Social school environment and the academic performance of pupils in rural public primary schools. A cross-sectional study.
DOI:
https://doi.org/10.51168/eth9bk98Keywords:
Social school environment, academic performance, parental involvement, teacher–pupil relationships, public primary schools, Kakiri Sub-CountyAbstract
Background
Despite efforts by government and school administrators to improve learning conditions, academic outcomes in rural primary schools remain low, particularly in literacy, numeracy, attendance, and national examination performance. This study examined the influence of the social school environment on the academic performance of pupils in public primary schools in Kakiri Sub-County, Wakiso District.
Methodology
The study adopted a correlational and cross-sectional research design within a mixed-methods design. A sample of 248 respondents was selected using stratified random sampling for teachers and pupils, and purposive sampling for head teachers. Data were collected through structured questionnaires, semi-structured interviews, and documentary reviews, and analysed using descriptive and inferential statistics (Pearson’s correlation) for quantitative data, and thematic analysis for qualitative data.
Results
Most pupils aged 13–14 years (56%) and having attended their schools for 2–5 years (61%). Teachers were predominantly male (61%). There was a moderately positive social interaction, with supportive teacher–pupil relationships (Mean = 3.92) and respectful peer interactions (Mean = 3.78). However, guidance and counselling services (Mean = 3.05) and bullying prevention (Mean = 3.28) were weak. Academic performance indicators were generally low, with poor literacy, numeracy, test performance, and PLE outcomes (overall mean = 2.84). Correlation results revealed a significant positive relationship between the social school environment and academic performance (r = 0.60, p < 0.01). Regression analysis revealed that the school environment accounted for 55% of the variance in academic performance (R² = 0.55), with the social environment emerging as a significant predictor (β = 0.34, p < 0.01).
Conclusion
The study established that supportive social interactions enhance pupil performance, while weak counselling services, irregular attendance, and low parental involvement hinder academic achievement.
Recommendation
The school should strengthen its guidance and counselling programs, improve teacher-parent communication, reduce class sizes, and enforce anti-bullying measures.
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Copyright (c) 2025 Lydia Namirembe, Dr. Doreen Ankunda, Edmand Bakashaba (Author)
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