Blending invitational theory and education production function theory to analyze academic performance of secondary schools in Northern and Eastern Uganda

Abstract

Despite government policies that lead to an increase in access, quality, efficiency of secondary education and the general increase in number of students, the academic performance of advanced level students in both Eastern and Northern Uganda has continued to register under performance year in year out. Using descriptive statistics and a multiple linear regression model on data collected by UNEB and the Annual School Census in 2016 from 386 secondary schools, this study analyzed academic performance of secondary schools in Eastern and Northern Uganda using invitational and education production function theories. The study found out that academic performance was statistically significantly associated with student-class room ratio, district student enrollment size, region, school type, boarding type, (p<0.05). In particular, a unit increase in the student class room ratio decreases the academic performance by 0.096 percent. Students in eastern region on average perform 6.370 percent higher in UACE than those in northern region other factors held constant. Also, students in single sex schools on average perform 6.729 percent higher in UACE than those in mixed sex school’s other factors held constant. Students in fully boarding schools on average perform 9.885 percent higher in UACE than those in day schools while students in partly boarding schools on average perform 4.920 percent higher in UACE than those in day school’s other factors held constant. The study recommends government and private investors should construct more class rooms in order to reduce overcrowding of student. This should, however, be complimented with recruitment of more teachers since classrooms and teachers are a complimentary commodity and service respectively. In addition, government is encouraged to subsidize the education and start up income generating projects for parents so that their children can be taken to school as this will increase district enrolment and ultimately improve academic performance. Furthermore, more public and private investment in the single sex schools compared to mixed sex schools. Likewise, parents are also encouraged to take their children to single sex schools compared to mixed sex schools for better academic performance. Additionally, government and the private sector investors are encouraged to invest more in constructing boarding schools compared to day ones. Lastly, government can consider subsidizing boarding fees to become more affordable to all learners.