A cross-sectional study to establish the relationship between monitoring and evaluation planning and the performance of Universal Primary Education program in Iganga municipality.
DOI:
https://doi.org/10.51168/pj4e4x02Keywords:
monitoring and evaluation planning, Universal Primary Education program performance, Iganga municipalityAbstract
Background
The study aimed to establish the relationship between monitoring and evaluation planning and the performance of the UPE program in Iganga municipality.
Methodology
The study used a cross-sectional survey design combining quantitative and qualitative approaches. The population comprised 118 respondents from seven UPE schools in Iganga, including MoES officials, DEO, DIS, headteachers, and teachers, selected through purposive and simple random sampling. Data were collected via questionnaires for teachers and semi-structured interviews for officials and headteachers. Instruments were validated (CVI = 0.738) and reliability tested (Cronbach’s alpha 0.653–0.890). Quantitative data were analyzed using descriptive statistics, Spearman correlation, and regression; qualitative data underwent thematic content analysis. Ethical standards were observed throughout.
Results.
The study achieved a 96% response rate (107 respondents). Most were female (61%), held diplomas (59%), had over 10 years’ experience (57%), and were aged 30–39 (64%). Only 51% agreed that specific M&E goals were set, while 48–77% reported that measurable, achievable, realistic, time-targeted, and clear goals were rarely set. Regarding budgeting, 49% agreed non-financial resources were timely allocated, while 28–52% indicated delays, misuse, or unclear allocation. UPE performance was low, with 50–60% reporting poor completion rates, quality, and stakeholder dissatisfaction. Regression showed a strong positive relationship between M&E planning and UPE performance (Multiple R = .807, Adjusted R² = .646), with goal setting (β = 0.08, p = .007) and budgeting (β = 0.47, p = .000) significantly influencing outcomes. Interviews highlighted inadequate funding, poor logistics, and weak planning as barriers to educational quality.
Conclusion
Effective M&E planning significantly enhances UPE program performance, while poor planning leads to weak outcomes.
Recommendation
The Ministry of Education and Sports should improve M&E planning by ensuring proper budgeting and setting clear, measurable, achievable, realistic, time-targeted, and well-defined goals.
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Copyright (c) 2025 Irene Nakagolo, Dr. Muhammed Ssendagi (Author)
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