produce students who arc competent and
excellent in their academics. Graduate teacher from licensed teacher training institute 1% expected
to deliver high quality students’ pertbrmance. however it has been noted that there is increasing
poor performance of student in secondary schools in Rwengoma sub count> Kaharole district.
Most schools have continued to produce poor grades of especially in the I NFB final exams. its
highly predictable basing on the recent research that it is largely due to teacher related issues like
teacher qualifications though other factors are not lefi behind. ‘Teacher is one way of defining
quality teaching” (Fenstermacher and Richardson. 2005). This is because the teacher has lull
control of the learning in the school. The quality of performance of students in a school is
conditioned with the qualification of the teacher. The student poor performance in Kabarole
district is attributed to teacher performance and there’s need to cheek on the teacher
qualifications in order to solve the challenge of increasing poor student performance in
secondary schools. Research has revealed that the performance of students in some subjects
especially sciences is very appealing. hence. calls for attention (Ajayi 2004. Adedayo 2008).
This is the consequence of unqualified teachers handling these subjects in the secondary schools
and the reverse is true. According to the above statements, there is evidence that without
qualified teachers there can never be good results in secondary schools in Kabarole district.
Since teachers have the most direct sustained contact with students. considerable control over
what is taught and the environment of learning. improving teachers’ knowledge. skills and
development is a critical set up in improving student performance.( King and Newman 2000). It
was from this point of view that propelled the researcher to investigate on the impact of teacher
on student academic performance in Rwengoma Sub County. Kabarole district.

5
1.3 OBJECTIVES OF THE STUDY
The objectives of this study have been sub divided into two;

1.3. 1 General objective

I) To find out the impact of teachers on students’ academic performance in Kabarole
district.

1.3.2 Specific objectives

2) To find out the impact of teacher qualification on performance of students in Rwengoma

sub county Kabarole district.

3) To elucidate the relevance of a teachers’ experience on student academic performance in

Rwengoma sub county~ Kabarole district

1.4 PURPOSE OF THE STUDY

The study of this research intended to investigate the impact of teachers on student performance
in the selected Secondary Schools of Rwengoma sub county Kabarole District. It compared the
performances of students taught by professional teachers and those taught by non-professional
teachers in selected secondary schools in Kabarole district.

1.5 RESEARCH QUESTION

1) In what ways can the teacher lead to success or failure of the student at school

2) What is the role of teachers in student academic performance at secondary school level

3) In what ways can the teacher influence student performance in and outside classroom

4) What is the impact of teachers’ qualifications and experience affect the learner’s
performance?

5) How is teacher is teacher-student relationship improve student performance?

6
1.6 SCOPE OF THE STUDY

1.6.1 Geographical SCO~C

This research study will be centered the selected secondary schools in Rwengoma sub county,
Kabarole District. Kabarole district is located in western Uganda, on approximately 320Km from
Kampala. It is bordered by Ntoroko District from the north, Kibaale District from the northwest,
kyen~ojo District to east. Kamwenge District to the south east. Kasese District to the south and
DRC to the southwest Bundihu~o District and Rwenzori mountains to the west

1.6 1 Contextual scope

The research will examine the impact of teacher on the performance of students in Rwengo sub
county Kabarole district. The research will further investigate in the attempt to adequately
respond to the above question~ the researcher will understand what teacher qualification is and
comprehend its area and scope of operation.
There are various factors that affect the academic performance of students however this
dissertation will focus on addressing the impact of teacher qualif~cation

1.6.2 Time scope

This study will be conducted in the period of five months, that is from Febrary 201 8 to .July 2018

7
1.7 CONCEPTURAL FRAME WORK
dependent variables
Independent variables

[~acadernic performance
~
cognitive development
~ Level of cognitive ability L o

o motivation to learn
Teacher experience
confidence and trust
u Teacher Education in the
Subject Matter

Intervenin factors

e School environment
• Student attitude

8
 CHAPTER TWO

THE LITERATURE REVIEW

2.0 IntroductIon
This chapter entails the effects of influence of teacher on student academic performance as
viewed by other researchers and writers elsewhere in the world.

According to Adeyemi (2010), teachers play an important role in determining the students’
“academic achievement. Researchers have never reached a consensus on the specific teacher
&ctors that influence students” academic achievement (Rivkin 2005). Some studies found that
teachers’ experience and educational qualifications significantly influenced students’ academic
achievement (Njeru and Orodho, 2003; Ankomah 2005; Ugbe a n d Agim. 2009;Asikhia. 2010;
Yalaand Wanjohi.201 1: Olaleye. 2011.

