Study Habits and Mathematics Proficiency of Teacher Trainees in Primary Teachers’ Training Colleges in Southwestern Uganda

Baron Bwogi Mbeera
Mbarara University of Science and Technology
bwogimbagi@gmail.com

Abstract: The study aimed at establishing the relationship between study habits and mathematics proficiency of teacher trainees’ in primary teachers’ training colleges in southwestern Uganda. The specific objectives included establishing study habits of Teacher Trainees in PTCs in South Western Uganda, assessed the level of Mathematics proficiency in general arithmetic skills among teacher trainees in PTCs in South Western Uganda and determined the relationship between study habits and Mathematics proficiency of PTC Trainees in South Western Uganda. The study adopted a correlational design, using quantitative approach. The population was 254 teacher trainees in PTCs in South Western. All the teacher trainees in PTCs in South Western from the 6 PTCs were considered by proportionate sampling. The findings revealed that the study habits of Teacher Trainees in PTCs in South Western Uganda were low mean=2.562, std deviation= .3837), level of Mathematics proficiency low (mean=5.6969, std deviation=1.4926). There is a statistically significant high and positive correlation between study habits and mathematics proficiency (R = .686**, p = .000). The study concludes that study habits of Teacher Trainees in PTCs in South Western Uganda is low, the level of Mathematics proficiency low and study habits are important towards improving mathematics proficiency of PTC Trainees in South Western Uganda. The study recommends those PTC administrators, policy makers, and other stakeholders in education: should ensure study habits of Teacher Trainees in PTCs for improvement through training, mentoring and continuous assessment, they should improve mathematics proficiency of PTC Trainees in South Western Uganda.