Effect of Retooling of Teachers on Academic Performance of Pupils in Upper Primary Classes in Mayuge District, Uganda

Kumwidhirawo Betty & Muwagga Musa
Team University
Email: bettykumwi@gmail.com

Abstract: The purpose of the study was to determine the effect of retooling teachers on the academic performance of pupils in upper primary classes in Mayuge District. This study was conducted using a descriptive survey design. The study was conducted on 127 respondents, including teachers, head teachers, the school management committee, and centre-coordinating tutors. The mean and standard deviation were employed to assess the individualized outcomes of the performance of pupils by determining the average score and the level of dispersion among the scores. The mean and standard deviation were used to assess the efficacy of retooling, refresher courses, and induction programmes by examining the average improvement and variability in performance changes among participants. Statistical metrics provide useful insights to teachers, enabling them to make data-
driven decisions and enhancements within the educational system. Findings were obtained using a questionnaire, and results were presented using statistics. The study found that retooling significantly improves student performance, accounting for 67.6% of child performance variance. The low standard error indicates data points cluster around the regression line, and the beta coefficient suggests a 0.533 unit increase in pupil performance per unit of retooling. The low p-value and t-value indicate statistical significance, confirming the results’ dependability, and the high beta value indicates a direct impact on academic results. The observed link is unlikely to be due to chance. Conclusively, each of the professional development programmes for teachers has a positive and significant effect on the performance of pupils.