School Infrastructure Utilization and Pupils’ Academic Performance in Government Primary Schools in Kichwamba Sub- County, Kabarole District, Uganda

School Infrastructure Utilization and Pupils’ Academic Performance in Government Primary Schools in Kichwamba Sub- County, Kabarole District, Uganda

Juliet Kyakyo
Team University, Uganda
Email: kyakyojuliet7@gmail.com

Abstract: The study examined the influence of school infrastructure utilization on learners’ academic performance in government primary schools in Kichwamba Sub County Kabarole District. The researcher used a cross-sectional survey design with both qualitative and quantitative approaches. The study population consisted of head teachers, teachers, health workers and students from candidate classes. A sample size of 148 respondents was used. The study used both questionnaires and interview as methods of data collection. After quantitative data was collected it was edited, coded and then the data entry was done using the Statistical Programme for Social Scientists (SPSS) version 26. The relationship between the independent and dependent variable was tested using the Pearson product moment correlation coefficient. Thematic analysis was used during qualitative data analysis. The study found out that there is a strong positive correlation between physical infrastructure and pupils’ academic performance. The study further found out that there is a weak but significant relationship between co-curricular facilities and pupils’ academic performance. The study further found out that there is a strong positive correlation between health facilities and pupils’ academic performance. This is an indication that sanitation facilities in primary schools have a strong bearing towards pupil’s academic performance. The study therefore concluded that there is a significant relationship between school infrastructure utilization and pupils’ academic performance in government primary schools in Kichwamba Sub County Kabarole District. The study recommended that the department of quality assurance and standard officer should ensure primary schools implement the non-formal curriculum to aid talent development among primary school pupils.