When conducting research on factors contributing to under achievement of Zambian female

students in 0-Level Physics examinations. Maguswi (2011) found that lack of qualified teachers
of Physics had a significant contribution. Moreover, a study done by Adaramola and Obomanu
(2011) in Nigeria found that lack of qualified teachers led to consistent poor performance of
students in Skif subjects

Teachers ‘Formal Education Findings related to teachers’ academic degrees (e.g.. bachelors or
masters and diplomas.) are in-conclusive. Some studies showed positive effects of advanced
degrees (Betts. Zau. & Rice. 2003: Ferguson & Ladd. 1996: Wayne &Youngs. 2003). while
others showed negative effects (Ehrenberg & Brewer. 1994: Kiesling. 1984). Some argue that the
requirement of a second degree raises the cost in terms of teacher education and the time it
involves and may prevent quality candidates from choosing this profession (Mumane. 1996).

Teacher Education in the Subject Matter of Teaching (in-field preparation) this characteristic is
related to the subject-matter knowledge teachers acquire during their formal studies and preserve
teacher education courses. The evidence gained from different studies is contradictory. Several
studies show a positive relationship between teachers’ preparation in the subject matter they later
9
teach and student -Hammond, 1999, 2000; Gold Haber & Brewer. 2000: Guyton &Farokhi.
1987), while others have less unequivocal results. Monk and King (1994) find both positive and
negative effects of teachers’ in-field preparation on student achievement. Gold Haber and Brewer
(2000) find a positive relationship in mathematics. but none in science. Also. Rowan. Chiang.
and Miller (1997) report a positive relationship between student achievement and teachers’
majoring in mathematics.

Monk (1994), however, finds that having a major in mathematics has no effect. and a significant
negative effect of teachers with more coursework in physical science. Recent studies in the USA
on the widespread phenomenon of out-of-field teaching, Ingersoll (2003) portrays a severe
situation where almost 42% - 49% of public Grade 7-12 teachers teaching science and
mathematics actually lack a major or full certification in the field ( l9~N—200() data). In Israel.
according to are cent survey (Maagan. 2007). these percentages are even higher lbr elenieniar’
teachers 42% in mathematics and 63% in science (2005-2006 daun.
—

2.1 The Impact of Quality Teachers on Student Achievement

As developed by Donna Fong-Yee and Anthony H. Normore. Various research studies reveal
that factors, such as teachers’ cognitive ability, subject matter knowledge. kno~s ledge of teaching
and learning. licensure. and teaching behaviors in the classroom, are related to teacher qualit>
and increased student achievement. Through a literature review these live major themes emerged
that support the research that quality teachers do matter.

In our nations’ schools today. teacher quality is a priority area in education policy. 1 he Federal
No Child Left Behind Act ol’ 2001 requires that every state put a ~highl> qualified” teacher in
every classroom. Title 1 of the Elementary and Secondary Education Act it :.s. l)epartment ol
Education. Sec. 1119) defines a highly qualified teacher as a person ~~ho holds at least a
Bachelor’s degree, is fully licensed to teach based on state certification, and has demonstrated
competence in each academic area in which the teacher teaches(U.S. Department of Education.
Sec. 1119). To meet the “highly qualified” teachers challenge. the role of teacher quality and
variables that influence student learning come to the forefront in current educational goals.

10
 The above findings without doubt depict the main intentions of this study in Kabarole district.
The researcher noted that teacher related issues as explained above have incredible impact on
student performance, none the less many other researchers have captured the same findings
which makes them paramount in this concern.

2.3 Theoretical Perspective

Contrary to the 1966 study by James Coleman, as cited in Whitehurst (2002), that suggested that
differences in teachers did not matter, recent studies have shown that teacher quality is the single
most important school-related factor in student achievement. In 1996, value added assessments
were conducted by Sanders and Rivers (Coleman, as cited in Archer, 1999) to answer the
question of whether teachers matter. Math teachers in grades 3, 4, and 5 in two urban school
districts in Tennessee were examined to determine the average amount of academic growth of
students in their classrooms. From this data, teachers were identified and grouped as being the
most effective teachers, the top 20%, and the least effective teachers, the bottom 20%.
The progress of these students assigned to these effective and least effective teachers were
documented over a consecutive three year period. The results revealed that at the end of 5111

grade, math students assigned to the high performihg teachers scored in the 83rd percentile;
students assigned to the low performing teachers scored in the 29thpercentile (Whitehurst, 2002).

