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BY
11/MIML/1/017
JANUARY, 2015
DECLARATION
I, FLORENCE SSENFUMA BABIRYE, hereby declare that this research report is my work
and has never been submitted to institution for any academic purposes before.
Signature…………………………………………Date……../………/…………..
i
APPROVAL
This study was conducted under my supervision and the dissertation has been submitted for
SIGN……………………………………Date………/…………/…………….
SIGN……………………………………Date………/…………/…………….
DEDICATION
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This dissertation is dedicated to all members of my family for their tireless efforts to support me.
To my lovely children Rachael, Leah, Dan, Milcah and Joyce for understanding and appreciating
my absence from home even when they needed by attention. To my dear husband Mr. Ssenfuma
Herbart, not only for his moral and material support during the course, but also for his gumption
to preserve our strong family ties and values even under some of the most difficult circumstances
imaginable .
Finally, I also dedicate this piece of work to my lovely friends who helped me in one way or the
ACKNOWLDGEMENT
I wish to acknowledge a number of people without whom the pursuit of this study may not have
been reality. First and foremost I would like to acknowledge my supervisors, Dr. Maria Barifaijo
and Mr. Michael Kiwanuka who have tireless guided me to ensure that I have come up with
quality work; and Mr. Paul Luyimbazi who stood by me and supported me during my studies and
I am also greatly indebted to the management and staff of Buloba Primary Teachers’ college not
only for granting me the permission to conduct the study from the college, but also for their
TABLE OF CONTENTS
DECLARATION .............................................................................................................................
i
APPROVAL ....................................................................................................................................i
i
DEDICATION ................................................................................................................................
iii
ACKNOWLDGEMENT.................................................................................................................
iv
LIST OF TABLES ..........................................................................................................................
ix
LIST OF FIGURES .........................................................................................................................
x
iv
LIST OF ABBREVIATIONS AND ACCRONYMS .....................................................................
xi
ABSTRACT ...................................................................................................................................
xii
v
1.8 Conceptual
framework .............................................................................................................. 7
1.9 Significance of the
study ........................................................................................................... 9
1.10 Justification of the
study ......................................................................................................... 9
1.11 Scope of the
study ................................................................................................................. 10
1.12 Operational definitions of terms and
concepts...................................................................... 10 CHAPTER
TWO ............................................................................................................... 12
LITERATURE
REVIEW ............................................................................................................. 12
2.1 Introduction ....................................................................................................................
......... 12
2.2 The theoretical
review ............................................................................................................. 12
2.3 Actual
review ..........................................................................................................................
13
2.3.1 Social factors and student enrolment in higher
education ................................................... 13
2.3.2 Economic factors and student enrolment in higher
education ............................................. 15
2.3.3 Academic factors and student enrolment in higher
education ............................................. 19
2.4 Summary of the literature review ...........................................................................................
23
vi
CHAPTER THREE ........................................................................................................... 24
METHODOLOGY .......................................................................................................................
24
3.1 Introduction ....................................................................................................................
......... 24
3.2 Research
design ...................................................................................................................... 24
3.3 Study
Population .....................................................................................................................
24
3.4 Determination of the Sample
size ........................................................................................... 25
3.5 Sampling techniques and
procedure ....................................................................................... 25
3.6 Data Collection
Methods ........................................................................................................ 26
3.6.1 Questionnaire
surveying ...................................................................................................... 26
3.6.2 Interviewing ................................................................................................................
......... 26
3.6.3 Focus-group
discussion ........................................................................................................ 26
3.7 Data collection instruments.....................................................................................................
27
3.7.1 Questionnaires.............................................................................................................
......... 27
3.7.2 Interview-
guides .................................................................................................................. 27
3.7.3 Documentary
analysis .......................................................................................................... 28
3.8 Validity and
Reliability ........................................................................................................... 28
vii
3.9 Procedure of data
collection .................................................................................................... 30
3.10 Data
analysis .........................................................................................................................
30
3.10.1 Quantitative data analysis ..................................................................................................
30
3.10.3 Qualitative data analysis ....................................................................................................
31
3.11 Measurements of variables ...................................................................................................
31
ix
5.5.2. Economic factors on student-enrolment in
PTC ................................................................. 57
5.5.3. Academic factors and student-enrolment in
PTC ............................................................... 58
5.6. Limitations of the
study ......................................................................................................... 58
5.7. Areas for further
research ...................................................................................................... 58
REFERENCES .............................................................................................................................
60
APPENDIX 1: QUESTIONNAIRE FOR THE TUTORS ...........................................................
63
APPENDIX 2: INTERVIEW SCHEDULE FOR THE MEMBERS OF THE BOARD OF
GOVERNORS ..............................................................................................................................
67
APPENDIX 3: FOCUS GROUP GUIDE FOR STUDENTS ......................................................
69
LIST OF TABLES
Table 5: Showing views of respondents on Social issues affecting student enrolment ................
36
Table 6: Correlation between Social issues and Student enrolment in Buloba PTC ....................
39
Table 7: Showing views of respondents on Economic issues and Student enrolment ................. 40
Table 8: Correlation between Economic issues and Student enrolment in Buloba PTC ..............
