LEVEL OF ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS OF ALEBTONG DISTRICT. A CROSS-SECTIONAL STUDY.

Abstract

Background In Uganda, there is an overall concern over the generally poor academic performance of students learning in government-aided schools. The study aims to assess the level of academic performance of students in secondary schools of Alebtong District.  Methodology  A descriptive cross-sectional study was conducted and quantitative data collected from 115 respondents was obtained.  Results The level of academic performance of students in secondary schools of Alebtong District was relatively low. The mean response of 2.6 suggested that students' performance in standardized exams, particularly UCE and UACE, is not very high. A mean response of 2.2 indicated that the pass rate of students in Alebtong District was not very high and only 25% of students obtained a second-grade result. The mean response was 1.8 indicating that a high percentage of students in lower secondary do not obtain a first-grade result. A mean response of 2.8 indicated that there might be some challenges regarding dropout rates and student retention in secondary schools. The mean response was 3.2 indicating that students in Alebtong District generally experience a relatively smooth transition and progression through their secondary education.  Conclusion  Generally, schools in Alebtong District have not yet archived their desired potential with the majority of the students unable to score a minimum of second-grade result. There is still a need for greater improvement in the level of academic performance of students in secondary schools in Alebtong District  Recommendation  Strategies should be implemented to enhance students' performance in standardized exams, increase the pass rate, improve grade distribution, reduce dropout rates, and ensure the smooth transition and completion of secondary education. Encouraging students' active involvement in extra-curricular activities could also be explored as a potential avenue for supporting academic excellence.