READING SKILLS AND PERFORMANCE OF LEARNERS IN ENGLISH IN

PRIMARY SCHOOLS IN ARUA CENTRAL DIVISION, ARUA CITY

BY
SAKARU ROSE
J24 / ASC / BED / 008

A RESEARCH REPORT SUBMITTED TO THE FACULTY IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD
OF BACHELOR OF EDUCATION PRIMARY OF
UGANDA CHRISTIAN UNIVERSITY

March, 2024
 Declaration

I, Amayo Festus, hereby declare that the content submitted in this research Proposal written
about ‘‘Impact of Sports Science on the Academic Performance of pupils in Arua Central
Division, Arua City’’ is my original work and has never been submitted to any education
institution of higher learning for any academic award.

Signature: .................................................... Date: …………………………………………….

AMAYO FESTUS

Approval

ii
This is to certify that this work of Amayo Festus is approved and has been under my
supervision, and is now ready for submission to the Faculty of Education for the award of a
Diploma in Education.

Supervisor: Mrs. Wadiko Angela

Sign…………………………….………….

Date: ……………….……………….…….

iii
 Dedication

This research proposal is dedicated to God Almighty, my beloved Madam and my children, all
my course mates, my friends particularly my beloved friend Patrick who supported me materially
and financially, and all those who wished me success in this undertaking.

To God be the glory.

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 Acknowledgement

I acknowledge the Almighty God for His mercy, guidance and encouragement He bestowed on
me during the field work. It was a terrible time for me in which I was tone apart by many things
and could have easily given up but God was good and He show me through and for that reason
He deserves the highest praise.

I would like to extend my sincere thanks to my friends and course mates by names of ALbert,
Suzan, Edward and Rose who all contributed positively towards my work by giving material
support and moral advice to strive to the finishing point of my research during the time of my
struggle.

Without the effort made by my colleagues it would have been difficult to write such a report.
Therefore, above all, I would like to extend my gratitude to my research Supervisor and my
Lecturers.

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 Table of Contents

Declaration......................................................................................................................................ii

Approval.........................................................................................................................................iii

Dedication......................................................................................................................................iv

Acknowledgement...........................................................................................................................v

Table of Contents...........................................................................................................................vi

Abbreviations / Acronyms...........................................................................................................viii

CHAPTER ONE.........................................................................................................................- 1 -

INTRODUCTION......................................................................................................................- 1 -

1.0 Overview...............................................................................................................................- 1 -

1.1 Background of the study.......................................................................................................- 1 -

1.2 Statement of the problem......................................................................................................- 2 -

1.3 Purpose of the study..............................................................................................................- 3 -

1.4 Objectives of the study.........................................................................................................- 3 -

1.5 Research questions................................................................................................................- 4 -

1.6 Hypothesis of the Study........................................................................................................- 4 -

1.7 Scope of the study.................................................................................................................- 4 -

1.8 Significance of the study..................................................................................................- 5 -

1.9 Limitations of the study........................................................................................................- 6 -

1.10 Delimitations of the study...................................................................................................- 6 -

1.11 Operational Definitions of Key Concepts...........................................................................- 7 -

CHAPTER TWO........................................................................................................................- 8 -

REVIEW OF RELATED LITERATURE..................................................................................- 8 -

2.0 Introduction...........................................................................................................................- 8 -

2.1 Theoretical Framework.........................................................................................................- 8 -

2.2 Conceptual Framework.........................................................................................................- 9 -

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Figure 1: Adapted and modified by the researcher from the works of Morgan and Adamson
(1961)..........................................................................................................................................- 9 -

2.3 Packaging of Sports Science and Academic Performance...................................................- 9 -

2.4 Sport Environment and Academic performance.................................................................- 11 -

2.5 Attitude of the Child and Academic Performance..............................................................- 14 -

CHAPTER THREE..................................................................................................................- 16 -

RESEARCH METHODOLOGY.............................................................................................- 16 -

3.0 Introduction.........................................................................................................................- 16 -

3.1 Research design..................................................................................................................- 16 -

3.2 Target population................................................................................................................- 16 -

3.3 Location of the study..........................................................................................................- 16 -