43
x
Table 9: Showing views of respondents on Academic factors ..................................................... 45
Table 10: Correlation between Academic factors and Student enrolment in Buloba PTC .......... 47
Figure 1: The Conceptual Framework; Source: Adopted from Koontz and Weihrich (1988:12) ..
8
MUK
xi
ABSTRACT
The study assessed the factors influencing student-enrolment in Buloba Primary Teachers’
College, Uganda whereby it focused on social, economic and academic factors in relation to
student enrolment in Buloba Primary Teachers College. The study was a cross-sectional research
design which applied questionnaires and interview guides as tools to collect data from a sample
of 133 respondents. Qualitative and quantitative data was analyzed using the Statistical Package
for Social Science (SPSS). The study revealed that there is positive significant relationship
between social factors and student enrolment in primary teacher colleges in Uganda implying
that favourable social factors increase student enrolment in colleges and vice versa. The study
also revealed that there is moderate positive and significant relationship between economic
factors and student-enrolment meaning that favorable economic factors increase student
enrolment in primary teacher colleges and vice versa. The study also showed revealed that
academic factors have moderate positive relationship with student-enrolment in primary teacher
colleges in Uganda meaning that favourable academic factors increase student enrolment in
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colleges and vice versa. The study recommended the need to have an amendment in the
enrolment policy of the college regarding religious affiliation such that students from all
religions are free to apply and be admitted to the college. More so, the colleges should invest in
sports since it plays a significant role in encouraging students to enroll in the college. The
Ministry of Education should invest in the minimum requirements for quality education which
xiii
CHAPTER ONE
INTRODUCTION
1.1 Introduction
This study was about the factors that influence student-enrolment in Buloba Primary Teachers
College. The independent variables were the factors while the dependent variable was
studentenrolment. This chapter presents the study showing the background, statement of the
problem, purpose, objectives, research questions, hypotheses, scope, significance and of the
Teacher training originated in France (1685) by St. John Baptist de la Sallea French educator,
priest and founder of the Christian Brothers, b. Reims, who spent his life teaching children of the
poor. It spread rapidly in Europe in the 18th century through the work of August Hermann
Franckea German Protestant minister and philanthropist and from Europe the United States in the
According to Ssekamwa (1997), teacher education was introduced in Uganda in the late 19th
century through the formal education system initiated by the Christian missionaries to train the
teachers for their respective schools. The first teacher training institutions were known as modern
schools for training vernacular teachers. Although at first each missionary organization would
train its own teachers using its own syllabus and deploy them under their own Terms and
Conditions of Service, the 1963 Education Act eventually centralized the practice under the
1
Unified Teaching Service (UTS) (Ssekamwa 1996). Since then, Teacher Education has come
under the guidance of the Ministry of Education and Sports which is mandated to ensure that it is
“manned by trained teachers and capable of producing the necessary manpower and appropriate
technology to enhance and sustain its growth and development” (Kajubi Report 1989:97 – 98). In
pursuit of that ideal, the ministry started preparing teachers for primary schools through Primary
Teachers Colleges (PTCs), and secondary school teachers through Makerere University and
The first Grade III Teachers College was established in Mbarara in 1956. Since then, the number
of PTCs increased according to the demand for such teachers in the country. However, it
declined in the 1970s during the Amin Regime when government neglected social services
causing many students to lose interest in teacher education for instance in the 1970s and 1980s,
56% of the primary teachers were untrained (Kajubi Report 1989; Government White Paper on
education 1992).
On the other hand, through the Primary Education Reform Programme, the number of PTC
increased tremendously that some had to be closed down in 2000 due to lack of sufficient student
in-take. It was during this closure that Buloba Primary Teachers College ceased to be
This study was based on the systems theory author by Gupta (1998), “A system according to this
theory is an entity with interrelated and interdependent subsystem which function together to
2
achieve a common goal”. The way one subsystem functions affects another and eventually the
whole, and that it is also affected by environmental factors. This was the most appropriate theory
for this study because it would help in explaining the influence of social, economic, and
The scientific management theories by Taylor (2010), management theory by Fayol and Max
Weber were not appropriate because they focused on the best way of job performance in
organizations (Rao, V.S.P and Narayana P.S (1987) while the study was concerned with
situational factors affecting the management of an organization. Similarly the Human Relations
theory (Elton Mayo), the Needs Hierarchy Theory (Abraham Maslow) and Hygienic Theory
(Hertzberg), among others focused on human needs only but not on situational factors affecting
the management of an organization (Agarwal, P.K 2009). The theories therefore explained the
effect of certain factors especially organizational linked factors to the college enrolment in
teacher colleges.