In 1997, a similar study related to long-term teacher effectiveness was conducted in Dallas,
Texas. Researchers extended the study across a wide range of grades, used three different urban
school districts and two different methods of determining teacher effectiveness, and yielded
similar results, emphasizing the measurable difference that better teachers have on student
performance (Bembry, Jordan, Gomez,

Anderson, &Mendro, 1998). In effect, these findings differ from the research of James Coleman
in the 1960s that was interpreted as such, “the general message taken from Coleman’s findings is
that socioeconomic status largely determines student achievement . . . and what schools do
doesn’t matter very much, because in the end poor kids learn very little and rich kids learn a lot”
(Archer, 1999, p. 3). The results of these longitudinal studies show that teachers are an
influential factor of student achievement, regardless of socioeconomic status and even school

11
location. In other words, a student having an ineffective teacher several years in a row can be at
an academic disadvantage, which affects 1 3his/her progress for years; whereas, a student with a
highly effective teacher can have positive gains in academic progress for years to come.

Various research studies (Blair 2000b; Darling..Hammond 2000; Hanushek 1971,) reveal that
factors such as cognitive ability, subject matter knowledge, knowledge of teaching and learning,
licensure, and teaching behaviors in the classroom are related to teacher quality and increased
student achievement. The purpose of this paper is to identify the indicators of quality teachers
and their impact on student achievement by conducting a literature review.

Cognitive Ability. Research findings show a positive relationship between teacher cognitive
ability and student achievement. A study by Hanushek (1971) presents an interesting view of
teachers. In his model, the teacher characteristic that appears to contribute to increased student
academic performance is a teacher’s verbal ability. For both second and third grade teachers, the
score on a verbal ability test plays two roles: first it is a measure of communicative ability;
second, it can be taken as a quick measure of overall intelligence and ability. Thus, overall
intelligence or general ability seems important regardless of formal training.

There is more research that shows that teachers who have strong verbal ability or score high on
verbal tests impact student achievement more than teachers with lower scores. For example, a
study of Alabama schools found that teachers’ ACT scores accounted for 15% of the predicted
achievement of their students, more than double the effect of class size, two and one half times
the effect of a teacher’s possession of a master’s degree and more than five times the effect of
teacher experience (Rotherman& Mead, 2003). Greenwald, Hedges and Lame (1996) conducted
a study to determine the effect of school resources on student achievement. They found a total of
nine studies that analyzed the effects of teacher ability on student achievement. Findings
revealed a positive relationship between the two attributes. These studies suggest that measures
of cognitive and/or verbal ability are strong predictors of teacher quality.

It should be noted that the both the government and the ministry of education and sports have not
come up with vivid statistics on the degree of outcomes of student performance as influenced by

12
the tea hers cognitive ability however the findings of other researchers as noted provide a
universal understanding of this concept. Therefore the researcher found it worthy of
consideration in this study.

Subject Matter Knowledge. Subject matter knowledge is another variable that is related to
teacher effectiveness and equally student performance. In a major study conducted by
Wenglinsky on the relationship between indicators of teacher quality and the performance of 8th
graders, teacher educational backgrounds appear crucial to the student performance on the
mathematics and science portions of the 1996 National Assessment of Educational Progress
(Blair, 2000b). Upon examining approximately 15,000 scores of 8th grade students’ math and
science performances, students whose teachers had college majors or minors in either math or
science scored 39% higher than those whose teachers lacked such preparation.

In addition, Monk, as cited in Darling-Hammond(2000), using data on 2,829 students from the
Longitudinal Study of American Youth, found that teachers’ content preparation, as measured by
coursework in the subject field, is positively related to student achievement in mathematics and
science. l4While these studies appear to support the relationship between subject matter and
teacher effectiveness, other researchers as cited in Darling-Hammond (2000), find that the
connection between the two variables have mixed results. Studies of teachers’ scores on the
subject matter tests of the National Teacher Examinations ~NTE) have found no consistent
relationship between this measure of subject matter knowledge and teacher performance as
measured by student outcomes. Byrne (as cite in Darling Hammond, 2000) did thirty related
studies between subject matter knowledge to student achievement. The results were mixed with
17 showing a positive relationship and 14 showing no relationship. Also, studies by Ashton and
Crocker (1987) found only 5 out of 14 studies they reviewed to show a positive relationship
between subject matter and teacher performance.

Despite the mixed findings, it may be safe to conclude that teachers who Hold College majors or
minors in the subject area that they are teaching, especially in math and science, positively
impact student learning in those subject areas.

13
2.4 Knowledge of Teaching and Learning
While the evidence that subject matter makes a difference is mixed, research shows that teacher
education coursework has a positive effect on student achievement. A study was conducted on
the teacher education program at Arkansas Tech University to determine the extent to which
education and subject matter course work predicted the teaching performance of student teachers
completing the program (Ferguson & Womack, 1993). Findings indicate that course work in
teacher education makes a difference in teaching performance; education coursework is a more
powerful predictor of teacher effectiveness than measures of expertise in content area subjects.
Furthermore, Ashton and Crocker (1987) compared professional education and academic subject
area coursework to determine whether there was a relationship between the two variables and
teaching effectiveness. The findings revealed that there was a positive relationship in four out of
seven studies when researchers related the number of credits in education coursework, In
contrast, a positive relationship was found in only five out of fourteen studies when the number
of college credits earned in a subject area compared with student performance in that area.