3.4 Sampling procedures...........................................................................................................- 16 -

3.5 Sample Size.........................................................................................................................- 17 -

Table1: Showing respondents if the study................................................................................- 17 -

3.6 Research Instruments..........................................................................................................- 17 -

3.7 Data quality control............................................................................................................- 18 -

3.8 Data Collection procedure..................................................................................................- 18 -

3.9 Data analysis.......................................................................................................................- 18 -

3.10 Ethical Considerations......................................................................................................- 18 -

REFERENCE............................................................................................................................- 20 -

APPENDICES..........................................................................................................................- 22 -

Appendix A: Questionnaire for Respondents...........................................................................- 22 -

Appendix B: Interview Guide...................................................................................................- 25 -

Appendix C: Focus Group Discussion Guide...........................................................................- 26 -

Appendix D: Budget for the Study...........................................................................................- 27 -

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 Abbreviations / Acronyms

CAO Chief Administrative Officer

GPA Grade Point Averages

GPA Grade Point Aaverage

ILO International Labour Organization

IOC International Olympic Committee

MINEPS II Ministers and Senior Officials. Responsible for Education

MoES Ministry of Education and Sports

PTA Parents Teachers’ Association

SMC School Management Committee

UNEB Uganda National Examinations Board

UNESCO United Nations Educational Scientific and Cultural Organization

UNGA United Nations General Assembly

UPE Universal Education Education

Abstract

This study investigates the reading skills and performance of learners in English within primary
schools in Arua Central Division, Arua City. Utilizing a mixed-methods approach, the research
examines the current status of reading skills among primary school learners, identifies factors
influencing reading proficiency, and explores strategies for improving English language
acquisition and reading comprehension. The findings aim to provide insights for educators,
policymakers, and stakeholders to enhance reading instruction and support literacy development
among learners in Arua Central Division.

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ix
 CHAPTER ONE

INTRODUCTION

1.0 Overview

The study on "Reading Skills and Performance of Learners in English in Primary Schools in
Arua Central Division, Arua City" is paramount in understanding and addressing the critical
issue of literacy development among primary school students in this specific geographical area.
With literacy being a fundamental cornerstone of education and lifelong learning, examining the
reading skills and performance of learners in English within Arua Central Division is essential
for informing educational policies, instructional practices, and interventions aimed at improving
literacy outcomes. The chapter presents the background to the study, statement of the problem,
purpose of the study, specific objectives, research questions, scope of the study, significance of
the study, conceptual framework, and operational definitions.

1.1 Background of the study

Literacy and language proficiency are recognized as essential skills for individual empowerment,
economic development, and social inclusion (UNESCO, 2019). The ability to read and
comprehend written text is fundamental for accessing information, participating in civic life, and
achieving academic success. However, global assessments such as the Programme for
International Student Assessment (PISA) reveal disparities in reading proficiency levels among
students across countries and regions (OECD, 2018). Addressing literacy challenges requires
comprehensive strategies that prioritize early literacy development and support ongoing reading
instruction throughout primary education.

Literacy rates vary significantly across countries and regions, with many countries facing
challenges related to access to quality education, language barriers, and socio-economic
inequalities (UNESCO, 2020). Despite efforts to improve literacy rates, millions of children in
sub-Saharan Africa struggle with basic reading skills, hindering their educational progress and
future opportunities (UNICEF, 2021). In response, African governments and international
organizations have prioritized literacy initiatives and education reforms aimed at improving
reading instruction, teacher training, and access to learning materials (African Union, 2016).

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Literacy and language education are key priorities for educational development and poverty
reduction efforts (EAC, 2018). Countries such as Uganda have made strides in expanding access
to primary education, but challenges remain in ensuring quality learning outcomes, particularly
in rural and underserved areas (USAID, 2019). The East African Community (EAC) has
emphasized the importance of promoting literacy and numeracy skills among primary school
learners as part of its regional education agenda (EAC, 2019).