The key variables in this study were factors and student-enrolment in Buloba. There were many
factors that influence student-enrolment in higher educational institutions. In the context of this
study, they were categorized into three as social, economic, and academic. Therefore the main
concepts in this study were social, economic and academic as independent variables, and then
The first social concept meant taking into account the behavior of others” (Morrison, n.d)
implying people with the same or shared orientations, such as attitudes or behaviors expressing
3
their interests, or intentions. In this study, the term social depicted the extent to people’s shared
concept economic meant resource utilization to meet identified needs. In this study economic
factors referred to issues considered according to their resource utility, as an independent factor
The term academic meant scholarly or that which was concerned with scholarship (Dictionary
studentenrolment meant the number of applicants selected and enlisted to undertake a course of
Enrolment referred to the total number of students properly registered and/or attended classes at a
school. In this study, student-enrolment was measured quantitatively as per registration of each
academic year. Conceptually therefore, this study was an attempt to find out ways the
independent variables of social, economic and academic nature at Buloba Primary Teachers
College influenced the enlisting of students in the institution in the period 2008 – 2012 when the
institution became private, compared to the period 1994 – 1998 when it was government-aided.
According to the Uganda Government, every educational institution in the country should have
twelve basic requirements and minimum standards indicators to be licensed as a viable place of
quality education. They are overall management, structures and facilities, adequate staffing,
teaching and learning processes, co-curricular activities, student organization and development,
4
finance generation and management, a supportive institution-parent-community, environmental
health and sanitation, sound discipline, time organization and development, and institution safety
Observation and institutional records showed that all the above requirements were in place. For
example it is an old teacher training institution started by the Native Anglican Church (later
known as the Church of Uganda with the help of the Missionary Society (CMS) in 1930 who
established the first permanent structures. It has well qualified and experienced staff with
Kyambogo University. It is situated on a gentle hill sloped which is well drained and a pleasant
hygienic campus. All in-door and co-curricular learning processes and activities are in place.
Above all it is one of the best performing teacher education institutions academically in the
country, to which other institutions are affiliated (Buloba Primary Teachers College Admissions
Database, 2013).
Inspite of this attractive establishment and academic track record, college records showed that
student-enrolment was declining at a faster rate, raising great concern as to what lay in future for
the institution. For instance, taking two five-year snap-shorts of 1994 – 1998 when the college
was government-aided and 2008 – 2012 now that it private, student-enrolment has fallen sharply
from the record high of 185 in 1998 (Table 1) to a record low of 65 in 2012 (Table 2), by a
difference of 120 students, which is approximately 67% (Figures 1 – 4). This has forced the
college to open up to other un registered colleges, namely Bise in Masaka district, Jinja in Jinja
district, Namutamba in Mityana district, and Luteete in Luwero district to affiliate with it so that
it remains operating.
5
1.3 Statement of the problem
Attracting students into an institution of higher learning requires the institution to demonstrate
included having academic facilities, adequate staffing, and an effective management structure.
The Government of Uganda endorsed this view by instituting a policy that required all
and facilities, adequate staffing, teaching and learning processes and co-curricular activities,
(Ministry of Education and Sports, 2001). All these basic requirements were intended to
facilitate effective teaching and learning thereby attracting more students to the institutions.
Inspite of all the above basic requirements in place at Buloba Primary Teachers College, the
institution still has an acute problem of low and declining student-enrolment. This enrolment had
fallen drastically by approximately 67% in the last 15 years (Buloba, 2013). With a declining
student enrolment, the unit cost per student has risen and the education delivery is no longer cost
effective. There was no systematic study done so far investigating the factors responsible for this
rapid decline in student enrolment. This study therefore investigated the factors that influenced
The purpose of this study was to assess the factors that influence student-enrolment in Buloba
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2. To determine the effect of economic factors on student-enrolment in Buloba Primary
1. What are the effects of social factors on student-enrolment in Buloba Primary Teacher
Colleges?
Teacher Colleges?
Colleges?
The main concepts in this study were social, economic, academic, and student-enrolment. While
the social, economic, and academic concepts referred to the independent variables,
7
studentenrolment referred to the dependent variable. Their interaction is illustrated in the
Independent Variables
Figure 1: The Conceptual Framework; Source: Adopted from Koontz and Weihrich
(1988:12)
Basing on the conceptual framework above, the interaction between social factors and
studentenrolment enabled the achievement of the first objective, then the interaction between
economic factors and student enrolment enabled the achievement of the second objective. Finally
the interaction between academic factors on student enrolment enabled the achievement of the
third objective.
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1.9 Significance of the study
The results of this study will be helpful to management and administration of Buloba Primary
Teachers College, and similar institutions by them to realize the social, economic and academic
factors influencing the student enrolment, and the recommendations for improvement.
Secondly, the same results will enable government policy makers also to realize the inevitable
consequences of abrupt closing institutions of higher learning without helping them to plan for
their sustainability.
Finally, the knowledge discovered through this study will be helpful to academicians in
informing and provoking more studies in future as it acts a source of literature and scholarly
material.
For an educational institution of higher learning like Buloba Primary Teachers College
previously used to receive government sponsored students, guaranteed capitation grants and staff
salaries to meet its costs, abrupt closure can affect its sustainability, particularly if it relies on
student fees to meet its operational costs yet no systematic study has been done to find out the
fate of such institutions, and if this scenario is not attended to soon, the future for this college
would be oblique. It was imperative therefore that this study be conducted to get this kind of
information to help not only Buloba but similar colleges in the country and world-wide.