Furthermore, teachers’ professional knowledge and skills can be developed through professional
development and in-service programs to achieve successful student outcomes (King & Newman,
2000). For example, at Lewis Elementary School in Texas, professional development focused on
teaching strategies to teachers in reading and math, strategies that the students can use
themselves. Over a 4-year period, students’ reading and math achievement improved
dramatically across a range of social backgrounds (King & Newman, 2000). Studies cited in
Darling-Hammond (2000) find that teacher opportunities to participate in professional
development in content specific areas linked to the curriculum made an impact on teaching and
student achievement. Therefore, teacher preparation education coursework is beneficial and
worthwhile in making an educational difference.

2.5 Licensure
In addition to a degree in the field to be taught, research finds that teacher licensure is the most
consistent predictor of student achievement in reading and math (Darling-Hammond 2000).
Current requirements for licensing vary from state to state but generally include measures of
many variables, such as basic skills, general academic ability of teaching and learning, and some

14
teaching experience. In the state of Florida, the minimum requirements for admissions to teacher
education programs is a 2.5 grade point average on a 4.0 scale, a passing score (40%+) on SAT
or ACT, or completion of the baccalaureate requirements at a regionally accredited
college/university. In Florida, a passing score on three tests, Florida’s Academic Skills Test,
Florida Teacher Examination Certification Exam, and a subject area test for each area of
l5certification, is required for licensure. Over the past decade, states have taken steps to
strengthen their licensure requirements which are now substantially stronger that they were 1 5
years ago (Darling-Hammond &Youngs, 2002). In addition, for the first time ever, the federal
government has mandated that fully licensed teachers be in every classroom to teach all children
because research has shown that teachers who are fully licensed are more effective than those
who are not. According to Darling-Hammond and Youngs (2002), studies using national, state
and other data have reported that significant connections exist between teacher education and
certification measures and student performance levels. For example, Gold Haber and Brewer (as
cited in Darling-Hammonds and Youngs, 2002) found a strong influence of the type of teacher
certification a teacher holds as an important factor on student achievement. Certified teachers
had more influence on student achievement, especially in mathematics and science, than the
teachers holding bachelors and master’s degrees (2002). In addition, a study conducted by the
United States National Board for Professional
Teaching Standards examined 13 aspects of teaching practice, including teacher effects on
student academic achievement, and provided the first research evidence that the clay to day
performance of nationally certified teachers is superior to that of colleagues without the
credential.
Teachers’ effect on student achievement was measured by randomly selecting the work of 4
students for evaluation as well as randomly selecting 3 students to participate in an interview
following a lesson (Darling-Hammond, 2000).
The results provide evidence that teachers who are nationally certified are helping students learn
more.
Teacher Behaviors and Practices Research on teacher behaviors in the classroom demonstrated
that effective teachers tend to be those who are able to use a variety of teaching strategies and
demonstrate a flexible style rather than a single, rigid approach. Studies cited in Darling
Hammond (2000) suggest that it is the expertise of the teachers that make learning occur for

15
students. In general, effective teachers are able to adjust their teaching style to fit the needs and
style of different learners because they have a wide repertoire of approaches and strategies, such
as direct teaching, modeling interactive teaching strategies, cooperative learning techniques, and
experienced-based and skill-based approaches. As cited in Darling-Hammond (2000), other
variables that have been found to be important are teacher clarity, enthusiasm, task-oriented
behavior, and higher order thinking. In effect, high quality instruction depends on competence
and attitudes of each individual teacher. In the report of the National Commission on Teaching
and America’s Future the standards and assessments that have emerged from the National
Commission on Teaching and America’s Future identify that an effective teacher should have an
understanding of how students learn and develop, skills in using a range of strategies; sensitivity
and effectiveness in working with students from diverse backgrounds, the ability to work well
with parents and other teachers, and assessment expertise capable of discerning how well
children are doing, what they are learning and what needs to be done next to move them along
(Darling-Hammond, 1996). Therefore, the fact remains that teaching behaviors and practices
facilitate student learning. Conclusions and Implications for Practitioners and Policy Makers
(Jjven the important findings of this research and the mandate from the federal government’s
“No Child Left Behind” act, education leaders, policymakers and educators need to invest in
critical areas that impact the quality of teacher and the quality of teaching. While it is no secret
that better teachers produce better learning, educational reform must work toward restructuring
and reinventing teacher preparation and professional development by connecting clinical work in
schools with knowledge about what works for teaching and subject-matter 1 6knowledge. If we
are going to hold students to standards, we need to be able to ensure that the teachers who work
with them will also be able to teach to those standards. Thirdly, teachers do matter, and their
cognitive ability and knowledge of the subject matter and of teaching and learning, licensure, and
teaching behaviors in the classroom are related to teacher quality. Major changes in the areas of
recruitment, preparation, licensing, teacher support and opportunities for professional growth
need to occur in order for teaching to improve, thus inevitably and positively affecting the most
important variable of all, the student.