In Uganda, literacy and reading skills are integral components of the education system, with the
government prioritizing efforts to improve literacy rates and educational outcomes. The Uganda
National Curriculum Development Centre (NCDC) has developed frameworks and guidelines for
literacy education, emphasizing the importance of foundational skills such as reading and writing
(National Curriculum Development Centre, 2018). Despite these efforts, challenges remain,
including limited access to quality reading materials, inadequate teacher training, and socio-
economic barriers to literacy.

The West Nile region of Uganda, which includes Arua City, experiences similar challenges in
literacy education despite its rich cultural diversity (World Vision, 2017). Limited access to
quality education, particularly in rural areas, exacerbates literacy disparities among children in
the region (UNHCR, 2020). Additionally, the presence of multiple languages spoken in the
region poses challenges for English language instruction and reading comprehension (UNESCO,
2019). Arua City, located in the West Nile region, is home to a diverse population with varying
socio-economic backgrounds and linguistic profiles (UBOS, 2016). While efforts have been
made to improve education infrastructure and access, including the establishment of primary
schools in Arua Central Division, persistent challenges in reading instruction and literacy
development remain (UNESCO, 2018). Understanding the factors influencing reading skills and
performance among learners in Arua City is essential for designing targeted interventions and
policies to support literacy outcomes in the region.

Theoretical Framework

The theoretical perspective of the study on "Reading Skills and Performance of Learners in
English in Primary Schools in Arua Central Division, Arua City" can be grounded in several
educational theories and frameworks that provide insights into language acquisition, literacy

2
development, and instructional practices. One prominent theoretical perspective that informs this
study is the socio-cultural theory proposed by Vygotsky (1978), which emphasizes the role of
social interaction and cultural context in learning. According to Vygotsky's socio-cultural theory,
learning occurs through social interactions and collaboration with more knowledgeable others,
such as teachers, peers, and community members. In the context of reading skills development,
this theory highlights the importance of meaningful interactions and scaffolding support from
educators and peers to facilitate students' language acquisition and literacy development (Hoff,
2013). Within Arua Central Division, socio-cultural factors such as cultural norms, language
diversity, and community resources may influence students' reading skills and performance in
English. By considering the socio-cultural context of literacy learning, educators can design
instructional strategies that are culturally responsive and build upon students' prior knowledge
and experiences (Ladson-Billings, 1995).

Contextual Framework

Reading skills refer to the abilities and competencies required for understanding written text
effectively. These skills encompass a range of cognitive processes and linguistic abilities that
enable individuals to decode, comprehend, analyze, and interpret written language. Decoding
involves the ability to translate written symbols (letters or groups of letters) into sounds and
words. It is the foundational skill that allows individuals to recognize and pronounce words
accurately. Phonemic awareness and phonics instruction are critical for developing decoding
skills (National Institute of Child Health and Human Development, 2000). Reading
comprehension involves understanding the meaning and significance of written text. It
encompasses the ability to extract information, make inferences, draw conclusions, and evaluate
the content of a text. Effective comprehension strategies include predicting, summarizing,
questioning, and synthesizing information (Duke & Pearson, 2002). The performance of learners
refers to the observable outcomes or achievements demonstrated by students in a particular
domain, such as reading. Performance can be assessed through various measures, including
standardized tests, classroom assessments, observations, and assignments. In the context of
reading, student performance may be evaluated based on their ability to apply reading skills
effectively, comprehend text, and demonstrate understanding of literary concepts and
conventions. Furthermore, the relationship between reading skills and performance is dynamic

3
and influenced by various factors, including instructional practices, student motivation, socio-
economic status, and cultural background. Effective reading instruction that focuses on
developing and reinforcing essential reading skills is essential for improving reading
performance and fostering literacy development among learners (Slavin et al., 2020). Reading
skills and performance are intricately connected, with reading skills serving as the building
blocks for reading performance. Understanding this relationship is essential for designing
effective reading instruction, assessing students' reading abilities, and promoting literacy
development in educational settings.