9
1.11 Scope of the study
This study was generally about the factors that influence student-enrolment in Buloba Primary
Teachers College. They were the social, economic and academic in nature. This is because
student enrolment has tremendously declined and there was need to establish the reasons behind
It was conducted Buloba PTC which is about 20 kilometers along Kampala – Fort Portal road.
This was the only campus for the college, and it is was where the decline of student-enrollment
was observed. This is so because acted as a representative of the rest of the teachers colleges in
This study focused on a period between 1994 – 2012. This period was chosen because it gave
Social meant peoples shared orientations, such as attitudes or behaviours expressing their
interests, intentions, or needs. In this study, the term social depicted the extent to people’s shared
10
Economic meant resource utilization to meet identified needs. In this study economic factors
Academic meant scholarly or that which was concerned with scholarship. In this study, academic
Student-enrolment meant the number of applicants selected and enlisted to undertake a course
of study. In this study, academic referred to the record or registration of a number of students
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CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
The study assessed the factors that influence student-enrolment in Buloba Primary Teachers
College in Uganda. This chapter is the review of the literature related to the study. This chapter
consists of the theoretical review, related review and a summary of literature review.
This study was guided by the systems theory which states that every organization is an entity
affects in another and eventually the whole system. An open system exports its products and
byproducts into the environment on one hand, and on the other hand receives inputs from it
(Gupta 1998). The subsystems are in form of structure, people, task, culture, technology, etc
This was the most appropriate theory because the relationship between the environment and the
system helps in explaining how social, economic and academic factors influence
studentenrolment in teachers’ Colleges as a social system. This made it possible for the
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Environment
Environment
This study is based on the general theme of student access to higher education. In this study, this
access is shown by the number of students enrolled per academic year for the Grade III and
Grade V teacher training programmes at Buloba PTC. The literature review focused on three of
the factors affecting this access to higher education which are social, economic and academic.
A number of studies world-wide support the commonly held view that social factors such as
parents education, parental encouragement, student ability, student positive attitudes, and gender
support encourage student access to higher education (Borus and Carpenter, (1984), and Hossler,
Braxton, and Coopersmith (1989). While this is evident in developed countries like Europe
where parents with higher education encourage their children to attain the same (Mathtech &
13
Taylor 2010); and those with positive attitudes towards vocational education encourage many
high school leavers to enroll for higher education because it leads to well-paid jobs, and good
career opportunities (n.a), it is not the case in less developed countries like Uganda.
On the contrary, studies in Uganda reveal that although some of these social requirements are
declining. For example in the case of girls, although the government of Uganda highly supports
the education of the girl-child through the government’s affirmative action, the number of female
students in higher educational institutions is still less than that of the male (Government White
Paper on Education 1992; Kwesiga 2002 in Miller, S.C 2003; National Council for Higher
More importantly, Buloba Primary Teachers College has a unique situation as a religiousfounded
private institution. Although it was initially a girl’s institution for domestic science as a branch of
Gayaza High School (Buloba 2013), the number of female students is declining faster than that
of their male counterparts (Table 1, Table 2, Figure 2, Figure 5). Statistics also show that
students are predominantly Christians (98% see Tables 1 and 2). These observations imply that
the real social factors that influence student-enrolment at Buloba Primary Teachers College are
not yet ascertained. This too will be the first issue to examine in this study.
Parental education level seems to be a key social determinant of enrolment; students whose
parents have low education levels are more likely to pursue college education themselves. This
suggests that increasing the general education level of society, as well as creating incentives for
14
older students to attend college, may have a long-term positive effect on college participation and
Flexibility of the course also is motivating factor to enroll in the most colleges and universities.
The flexibility in course selection and the time duration for completion are usually welcomed by
students as this provides them with room to follow other courses and to be employed. Flexibility
is an essential feature in any university or college programme, especially for the benefit of
employed students. The flexibility in time period for completion is needed as these programmes
are open for all types of students with different ages, incomes, family engagements, and previous
knowledge.
The relationship between student persistence and enrollment factors has been studied extensively
across higher education institutions throughout the nation. However, prior to enrollment, there
are many factors that may influence student persistence. Several researchers identified
preenrollment factors that are related to student persistence (Fletcher et al. 1999; Thompson
1999; McGrath & Braunstein 1997; Bank & Biddle 1992; Edwards & Cangemi 1990). Some of
these factors included high school GPA, class rank, college admissions test scores, parents’
A number of studies have been done in the common economic factors that influence
studentenrolment in higher education such as parent’s level of income, tuition levels, and
employment prospects. Studies reveal that economically well-off students can enroll for higher
education, while the economically disadvantaged to miss it. For example wealthy families in
USA have the financial resources with which to send their children to good-quality higher
15
educational institutions, hire tutors and obtain supplemental education sources, while students
from lowincome families cannot attend higher education at all, and even if some do, financial
stress on the parents can cause such students to drop out early to work (Tural, 2002). Similarly in
Spain children of farmers with more stable incomes have a higher probability of demanding
higher education than children of unskilled workers with unstable incomes (Albert, 1998).