In Uganda. the minimum qualifications of a secondary school teacher is a bachelor’s degree in

education whether arts or sciences and from a recognized institution of learning. And one must

16
have completed the Uganda advanced certificate of education from secondary school. However
schools in Kabarole are have found of recruiting teachers of diploma and certificate and at times
those who have just finished senior six without training from a tertiary institution as required by
the ministry of education and sports as well as the regulations of the government of education.
This has jeopardized the quality of education in various secondary schools in Rwengoma Sub
County in Kabarole district and the main consequence falls on student academic performance,

2. 6 In conclusion;
There is quit many indicators of teachers quality and how those qualities really affect student
academic performance but what has been mentioned in this chapter have been critically analyzed
and examined by the researcher as per this study is concerned and for the purposes of
investigating the impact of teacher quality on the student academic performance in Rwengoma
Sub County in Kabarole district.

17
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction
This chapter entitles the research methodology which the researcher applied to gather data from
the field during the investigation of teacher impact on student academic performance in Kabarole
district a case study of selected secondary schools in Rwengoma Sub County.

3.1 Research Design

The research design adopted for this study is survey research design; this is because of the nature
of the data to be used for the study. In this study a sample is drawn from the population and
analysis is made with respect to the sample, but the result is generalized to the entire population
of the study.

3.2 Participants
Two schools were selected for this study; they consist of one public and one private school in the
Rwengoma sub county Kabarole District. All the schools comprise of Boarding and Day
program. All these schools are in the same region and they are;

1. Kahinju secondary school(public)

2. King of kings college (private)

3.2 Procedure
The researchers on arrival in each of the selected schools introduce themselves to the
administrators and the teachers after which they brief the school authority on the purpose of their
visit. Teachers in these schools take the researchers to the classes needed for the study and the
researchers take a random sample of students that will participate in the study.
The questionnaires are shared to the students after which the test is administered to the same
student with each student questionnaire matched with his/her test script.

18
3.3 Data collection methods
Data was captured using both qualitative and quantitative techniques including; self-administered
questionnaires and use of group and individual interviews more data was got through focus
group discussions with community and school administrators as well as students. Observation
and structured questionnaires so as to get credible information.

i. Questionnaire method

In this study the researcher formulated questionnaires which he used to collect relevant data from
different individuals. The questionnaires were different for the groups and individual respondents
as according to the type of data and the status of the respondents. For example the students were
given group questionnaires while officers were given as individuals to get their views about the
topic of study.

ii. Interviews method

This method of data collection involved face to face interactions by the researcher and various
stake holders in the schools such as the head teachers, teachers and committee members of the
schools and local leader as well as some parents and students, These were asked to give their
views about the impact of teacher impact on the student academic performance in Rwengo Sub
County in KabaroleDistrict.The researcher formulated interview guides of a few questions of his
interest as required by the study.

iii. Discussion method

Discussion technique was used to collect data from groups of students and parents who were
approached in this study. The researcher provided critical questions to different groups of people
who gave their views about the impact of teacher impact on student academic performance in
Rwengorna Sub County in Kabarole district.

iv. Observation methods

Observation was yet another technique of data collection that was employed by the researcher in
data collection. By this. the researcher used Empirical evidence to gather information by
carefully observing the state of the schools and the student academic performance in and outside

19
the classrooms as being influenced by the teacher quality, qualification and experience as well as
license among other variables in this study.

3.5 Justification of the study

3.5.1 Validity;
According to the researchers’ findings, the data to be collected is considered reliable because of
the use of simple methods of qualitative and quantitative collection methods used and the
analysis methods documented

3.5.2 Reliability;
The data in this research paper is very reliable and responsive to the needs of people in Uganda
especially school planners and curriculum developers, community and student fraternity in the
selected region

3.6 Ethical considerations

The researcher considered the research values of voluntary participation, anonymity and
protection of respondents from any possible harm that could arise from participating in the study.
Thus the researcher the researcher also assured the respondents of confidentiality of the
information given and protection from any possible harm that could arise from the study since
the findings would be used for the intended purposes only. The respondents were to be provided
with feedback about the findings of the study

20
 CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION

1.0 Introduction
This chapter presents the data that was collected from the field during this study in form of tables
and relevant charts as it was found out in this research.