Conceptual Framework

Uganda is a linguistically diverse country, with English serving as the official language of
instruction in schools. However, students in Arua Central Division may come from diverse
linguistic backgrounds, speaking languages such as Lugbara, Madi, and Alur at home. The
linguistic diversity of students may influence their acquisition of English reading skills and
performance (Okello & Laban, 2021). Arua Central Division may facec challenges related to
educational infrastructure and resources, such as limited access to textbooks, teaching materials,
and technology. These resource constraints can impact the quality of reading instruction and
students' exposure to diverse reading materials, affecting their reading skills development
(Musuuza & Ssekiboobo, 2020). Teachers in Arua Central Division may face challenges related
to limited training in effective literacy instruction strategies and inadequate professional
development opportunities. Addressing teacher capacity and pedagogical practices is essential
for improving reading outcomes (Nansubuga & Nakabugo, 2020). Cultural beliefs and attitudes
towards education and literacy may influence students' motivation and engagement with reading.
Cultural norms regarding gender roles, family expectations, and traditional practices may
intersect with students' educational experiences, impacting their reading skills and performance
in English (Aliddeki & Acaye, 2021). By considering the unique socio-cultural context of the
region, educators, policymakers, and stakeholders can develop contextually relevant strategies to
support literacy development and improve reading outcomes for students.

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1.2 Statement of the problem

Despite the importance of literacy in education and lifelong learning, primary school students in
Arua Central Division, Arua City, continue to face challenges in developing proficient reading
skills in English. The significance of literacy in academic achievement and socio-economic
advancement underscores the urgency to address the critical issue of reading skills and
performance among learners in this geographical area. However, limited research has been
conducted to assess the specific factors influencing reading proficiency and to propose targeted
interventions tailored to the context of Arua Central Division. Studies have shown that reading
proficiency among primary school students is influenced by various internal and external factors,
including instructional practices, teacher quality, resource availability, socio-economic status,
language barriers, and home environment (Sirin, 2019; UNESCO, 2020). Moreover, the cultural
diversity and linguistic landscape characteristic of Arua Central Division further complicate
efforts to promote literacy development and equitable access to quality education (UNICEF
Uganda, 2021). Without a comprehensive understanding of these factors and their impact on
reading skills and performance, educational stakeholders lack the necessary insights to
implement effective interventions and support systems for learners. Thus, the overarching
problem addressed by this study is the need to assess the current state of reading proficiency
among primary school students in Arua Central Division, identify the factors influencing reading
performance, and propose evidence-based strategies for enhancing reading instruction and
literacy development. By examining these dimensions within the specific context of Arua
Central Division, this research seeks to fill the existing gap in literature and contribute valuable
insights that can inform targeted interventions and promote equitable access to quality education
for all learners in the region.

1.3 Purpose of the study

The main purpose of this study is to investigate between Reading Skills and Performance of
Learners in English in Primary Schools in Arua Central Division, Arua City.

1.4 Objectives of the study

The study will be guided by the following objectives;

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 i. To evaluate the current reading skills and performance of learners in English within
primary schools in Arua Central Division, Arua City
ii. To identify the factors influencing the reading performance of learners in English in
primary schools in Arua Central Division, Arua City
iii. To propose effective strategies and interventions for improving reading instruction and
supporting literacy development among learners in primary schools in Arua Central
Division, Arua City

1.5 Research questions

The study will use the following questions;

i. What are the current reading skills and performance of learners in English within primary
schools in Arua Central Division, Arua City?

ii. What are the factors influencing the reading performance of learners in English in
primary schools in Arua Central Division, Arua City?

iii. What effective strategies and interventions can be employed in improving reading
instruction and supporting literacy development among learners in primary schools in
Arua Central Division, Arua City?

1.6 Hypothesis of the Study

(i) There is a significant variation in the current reading skills and performance of learners in
English within primary schools in Arua Central Division, Arua City.
(ii) The reading performance of learners in English is influenced by multiple factors,
including instructional practices, teacher quality, resource availability, socio-economic
factors, language barriers, and home environment.
(iii) Implementing effective strategies and interventions for improving reading instruction and
supporting literacy development will lead to enhanced reading skills and performance
among learners in primary schools in Arua Central Division, Arua City.