However, the economic situation at Buloba Primary Teachers College is unique. Although it
includes the above common factors of parents level of income, tuition levels, and employment
prospects, it goes further to include the challenges of economic transfer from being a
Namirembe Diocese. No study has been carried out to find out ways parents level of income,
tuition levels, employment prospects and self-sustainability influence student-enrolment into the
key factor in order to secure high-demand employment after the course. In the case of employed
students who pursue higher studies for career prospects, the relevance of such programmes plays
a major role rather than mere recognition. Enrolling in the college programmes because of
recognition only, without having proper knowledge of the nature of the study methods, causes
Affordable course fee is among the most influential factor for enrolment for successful students;
whereas, for unsuccessful students this was rated the same as flexibility in course selection
(Thompson, 2000). The study proved that students are prepared to pay for courses that are
16
recognized and could be followed without interrupting their other commitments. Course fee
depends on the total cost incurred in the development and delivery of courses and the
A study done by Tharp (1998) revealed that cost, financial aid, and academic reputation were at
the top of factors affecting enrolment across all institution types. These three factors played a
critical role in influencing students’ enrollment decisions for both the parents and prospective
students. Worth noting is that employment opportunities, which is a unique item on the career
school survey was also among the top enrollment factors for career institutions, with 89 percent
Peltier & Matranga (2000) argued that certainly the cost of attending a college regardless of the
type of institution attended played a significant role in students’ enrollment decisions. With
students attending public four-year and two-year campuses, cost was the dominant factor. At
four-year private colleges, it ranked third behind academic reputation. At two-year career
schools, cost while still important with an 81 percent score was fifth behind employment
Financial aid joined cost at the top of the enrollment factors and was the top issue for students at
four-year private campuses. At two-year private institutions, financial aid was a close second
behind the employment opportunities, with nearly 86 percent saying it was important. Clearly,
economic issues how much will their education cost, how will they pay for it weighed heavily on
the minds of students. Even the top enrollment factor from students at career schools, future
career opportunities, indicates a strong economic concern (Peltier & Matranga, 2000).
17
Enrolment consistently responds to the price of tuition. Tuition increases relate to enrolment
decreases, and tuition decreases relate to even stronger enrolment increases. Thus it seems that
decision-makers can increase and decrease tuition to influence enrolment in the direction deemed
necessary. However, these decisions must be made with an awareness of how tuition changes
may affect access according to socio-economic status (SES) and ethnicity (Sandler, 2000).
Increased student aid corresponds to increased enrolment and persistence; however, the response
is not as strong as that to tuition changes of equal value. The role that aid plays differs for high-
and low-income students; aid is not always effectively targeted to achieve the goal of increased
access for disadvantaged groups (Penn, 2000). The views by Penn may be correct but no study
has been done in Uganda and Buloba Primary teachers college in particular to ascertain these
High unemployment rates appear to correspond to increased community college enrolment and
general college enrolment of males and higher-income students, but they may not affect, and may
even discourage, the enrolment of females and low grade students. Thus unemployment rates
may affect the future supply and demand of skilled workers as a result of reduction in student
According to Thompson, (2000), low grade students are consistently less likely to enroll in
college than high grade students. Decisions regarding college education begin long before the
end of high school. If a goal is to increase access for disadvantaged students and students in
intervention earlier in their education, hence increasing student enrolment in the long run.
18
The local community demographics, the location of the school and the tuition price have a
significant impact on enrollment. If the families in the community afford the tuition price of the
school will determine how their children enroll. More so, when looking at ways to grow in the
The level of competition for students affects school enrolment in higher institutions of learning.
Private schools, colleges and universities face a very competitive market. Besides competition
with other private schools, public schools are working to increase quality by providing
specialized courses. In addition, charter schools are providing a free “private school” experience.
This creates competition and school shopping from the limited demographic pool in the
community.
It makes sense that every school desiring enrollment growth should have a marketing and
enrollment plan. Many schools do not have an enrolment plan. With an intentional marketing and
enrollment plan, a college is able to implement specific strategies that impact the school’s growth
in enrolling students.
The academic environment of an institution consists of all facilities that enable a student to be
taught and learn effectively and efficiently. They include the nature of the teaching staff, student
admission policies, and academic infrastructure and curriculum. In this study the academic
factors influencing student access to higher education will be limited to the teaching staff, and
19
A number of studies reveal that having adequately trained teaching staff and academic
infrastructure are some of the important academic factors that influence student-enrolment into
higher educational institutions. For example an effective teacher should be professionally trained
to teach a specific subject with a minimum qualification of a Masters degree at college level
courses, and should have positive expectations, enthusiasm, effective classroom organization,
ability to design lessons and activities, and rapport with students (Ketchum Daniel, and Queen
Jacob (2009).