Table one represents the population of students and respondents in the selected secondary
schools

Table I

Name of the school Students Sample size No’ of respondents percentage

Kahinju secondary school 987 100 60 47.2%

King of kings college 747 100 67 52.7%

Total 1734 200 127 63.5%

Source; developed by the researcher

From the above table, 47.2% of the sample size responded in affirmative when they were asked
to provide information about this topic in Kahinju secondary school and 52.7% of the sample
size responded in affirmative from King of Kings College totaling to 63.5% of the target
population.

21
Table II: Represents the determinants of an effective teacher that influence

Determinants Frequency

Teachers cognitive ability 37

Teachers academic qualifications 20

Teachers knowledge of the subject matter 30

Teachers license 24

Knowledge of teaching and learning 16

Total 127

Source; developed by the researcher

The above table revealed that teacher’s cognitive ability greatly influences student academic
performance in the two selected school. Cognitive ability involves teacher’s capacity to
understand students’ needs strength and weaknesses as well as realizing what area of their lives
they need to develop so as to improve academic performance. Teacher’s qualifications are also
key to student performance, this denotes the teacher’s level of education, whether it’s a degree,
diploma or a master’s degree. According to the ministry of education and sports in Uganda, a
qualified teacher must have attained a minimum pf a bachelor’s degree in education from the
recognized teacher training institution. Teacher’s license contributes to his or her stability in the
profession. All teachers in Uganda have to be certified by the ministry of education as well as
other various teacher organizations depending on where one comes from.

22
 DETERMINANTS OF TEACHER QUALITY
40

~
L
30r

25

20

15
J

10

0
I w chers cognitive Tc~ c ~ers academic i~achers knowledge Teachers license Knowledge of
ability qtalifications oF the subject matter teaching and learning

Table III represent the effects of the above mentioned determinants of teacher effectiveness
Determinants — Frequency Impact on students

Teachers cognitive ability 37 Good grades

Teachers academic qualifications 20 Good grades

Teachers knowledge of the subject matter 30 Student mastery of subject matter

Teachers license 24 Trust and stability

Knowledge of teaching and learning 16 Easy understanding of the content

Total 127

Source; developed by the researcher

23
Table IV shows how the teacher can improve student academic performance

The role of the teacher Frequency Percentage%

Motivation interest 28 22.0

Mastery of the subject matter — 33 25.9

Reinforcement styles 22 — 17.3

Teacher as a role model 20 15.7

Counselling and guidance 24 18.8

Total 127 100

Source; developed by the researcher

Table IV reveled that much of the student performance is influenced by the teacher. This
confirms the presumption raised by the researcher in the preceding chapters that the teacher is on
way of determining student performance.
This was adopted from the study by Wayne &Youngs, (2003) about the impact of the teacher in
performance of science subjects. As seen from the table of findings, the teacher is responsible for
motivating and stimulating the interest of the learner to study, determines students mastery of the
subject matter in class, act as a role model for students in all aspects of behavior and conduct
which is paramount for student success as well as extending counselling and guidance to the
students suffering from different psychological stress.

24
 A BAR GRAPH BELOW REPRESENTS THE AREAS WHERE
THE TEACHER INFLUENCES STUDENTS
PEROFORMANCE
35

I
30

Motivation Mastery of the Reinforcement Teacher as a role Counselling and

interest suoject matter styies model guidance

Table V: Represents the respondents from the general public about the teacher impact on student
academic performance in the selected schools.

Title Frequency

Teachers 10

Parents 10

Students 101

Local leaders 4

Educational officers 2

Total 127

Source; developed by the researcher

25
 CHAPTER FIVE

DISCUSSION, SUMMERY AND RECOMMENDATIONS OF THE STUDY

5.0 Introduction
This chapter involves the discussion of the findings, summery and conclusion as well as the
recommendations from the researcher’s observations during the study.

5.1 Discussion of the findings

When respondents were asked to give their views on the impact of teacher impact on the student
academic performance in Rwengoma Sub County, 63.5% of the sample size responded to the
questions and interviews.

It was found out that the teacher is the most influential factor for student academic performance,
as put up byNye, KonstantoPaul (2013) This research shows that teachers have substantial
impacts on the students’ academic performance and their life afler school. In the past decade,
research shows that teachers have great influence on their students’ academic and life-long
success

The respondents were in agreement with the researcher’s analysis that the teacher’s quality in
terms of license, qualifications, cognitive ability, and subject matter and teaching skills were the
most powerful determinants of teachers’ effectiveness in class thus leading to student academic
performance. That teacher’s ability to understand students’ needs and challenges is most likely to
put the teacher in the best position to improve student academic performance.

