HOW TO IMPROVE PERFORMANCE IN RURAL SCHOOLS IN UGANDA?

1. HOW TO IMPROVE PERFORMANCE IN RURAL SCHOOLS IN UGANDA? DR CHRISTOPHER B MUGIMUSchool of Education Makerere University Isaac Newton High School 1st February 2013

2. INTRODUCTION • Getting better examination results is a challenge facing most schools. • Given the shrinking resources, there is increasing demand for results and quality education from schools/teachers by stakeholders (i.e. parents, governments, donors, etc.) • Examination results is the lens through which most schools are judged to justify their existence and accountability • Examination results usually reflect cognitive competencies/outcomes. • However, schooling has many purposes beyond cognitive outcomes • That are usually neglected such as valued outcomes of schools related to attitudes, values, motivation, aspirations, self-concept, ability to work in a group, oral presentation skills, and socialization (Kellaghagan, et al 2009) • Yet, many soft skills are critical in gaining employment.

3. INTRODUCTION CONT’UED • It is not surprising that in Uganda the curriculum is generally examination driven • Getting better results is increasingly an important determinant of school survival especially those that are private • This has led to overly emphasis on getting better results, which presents unnecessary pressure to schools in terms of competition , consequently; • Examination malpractices are not uncommon • Encouraged the tendency of teaching to the test i.e. narrowing of classroom teaching to cover only what was on the national tests • This leads to “test scores increases without actually experiencing real student learning!!” (Charterji, 2003, p. 24) • Makerere University recent School of Law Entry Examination is a good example

4. INTRODUCTION CONT’UED • Drawing on my 24 years experience in operation of a private secondary school and as a researcher, We have battled with this notion of producing better results for all these years up to this day. • This is mainly because of the fact that many other out-of-school factors that come into play to influence students’ achievement /performance on the national assessment/examination. • Factors such as characteristics of students, their prior performance, conditions in which students live (family and community support), and education policies in terms of resources and support to curricula and teacher preparation school conditions and resources, competence of teachers, etc. • However, important question exist: what does education research tell us about improving school performance in terms of examination scores?

5. WHAT DOES EDUCATIONAL RESEARCH TELL US ABOUT IMPROVING SCHOOL PERFORMANCE ? I identify four major categories/areas important to enhance improved school performance/ examination scores, namely: Teacher -related , student-related, school leadership –related, and parent-related. TEACHER-RELATED Ability to create a positive learning environment Provide adequate subject content coverage Recognize students’ assessment as an important component in the learning process promote learner-centered teaching /learning strategies Provide quality teaching to enhance students outcomes (Altron-Lee, 2003) Provide students’ guidance and counselling Can help learners to learn how to learn Form collaborations/networks with teachers in other better performing schools

6. TEACHER EXPECTATIONS IMPACT STUDENT ACADEMIC ACHIEVEMENT Teacher expectations of student impacts their academic achievements i.e. The Pygmalion Effect The Pygmalion Effect –asserts that the teacher’s expectation that a student will do well can have a positive effect on the academic success of that student. This is because teachers tend to treat high-and-low achieving students differently to the detriment of low-achieving students [p. 349]

7. Thomas Good lists several ways in which teachers most often discriminate in their treatment of the high and low achievers. • By paying less attention to low-achieving students than to other students • By calling on low-achieving students less frequently than other students to answer questions • By giving low-achieving students less time to answer questions when they are called on than other students • By criticizing low-achieving students more frequently than other students for incorrect answers • By giving low-achieving students less feedback and less detail in the feedback they are given than other students • By demanding less effort and less work from low-achieving students from high-achieving students • [ p. 349-50]

8. STUDENT-RELATED • Student discipline • Student reading culture, home work, study habits, goal setting (Purdie and Buckley, 2010) • Student self-esteem and confidence • [regular school attendance and retention are critical in acquiring basic skills of literary and numeracy] • Students bullying, peer pressure, cool to skip school • Lack of career aspirations • Low self-esteem • High attrition rates especially in private schools

9. LEADERSHIP-RELATED • A strategic core curriculum for your school • Conducive physical environment and infrastructure –library, classroom space, science laboratory, computer labs, etc. • Staffing and teacher qualification • Extra-curricula activities • Encouraging parents’ participation in all school activities • Sharing resources and ideas with other schools • Teacher motivation and welfare • effective teacher supervision • Instructional leadership: defining school mission, managing the curriculum and creating a task oriented learning climate • School leaders facilitate effective instruction

10. Leadership/instructional leadership/ADMINISTIVE RELATED Table 1 Intermidiary causal structure of leadership at school (adopted from Jaap Scheerens, 2012, p. 136)

11. LEADERSHIP RELATED CONT’UED • Characteristics of failing schools according to Stringfield (1998) cited in JaapScheerens, 2012 include: • Lack of academic focus • Teachers working in isolation • Academic periods starting late and ending early • Lack of coordination between teachers in the use of books • Bureaucratic leadership, not curriculum or instruction oriented • Head teacher passive in teacher recruitment • Lack of teacher assessment • No public rewards for students’ excellence • Difficulties in maintaining funding • Underutilization of library

12. LEADERSHIP RELATED CONT’UED Strong school leaders can “turn around failing schools” [identify the need for change; maintain a strong focus on improving instruction; make visible improvement early in school turn around process (quick wins); builds a committed staff Slavin (1996, 1998) talks about “seed schools –such schools in which staff is cohesive, excited about teaching, led by a visionary leader to involve the entire staff in decisions, and broadly aware of research trends and ideas being implemented elsewhere” (p. 1309)

13. PARENT RELATED • Parental involvement is the key predictor of students’ academic success (Burge & Loges, 2003) • Involvement and participation of parents in their children school work, discipline, welfare, guidance and counseling • Research shows that higher SES, “middle and upper class families are in a better position to work through the education system to their advantage by ensuring that their children attend the best schools and get the best teacher and are more likely to invest in out-of-school activities that improve school outcomes such as tutoring programs, camps, and travelling” [ Ladd, 2011, pg. 3] • Constructive teacher-parent communication –monitoring a child’s academic performance • Encourage parents to inform teachers about their children inappropriate behavior at home that could distract their learning/academic excellence

14. PARENT RELATED • Meeting school requirements in time –many students spend most their valuable time being sent home for exercise books, fees, etc. • Encourage • Parent attitudes towards school • Un supportive home environment • Parents condoning absenteeism • Parents failing to assure their legal responsibilities

15. TEACHER-RELATED CONT’UED Raj Chatty et al (2011) revealed that “middle school teachers who help raise the standard test scores seem to have a wide-ranging, lasting positive effect on students’ lives beyond academics,--lower teenaged pregnancy rates, greater college matriculation and adult earning. Indeed good teachers facilitate students learning, according to Pardie et al (2010, p. 6-7) by “Create learning environments that are more responsive to the needs of young people by ensuring that their voices are heard, modifying school practices; developing models for community access to school resources; increasing the availability and quality of career advice; providing quality learning opportunities for young people at a risk of disengaging or who have disengaged from education and training.” Remember: Teacher expectations influence students’ achievementSo have high expectations of your students!