Faculty of Education, Arts and Media Studies [FEAMS]

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Browsing Faculty of Education, Arts and Media Studies [FEAMS] by Author "Annet Busingye"

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    Learners’ Classroom Engagement and Upper Primary Learners’ Achievement in English in selected primary Schools of Bukoto West, Lwengo district
    (Bishop Stuart University, 2024) Annet Busingye
    Effective learners’ class room engagement determines learners’ achievement in most case as this has been studied and confirmed by many researchers. This study looked at how the learners’ class room engagement is related to the learners’ achievement in selected upper Primary schools in Bukoto West, Lwengo District. It was anchored on specific objectives of; examining the level of learners’ engagement in primary school, assessing learners’ achievement in primary schools and finally testing the hypothesis that; there is no statistically significant relationship between class engagement and learners’ achievement in primary schools. The study adopted a correlational research design with both quantitative and qualitative approach of data collection and analysis. Participants were selected using simple random sampling and others using purposive sampling. Questionnaires and interview guides were used to collect data from respondent where all ethical considerations were fully observed and considered in this study. The present undertaking found out that the level of learners engagement in their class rooms are very high and that this helps them to understand and conceptualize more what they are being taught by their teachers, the study also found out that learners in upper primary school achieve better grades(D1-D2) in good numbers in end of term exams compared to beginning of term and mid- term exams, the study also revealed that there is a strong positive relationship between learners’ class room engagement and upper primary Learners’ Achievement in English in selected primary Schools. This led to the rejection of the null hypothesis of the study. The study concluded that; primary school learners engage more in their classrooms and this helps them to understand more what their teacher teaches following the new curriculum which is learner centered to create innovation and creativity as part of practicability, learners’ achievement is based on the time of assessment whereby the learners pass with good grades at the end of the term compared to the exams that are done at the beginning and in the middle of the term, learners’ class room engagement has a strong positive relationship with learners’ achievement in primary schools
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    Learners’ Classroom Engagement and Upper Primary Learners’ Achievement in English In Selected Primary Schools of Bukoto West, Lwengo District
    (American Research Journal of Humanities & Social Science (ARJHSS), 2024) Annet Busingye; Dr. Sudi Balimutajjo; Enoch Barigye
    Effective learners‘ class room engagement determines learners‘ achievement in most case as this has been studied and confirmed by many researchers. This study looked at how the learners‘ class room engagement is related to the learners‘ achievement in selected upper Primary schools in Bukoto West, Lwengo District. It was anchored on specific objectives of; examining the level of learners‘ engagement in primary school, assessing learners‘ achievement in primary schools and finally testing the hypothesis that; there is no statistically significant relationship between class engagement and learners‘ achievement in primary schools. The study adopted a correlational research design with both quantitative and qualitative approach of data collection and analysis. Participants were selected using simple random sampling and others using purposive sampling. Questionnaires and interview guides were used to collect data from respondent where all ethical considerations were fully observed and considered in this study. The present undertaking found out that the level of learners engagement in their class rooms are very high and that this helps them to understand and conceptualize more what they are being taught by their teachers, the study also found out that learners in upper primary school achieve better grades(D1-D2) in good numbers in end of term exams compared to beginning of term and mid-term exams, the study also revealed that there is a strong positive relationship between learners‘ class room engagement and learners‘ achievement in English in selected upper Primary schools. This led to the rejection of the null hypothesis of the study. The study concluded that; primary school learners engage more in their classrooms and this helps them to understand more what their teacher teaches following the new curriculum which is learner centered to create innovation and creativity as part of practicability, learners‘ achievement is based on the time of assessment whereby the learners pass with good grades at the end of the term compared to the exams that are done at the beginning and in the middle of the term, learners‘ class room engagement has a strong positive relationship with learners‘ achievement in primary schools.