5.2 Summary of the study

This study investigate the impact of the teacher on student academic performance in the selected
secondary schools in Rwengoma Sub County, Kabarole District located in western Uganda. The
researcher set one general objective as to examine the impact of the teacher on student academic
performance alongside other two specific objectives.

26
To achieve these objectives, the researcher employed qualitative and quantitative methods od
data• collection which involved presenting the data in form of tables and other relevant
illustrations as well as using structured questionnaires and interviews and discussions with the
respondents who were selected at random to provide primary data for this research.

The literature review of this study included much of the work of other writers and researchers
about the same topic elsewhere but because the researcher found the findings universal, he
included them herein to provide clarity of the findings in the area of study.

Chapter three of this study expounded the methodology that the researcher employed to examine
the impact of the teacher on student academic performance in the selected area of study while
chapter four is the compilation of the analyzed data to explain it I an orderly way for the readers.

5.3 Recommendations of the study

Basing on the findings of this study and the earful investigation that the researcher under took to
examine the impact of the teacher on the academic perforrnanoe of students in Rwengoma Sub
County, the researcher recommends that there be a earful recruitment of teachers in secondary
school in Kabarole in order to improve the student academic performance.

That the government and the MoES should supervise the already recruited teachers in these
schools to ensure that there are qualified teacher to impart knowledge to students, given that the
teacher is the biggest determinant of student performance.

The researcher also recommends that the teachers should as much as they can try to improve on
the capacities in all arounds of experience and qualifications as they are key to improve their
position to help students achieve their educational goals.

The researcher further recommends that there should be training of teachers by the governments
in seminars and workshops in order to equip teacher with updated knowledge in their teaching
subjects. On this note the researcher urges the government and school administrators to support

27
the teachers in such trainings by paying for them and giving them leaves as well as paying them
better salaries as a way of motivating them.

5.4 Recommendations for further research

From this study and the observations of the researcher, there is need for futher investigations in
the field of education there by recommending that the future researchers investigate the
following topics;
1. The impact of teacher student relationship on student academic performance in Kabarole
district secondary schools.
2. The relationship between teachers’ formal education and their capacity to produce high
quality results from students.
3. The impact of teacher motivation on student academic performance in Rwengoma Sub
County Kabarole District secondary schools.

28
 REFERENCES

Kabarole district Ministry oo Education and Sports department annual assessment jaunnel of
educationp.g, 6-18, (2010)

Research methods and writing text book by Jana K Brook New York publishers NYP,2003
revised edition, edited by Mark Smith.

The government white paper articles on the teacher recruitment and public service sector
regulations (2010)
Makerere university press release on teachers’ issues and teachers recruitment article, 2016.
MoES educational statistics.

New vision articleson education and performance of schools in Kabarole District, from the
newspapers 0f2015-.2018

Uganda national examinations boardpress release, (UNEB portal 2017)

Archer, J (1999~,). Sanders 101. Education Week, 18(34), 26-28. Reirieved November 16,
2003, from Academic Search Elite: http://www.epnet.com/academic/asearchelite.asp

Ashton. P., & C’rocker, L. (1987). Systematic study ofplanned variations: The essential focus
of reacher education rejbrm. Journal of Teacher Education, 38,2-8.

Bembry, K L., Jordan, H R., Gomez, E., Anderson, M C., &Mendro, R. L. (1998,). Policy
implications of long term teacher effects on student achievement. Retrieved November 16,
2003, from htrp://dallasisd. org/depts/inst research/aer98rml. html

Blair, J (2000a,). CertifIcation found validfor teachers. Education Week, 20(8), 1. Retrieved
November 16, 2003, from Academic Search Elite:

29 ~
http://www.epnet.com/academic/asearchelite.asp Blair, J (2000b,,). ETS study links effective
teaching methods to test-score gains. Education Weelç 20(8),24.

Darling-Hammond, L. (1996). What matters most: A competent teacher for every child. Phi
Delta Kappan, 78(3), 193-200.

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state

policy evidence. Education Policy Analysis Archives, 8(1,), Darling-Hammond, L., &Youngs,
P. (2002). Defining “Highly qualified teachers “.~ What does “Scienqfically-based research”
actually tell us?

Educational Researcher, 31(9), 13-25. Ferguson, P., & Womack. S. T (1993). The impact of
subject matter and education coursework on teaching performance.

Journal of Teacher Education, 44(1), 55-63. Greenwald, R., Hedges, L. V, & Lame, R. D.
(1996). The effect ofschool resources on student achievement,

Review of Educational Research, 66(3), 361-396. Hanushek, B. A. (‘1971). Teacher

characteristics and gains in student achievement.’ Estimation using micro data.

The American Economic Review, 61(2), 280-288. King, M B., &Newmann, F. M (2000).
Will teacher learning advance school goals? Phi Delta Kappan, 81(8), 576-580. Rotherham,
A. I, & Mead, S. (2003).