According to Thompson, (2000), vision, drive and personality of the leadership (primarily the
head of school or college) will affect the enrollment of students. Leadership in most colleges is
the pivotal force behind successful organizations; the same is true in a private school. If
leadership in such institutions is not appeasing, it pushes students to other competing colleges but
Penn (2000) noted that one of the most important factors in school enrolment growth is the
overall quality of the experience. Parents are investing significant resources to provide the very
best education for their children and because of this, they expect the best. A high quality
experience must be integrated throughout the school in order to grow the levels of enrollment. He
further argued that vision and school improvement in strategic areas can have an impact on
The faculty and staff should be the primary connection that a family makes with the school.
These educators will be the ones to teach and mentor students. When they deliver a high quality
20
educational experience and personally connect with the students in a positive way, this
Once parents are satisfied, there are at least two primary results that affect enrollment. First,
satisfied parents will lead to strong retention. A strong retention rate obviously leads to increased
enrollment. Secondly, satisfied parents will tell their friends about your school. This is positive
word-of-mouth working in your favor. Management won’t be able to grow their school without
The experiences of parents, students, graduates, faculty, staff, and donors will fuel word-
ofmouth, whether positive or negative, in the community. In turn, this will create the reputation,
and word out on the street, about the school. This general buzz and reputation in the community
Although similar studies in Uganda reveal that most teaching staff in higher educational
institutions like Makerere university and Mbarara University of Science and Technology are of
absenteeism, sluggishness, inability to give valuable time, and lack of concern for students‟
challenges, and relax from teaching and research for petty jobs which apparently are better
paying (Bongyeirwe, 2002), these factors do not influence student-enrolment because these
studies were conducted in public universities. No systematic study has been undertaken in private
higher educational institutions to find out ways the quality of teaching staff and academic
infrastructure influence student enrolment in the college. This will be another issue to investigate
in this study.
21
According to (Sandler, 2000), course delivery materials in most institutions determine the level
of student enrolment. The students questioned on different aspects of course delivery responded
quite consistently, giving their overall attitude towards the college as well as shortcomings of the
delivery system. Course delivery in the college includes providing instructional materials as well
as guiding students by various means such as assignments, classroom tests, group projects,
personal tutoring, and feedback (Sandler, 2000). The main medium for bridging the gap between
the teacher and the student in this programme of study is printed materials. The students were
critical of the language, subject content, depth of subject matter, and readability of the print.
Eligibility and the students’ prior academic performance determines enrolment where by failure
to achieve a pass makes many students fail to enroll to higher levels of education. In this study
the number of students gaining eligibility or no eligibility is related to the number of students
admitted in higher institutions of learning. For Buloba Primary Teachers College, it is not clear
whether the prior education level of students makes them fail to enroll in the college or not a gap
A study by Penn (2000) revealed that eighteen percent and 9% from successful and unsuccessful
students respectively indicated that the deciding factor to get enrolled in any college / university
was the non availability of similar institutions offering study programmes. It is not yet clear
whether it is the same situation in Buloba PTC because it’s the only primary teachers college in
the area which makes students enroll, hence making this study inevitable.
22
A college of University being the only recognized institution in a community to offer a certain
program at present, has the great advantage of attracting good students because of its recognition
by the students, hence higher enrolment levels. However, it is also clear that if there were other
avenues for students to turn for their higher studies, the college would lose many students. Under
these circumstances the University will have to critically consider the factors influencing
students’ failure, without blaming the unqualified students who are being enrolled, which is a
The above review shows that access to higher education is influenced by social factors such as
parent’s education, parental encouragement, student ability, student positive attitudes, and gender
support encourage student access to higher education; economic factors like parents level of
income, tuition levels, and employment prospects; and academic factors like adequately trained
teaching staff and academic infrastructure. However, no study has been done examining ways
institution which is self-sustaining. More so, most of these studies were not done in Uganda
meaning they were done in other geographical locations, hence leaving a gap in as far as the
effect of these factors on student enrolment. These are the issues to be examined in this study.
CHAPTER THREE
METHODOLOGY
3.1 Introduction
The study assessed the factors that influence student enrolment in Buloba Teachers college in
Uganda. This chapter describes the methods that were used in this study. It consists of research
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design, study population, determination of the sample size, sampling techniques and procedure,
data collection methods, data collection instruments, validity and reliability, procedure of data
A cross-sectional research design was applied in this study because it enabled the study at one
point in time. Both qualitative and quantitative study approaches were applied in this study. The
qualitative approach was used in seeking and describing personal views, while the quantitative
This study target population was 180 consisting of members of the Board of Governors, tutors
and students. The Board members were investigated because they are responsible for institutional
planning and management which influence student admission into the institution; tutors and
students were targeted because they provided technical information on the social, technical and
academic issues influencing student-enrolment into the college; while special informants
The sample size was 137 respondents determined using statistical tables of Krujcie and Morgan
(1970) cited in Amin (2005). The sampling approach is presented in table 1 below: Table
1: Category of respondents
Category Population Sample Size Sampling Technique
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Tutors 21 19 Stratified sampling
Both probability and non-probability sampling techniques and procedures were applied in
selecting the required respondents for the population sample. Probability sampling techniques
were stratified and cluster procedures. Stratified sampling was applied in selecting tutors basing
on gender whereby 10 were female as the institution is female-dominated, while 9 were male.
