Browsing by Author "Kiwanuka Henry"

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    The effects of school, teacher/class and student characteristics on the attitude towards mathematics and mathematics achievement among boys and girls in Ugandan secondary schools
    (2014) Kiwanuka Henry
    The major objective of this multi-level study which uses a statistical sample in the Ugandan secondary schools is to explore the effects of school, class/teacher and student characteristics on attitude toward mathematics (ATM) and mathematics achievement (MA) among boys and girls. The proposal is based on a thorough review of existing literature and studies that recognize the inherent difficulties in determining the ATM-MA relationship in a heterogeneous non-uniform environment, and the persistent poor performance negative attitude among secondary students, especially girls.nbsp; Using a three level conceptual model, the study examines the relationship between the explanatory and response variables.
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    Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda
    (Education Association of South Africa (EASA), 2015-08) Kiwanuka Henry; Namusisi Speranza
    This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics) and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered.