Comparison of academic performance in mathematics in day and boarding school at UCE :

Abstract

Attending boarding school has long been a part of the educational culture in Uganda. For a significant number of students, boarding is a necessity due to distance from suitable schools or potential lack of resources in remote or regional areas. The main objective of this study is to compare the academic performance in mathematics of day and boarding schools in UCE Examinations. Secondary data was the major source of data collection and analysis which comprised of UCE results of three different schools to support in data analysis. The spearman’s rank correlation coefficient and the average mean score were used for data analysis. Results showed that there was a significant different in the academic performance in mathematics of boarding and day schools in Tororo, a difference in students learning approaches and environment affects the mathematics performance of day and boarding school. The results showed that boarding schools’ performance in mathematics with mean average score of C4 was better than day school performance with mean average score of p7. The key Recommendations of this comparative study show that, government should ensure equal distribution of teaching and learning resources, reduce congestion of qualified teachers in boarding schools in order to improve on the academic performance day school.