This procedure was the most appropriate because it takes into consideration the homogeneous
nature of the staff being sampled catering for the male -female gender in each sub-group (Amin
2005). Lastly purposive sampling was used in selecting appropriate respondents from the
Body = 3; Local Government Council = 2; staff = 2; students = 2; Old students = 1. This too is
the most appropriate technique because it caters for judgment of the respondents to ascertain
Three data collection methods applied in the study include surveying, interviewing, and
focusgroup discussions.
Questionnaire surveying was used to collect data from the tutors. This is the most appropriate
because it provides quantifiable data (Koul 1997). This method is very important because the
25
purpose of the study is to establish the factors that influence student-enrolment in Buloba
Primary Teachers College which can easily be obtained through a closed ended questionnaire
survey whose results allow for easy correlation and regression. Furthermore it enabled
respondents to fill the questionnaire at their convenient and to express their views freely without
3.6.2 Interviewing
In-depth interviews were used in getting data from selected members of the Board of Governors.
This is the most appropriate to get people’s views and opinions because they allow freedom of
expression, (Amin 2005). This method also enabled the researcher to adapt questions, clarify
them using appropriate language, clear doubts, establish rapport and probe for more information
(Sakaran, 2003).
Focus-group discussion was applied in getting data from students because they are the most
appropriate in getting shared views (Koul 197). Each group consisted6 participants catering for
gender balance and from both year one and year two students. This method was very useful in
allowing group members to express their opinions (Barifaijo, Basheka & Oonyu, 2010), and
eliminate bias.
With document review method, several primary-source documents were reviewed. These enabled
the researcher to generate qualitative data to supplement the quantitative and establish the truth
through triangulation.
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3.7 Data collection instruments
The above data collecting methods required the use of questionnaires, interview-guides and
3.7.1 Questionnaires
Structured questionnaires were used in this study to collect data from the staff because they
enable respondents to answer questions conveniently and even check personal records where
necessary (Neuman 2007). They consisted of closed-ended questions which are ideal for eliciting
specific responses from multiple alternatives whose quantitative data can be analysed easily.
They were personally administered by the researcher on sport to get quick responses and
complete the study in time. Anonymity was catered for by letting the respondents not to indicate
3.7.2 Interview-guides
In-depth interview-guides were applied in collecting descriptive data from the members of the
Board of Governors. They had open-ended questions enabling the respondents to express
divergent views. They were the most appropriate because they were of face-to-face type allowing
the highest response rates (Neuman 2007); are flexible and allowed the researcher to seek clarity
A Focus-group discussion guide was used in getting data from students because they are the most
appropriate in getting shared views regarding student enrolment. Each group of 6 participants
was guided by the researcher while making notes regarding the student enrolment in the college.
27
This tool was advantageous because each group participant was able to provide his or her
minutes of meetings, student admission lists, Buloba admission policies, and admission
advertisements. They enabled the researcher to generate qualitative data to supplement the
3.8.1 Validity
The researcher sought expert judgment on content validity of how well the questions covered the
to Amin (2005), content validity is determined by expert judgment. The Content Validity Index
(CVI) was computed to determine the validity of the questionnaires. If results are above 0.70,
then the instruments are accepted as valid to be used in study, but if they are less, then the
(Amin 2005)
CVI = 47
58
CVI= 0.81
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The content validity index was 81, which was over and above 0.7 recommended by Amin (2003)
3.8.2 Reliability
Reliability is the measure of the degree to which research instrument yields consistent results if
a measure of the degree to which a research instrument yields consistent results after
repeated trials. To ensure reliability, the researcher used a test-retest coefficient stability and
internal consistency. This was administered to 15 people of the study population who were not
included in the sample size in order to determine the internal consistency of the instrument. A
high degree of stability indicates a high degree of reliability, which means the results are
repeatable. The results obtained from the pre-test were analyzed using the Cronbach’s coefficient
alpha since multiple response items were involved as can be seen below.
were above 0.6 which is acceptable ( Amin 2005and Mugenda 2003 Sekaran, 2003). The results
of the reliability analysis mean that the items on the tool could be relied on to provide reliable
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3.9 Procedure of data collection
The data collection procedure was through five phases. The first was a pilot study at Namutamba
PTC in one week. Phase two was for administering questionnaires in two weeks. Phase three was
for conducting interviews within two weeks. Phase four was for data analysis for two weeks
while the last was for writing the dissertation and printing lasting two weeks.
Quantitative data was analyzed using the Statistical Package for Social Science (SPSS). The
Pearson product-moment correlation coefficient (r) was computed. The formula is:
and ΣY = are sums of X and Y scores respectively; ΣX2 = sum of all the squared values of the X
scores; ΣY2 = sum of all the squared values of the Y scores; (ΣX)2 = sum of all X scores; and
(ΣY)2 = sum of all Y scores. The results were between – 1.00 and + 1.00 indicating either a
Regression is a statistical model used in determining the direction and amounts by which a
dependent variable changes due to variations in the independent variable(s) (Neuman 2007). It
was computed to find out the extent to which the social, economic and academic factors
30
3.10.3 Qualitative data analysis
Then qualitative data from interviews and focus-group discussions was compiled, sorted, edited,
classified and coded into the coding sheet and analyzed using content and inductive methods to
arrive at the way social, economic, and academic factors influence student-enrolment at Buloba
PTC.
