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Entry Aggregates And Pupils’ Academic Performance. A Case Study Of Selected Primary Schools In Mbarara City

The aim of this project is to research the entry aggregates on academic performance of selected primary schools in
Mbarara city. The research would further explore whether entry aggregate can have a substantial effect on the
academic performance of selected primary schools gain customer loyalty, and strengthen Customer relationships. This
study sought to investigate the relationship between teachers' academic qualifications and pupils' examination
performance in selected primary schools of Mbarara City, Uganda. Primary education is crucial for developing a solid
foundation for subsequent levels of learning. However, inconsistencies in achievement levels point to underlying
factors influencing learning outcomes. Teacher quality determined by entry aggregates is a key variable examined in
this study. A descriptive survey design employing both qualitative and quantitative approaches was utilized. The target
population included 10 primary schools identified from Education Department records as having highest and lowest
pupil scores over 5 years. Stratified random sampling selected 200 teachers for a questionnaire while structured
interviews gathered perspectives from 29 school administrators and inspectors. Document review provided data on
teacher qualifications and 5-year PLE results. Data analysis revealed variations in academic credentials among
teachers across schools. High performing institutions predominantly had trained educators holding a minimum
Diploma in Primary Education with above average entry grades. In contrast, some low achieving schools had a number
of untrained teachers or those with only ordinary levels and poor grades. Classroom observations showed differences
in pedagogical approaches based on teacher qualification. Findings established a clear correlation between teacher
academic qualifications and PLE outcomes. Schools with predominantly trained instructors registered consistently
superior mean scores averaging 75% compared to 53% in institutions with less qualified teachers. Trained teachers
integrated interactive techniques that facilitated deeper conceptual understanding assessed on exams. Pupils of more
qualified teachers exhibited stronger mastery of higher order cognitive skills.

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