Teacher quality: Beyond no child left behind. A response to Kaplan and Owings (2002).
NASSP Bulletin, 87(635), 65-76. US. Department of Education, Office of Elementaiy and
Secondary Education. (2002).

No Child Left Behind Act qf 2001. Washington, DC.’ Author. Whitehurst, C. J. (2002, June,).
Raising student achievement.’ The evidence of high quality teaching.

30
Remarks presented at the Standards-based Teacher Education Fr~ject 2002 Summer
Conference. Retrieved November 16, 2003 from: http://www.c-b
e. org/pdf/STEF2002whitehurst.pdf

31
 APPENDICES
APPENDIX A: QUESTIONNAIRE FOR THE RESPONDENTS

Dear respondents
I am AkankwasaUnice and a student of Kampala International University pursuing a bachelors
of arts with education. I am carrying out a study research entitled Teachers Impact on Student
Academic Performance in Rwengoma Sub county Kabarole District. You are among the
respondents randomly selected to provide information. Please you are requested to respond to the
questions by ticking on the appropriate box or write a brief statement where applicable. The
information provided will be kept confidential and will only be for academic purposes.

SECTION A

BlO DATA OF THE RESPONDENTS

Instructions tick where appropriate
1. Gender
A Male
B Female
2. Age
A 18—30
B 31—40
C 41—50
D 51—60
E 61 —Above

3. Level of Education (Tick where appropriate)

Primary Post primary Certificate diploma
A B C D

4 Marital Status

32
A Single
B Married
C Divorced
5 Occupation
No, Years Tick
A Teacher
B Doctor
C Soldier
I) Specify

SECTION B:DETERMENTS OF TEACHER QUALITY

Using a Likert scale of 1 — 3 to rate the following alternatives from A — I where 1- Agree (A),
2- Not Sure (NS), 3 Disagree (D)
-

Tick where appropriate

STATEMENT AGREE NOT SURE DISAGREE

Teachers’ Formal Education

Certification and Licensing Status

Years of Experience

Duration of the Preparation Period

Teacher Education in Pedagogical Studies

Participation in Professional Development

Activities

Teacher Education in the Subject Matter

33
 SECTION C: WHAT CAN BE DONE TO AVERT THE THIS PROBLEM
Using a Likert scale of 1 — 3 to rate the following alternatives from A -~ I where 1- Agree (A),
2- Not Sure (NS), 3 Disagree (D)
-

Tick where appropriate

STATEMENT AGREE NOT SURE DISAGREE

Recruit experienced teaching staff

Organize teacher training seminars and

workshops

Encourage teachers to certify and license their

transcripts

Improve on the existing Teaching methods of

instruction

Retain teacher in schools to increase their

experience

34
 APPENDIX B: INTERVIEW GUIDE

I want to thank you for taking your time to meet with me today. My name isAkankwasa Eunice
and you have been purposively selected to be interviewed because of your strategic position in
new vision. This interview is designed to assist me to complete an academic research project on
the Teachers Impact on Student Academic Performance in Rwengoma Sub county Kabarole
District. This research is a partial fulfillment for the award of bachelors of Arts with education
and the interview will take about 15 minutes. All responses will be kept confidential and will
purely be for academic purposes.

1. How is teacher qualification affecting the academic performance of the students?

2. What is the role of the teacher on the performance of the students’?

3. Does the quality of the teacher really determine the student performance?

4. How can teacher qualification influence student performance?

5. What is the role of the teacher on the performance of the students’?

6. Does the quality of the teacher really determine the student performance?

7. How can teacher qualification influence student performance?

8. What is the most likely outcomes expected from a leis-fair teacher?

9. What is the role of the teacher in class room organization and how does this foster student
performance?

Thank you for your cooperation.

35
 APPENDIX C:ACCOUNTABILITY AND EXPENDITURES (FEBRUARY 2018-
AUGUST 2018)

ITEM RATE AMOIThTT

Stationary 60000 60,000

Secretarial service 20000 20,000

Internet 5000 5000

Transport 100000 100,000

Calculator 20000 20,000

Air time 5000 5000

News papers 1000 5000

Printing 40000 40,000

Pens 500 2000

Editing 10000 20000

Libraryfee 10000 20000

Total 285,000

36
 APPENDIX D: ACTION PLAN
February 2018-august 2018

Month Ml M2 ii
lvi., M4 MS M6 M7 PERSON
RESPONSIBLE

Activities

Formulation Researcher &

of research supervisor
topic

Proposal Researcher
writing

Approval Supervisor
proposal

Data Researcher
collection

Data Researcher
analysis

Report Researcher &

writing & supervisor
approval

37