The Likert scale was applied in measuring the Tutors responses to structured questions which
accordingly. Secondly qualitative data was measured using the nominal scale to indicate the
influence of the social, economic, and academic factors on student-enrolment at Buloba PTC.
Permission to do the study was sought from Uganda Management Institute whereby she was
given an introductory letter to present to Buloba Primary Teachers College and got permission
from the board to carry out the study. The researcher first sought the consent of the respondents
to conduct the study. Strict confidentiality was observed. Names of study participants was not
recorded on questionnaires and interview guides. Filled questionnaires were kept under lock and
3.11 Conclusion
This chapter therefore translates to chapter four because it contains the methods of data
collection which later forms the basis for compilation of chapter four and the other subsequent
chapters thereon..
31
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Dear Respondent,
It has been observed from the College records that student-enrolment into the college academic
programmes has declined since 2008. This study is therefore being carried out to find out the
As one of the selected respondents, please provide the needed information for this study. This
information will be kept confidential and used for academic purposes only. The results and
recommendations from this study will be beneficial to the staff and management of this college
Thank you.
35
Yours Sincerely
11/MIML/1/017
INSTRUCTIONS
Answer the questions below by ticking the most appropriate box labeled as SD = Strongly
36
This religious preference for Christian
students to enroll into the college
This religious preference encourages
more Christian students to enroll into the
college
Answer the questions below by ticking the most appropriate box labeled as SD = Strongly
Disagree; DA = Disagree; N = Neutral; A = Agree; and SA = Strongly Agree.
Statement SD D N A SA
Generally all parents‟ have high Levels
of income for most students in this
college
This high come level for most parents
encourages students to enroll into the
college
The cost of living in the college is
affordable by most of the students
The cost of living in the college
encourages many students to enroll into
the college
Most of the students expect immediate
employment after training through this
college
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The immediate employment expectation
for after training encourages many
student to enrolment into the college
The college has an income-generating
programme for economic
selfsustainability, e.g. in food
production
The College self-sustainability
programme attracts students to enroll
for teacher-training
Answer the questions below by ticking the most appropriate box labeled as SD = Strongly
Disagree; DA = Disagree; N = Neutral; A = Agree; and SA = Strongly Agree.
Statement SD D N A SA
The college has adequately trained and
experienced teaching and non-teaching
staff
Adequately trained and experienced
teaching and non-teaching staff attract
new students to enroll in the college
The college has modern academic
facilities like a library, computer
laboratory for effective teaching and
learning
The modern academic facilities attract
new students to enroll in the college
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The college has modern recreational
facilities for games, sports, and
entertainment
The modern recreational facilities
attract new students to enroll in the
college
Thank you
It has been observed from the College records that student-enrolment into the college academic
programmes has declined since 2008. This study is therefore being carried out to find out the
As one of the selected respondents, please provide the needed information for this study. This
information will be kept confidential and used for academic purposes only. The results and
recommendations from this study will be beneficial to the staff and management of this college
Thank you.
Yours Sincerely
FLORENCE BABIRYE SENFUMA
11/MIML/1/017
QUESTIONS
1.Are students in the community interested joining the teaching profession?
39
2.Are they attracted to train for the profession through this college?
3.What is the general education level of the parents for the students in the college?
4.Do the parents in the community similarly encourage their children to be educated through this
college?
5.Was this college originally intended for male students, female or co-education?
7.What is the general parents‟ level of income for most students in this college?
8.In what ways does this economic status influence their children’s interest to be admitted into
the college?
9.Do parents find it expensive to send their children into this college?
10.In what ways does the cost of living influence new students wishing to join the college?
11. Do students expect immediate employment after training in through this college?
12. In what ways does success or failure to be employed influence new students wishing to join
the college?
40
APPENDIX 3: FOCUS GROUP GUIDE FOR STUDENTS Introduction
You are welcome to this discussion. It is about the influence of social, economic, and academic
factors on student-enrolment in Buloba Primary Teachers‟ College. Feel free to express your
views on the issues you will be asked. You do not need to mention your names.
The information you will provide is to be used for academic purposes only and kept confidential.
It will help this college to get more students. Once again you are welcome to the discussion.
Questions
1.For how long has each of you been in this college?
4.(a) What is the general attitude of the community towards students joining this college?
(b)Do you feel encouraged by this community to be in the college?
7.(a) Do you find the cost of your studies in the college affordable or too expensive?
(b)How does this affect your stay in the college?
9.(a) Are the admission requirements conducive for you to join the college?
(b)In what ways do they scare other prospective students from joining the college?
10.(a) Do the facilities in the college attract you to study from this institution?
(b)What do people in the community comment about the facilities of this college?
11.(a) Are the social-welfare services like accommodation, meals, health and recreation attracting
students to join the college?
(b)What is wrong in the college life preventing students from joining the college?
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