HOW TO IMPROVE PERFORMANCE IN RURAL SCHOOLS IN UGANDA?

DR CHRISTOPHER B MUGIMUSchool of EducationMakerere University

Isaac Newton High School1st February 2013

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.

INTRODUCTION

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

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?

INTRODUCTION CONT’UED

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-RELATEDAbility to create a positive learning environment Provide adequate subject content coverageRecognize students’ assessment as an important component in the learning processpromote learner-centered teaching /learning strategiesProvide quality teaching to enhance students outcomes (Altron-Lee, 2003)Provide students’ guidance and counsellingCan help learners to learn how to learnForm collaborations/networks with teachers in other better performing schools

WHAT DOES EDUCATIONAL RESEARCH TELL US ABOUT IMPROVING SCHOOL PERFORMANCE ?

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]

TEACHER EXPECTATIONS IMPACT STUDENT ACADEMIC ACHIEVEMENT

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 studentsBy calling on low-achieving students less frequently than other students to answer questionsBy giving low-achieving students less time to answer questions when they are called on than other studentsBy criticizing low-achieving students more frequently than other students for incorrect answersBy giving low-achieving students less feedback and less detail in the feedback they are given than other studentsBy demanding less effort and less work from low-achieving students from high-achieving students [ p. 349-50]

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

STUDENT-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

LEADERSHIP-RELATED

Leadership/instructional leadership/ADMINISTIVE RELATEDRelevant personality and competencies

Leadership style Leadership behavior Effectiveness enhancing factors

Extraversion social appraisal skills

External contactsBuffering

Enhancing teaching time

Intelligent motivation internal locus of controlDomain specific knowledge conscientiousness

Task-related Direction setting (goals standards monitoring curriculum instruction (managing instructional programs)

Clear goals and standardsOpportunity to learnStudent monitoring& feedbackStructured teaching active teaching Active learning

Extraversion social appraisal skills Self confidence

Person-related HRM & HRD Couches teachersRecruits teachersBuilds consensus

Cohesion among teachersProfessionalizationTeacher competencyTeacher sense of self-efficacy

Basic human valuesGeneral moral beliefsRole responsibilities

Set valuesCreates climate

Shared sense of purpose among teachersHigh expectationsDisciplinary climateSupportive climate

Table 1 Intermidiary causal structure of leadership at school (adopted from Jaap Scheerens, 2012, p. 136)

LEADERSHIP RELATED CONT’UED

Characteristics of failing schools according to Stringfield (1998) cited in Jaap Scheerens, 2012 include:Lack of academic focusTeachers working in isolationAcademic periods starting late and ending earlyLack of coordination between teachers in the use of booksBureaucratic leadership, not curriculum or instruction orientedHead teacher passive in teacher recruitmentLack of teacher assessmentNo public rewards for students’ excellenceDifficulties in maintaining fundingUnderutilization of library

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 staffSlavin (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)

LEADERSHIP RELATED CONT’UED

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

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 schoolUn supportive home environmentParents condoning absenteeismParents failing to assure their legal responsibilities

PARENT RELATED

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’ achievement

So have high expectations of your students!

TEACHER-RELATED CONT’UED