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1.7 Scope of the study

The scope will include; geographical scope, content scope and time scope

1.7.1 Geographical scope

The geographical scope of the study is limited to Arua Central Division, which is situated within
Arua City, Uganda. Arua Central Division serves as the primary focus area for the research,
encompassing primary schools within its jurisdiction. The study will specifically target primary
schools located within Arua Central Division to investigate the reading skills and performance of
learners in English. While Arua City may comprise other divisions or districts, the research will
concentrate solely on Arua Central Division to ensure a focused and manageable scope of
analysis.

1.7.2 Content scope

The content scope of the study revolves around assessing the reading skills and performance of
learners in English within primary schools. This includes evaluating various aspects of reading
proficiency such as comprehension, fluency, vocabulary acquisition, and phonemic awareness
among primary school students. The study will explore factors influencing reading performance,
including instructional practices, teacher quality, resource availability, socio-economic factors,
language barriers, and home environment. Additionally, the research will examine effective
strategies and interventions for improving reading instruction and supporting literacy
development among learners.

1.7.3 Time scope

The study will focus on a defined timeframe within recent years, typically spanning from 2020 to
2024. This timeframe allows for the examination of current trends, practices, and developments
in reading instruction and literacy education within primary schools in Arua Central Division. By
limiting the time scope to this period, the research aims to provide up-to-date insights into the
reading skills and performance of learners in English, considering any recent changes or
advancements in educational policies, practices, and interventions while the actual writing of the
research shall take up to one year only.

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1.8 Significance of the study

The significance of the study on "Reading Skills and Performance of Learners in English in
Primary Schools in Arua Central Division, Arua City" extends across various dimensions,
impacting stakeholders at the individual, institutional, and societal levels. The significance of the
study can be outlined as follows:

i. The study's findings can inform educational policymakers and administrators about the
current status of reading skills and performance among learners in primary schools.
Insights gained from the research can guide the development of evidence-based policies
and interventions aimed at improving reading instruction and literacy outcomes.
ii. For educators and teachers, the study provides valuable insights into effective
instructional practices and interventions for promoting reading skills in English. By
identifying factors influencing reading performance, teachers can tailor their teaching
approaches and curriculum design to better meet the needs of diverse learners.
iii. The study's outcomes directly impact students' learning outcomes and academic
achievement. By improving reading skills and performance in English, students gain
essential literacy skills that are foundational for success across various subjects and future
endeavors.
iv. The study's significance extends to the broader community, fostering partnerships and
collaborations between schools, families, and community organizations. Community-
based initiatives and resources can be mobilized to create a supportive environment for
promoting reading proficiency among learners in Arua Central Division.
v. At a societal level, the study contributes to addressing literacy challenges and promoting
educational equity, which are essential pillars of sustainable development.

1.9 Limitations of the study

i. The study design will be limiting the data obtained from the field as this will be limited
to certain particular areas of operation and coverage.

ii. The time scope available may not be sufficient enough to deal with all the planned
activities for the research.
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 iii. The instruments to be used for the study may not be easy for the researcher to cover
within the period since she is meant to meet many respondents from the field.

iv. The study may be faced with transport challenges where the researcher hs to move to
different places to carry out the study.

v. The cost of scholastic materials to be used for the study is estimated to be high as the
prices of commodities are rising.

1.10 Delimitations of the study

i. The methodology used for data collection will have to be administered to the
respondents as quickly as possible such that the coverage is achieved to the right
respondents.

ii. The time available will be used for the achievement of the intended work and the
researcher will employ research assistants to ensure that deadline is achieved.

iii. The researcher will employ various instruments to achieve the intended activity such
that a comprehensive data will be obtained for the study.

iv. The researcher will borrow transport means from either friends or relatives to carry out
the study.

v. The cost of scholastic materials will be reduced by reduing the number of pages to be
printed for the collection of data.

1.11 Operational Definitions of Key Concepts

Reading skills refer to the cognitive abilities and competencies involved in understanding
written text, including decoding, fluency, comprehension, and vocabulary acquisition. Reading
skills encompass the capacity to recognize and interpret written words, phrases, and sentences, as
well as the ability to extract meaning from texts and engage in critical analysis.

Performance in English refers to the level of proficiency and effectiveness with which students
demonstrate reading skills and abilities in the English language. It encompasses students'
9
capacity to apply reading skills to comprehend English-language texts, communicate effectively
in written and oral forms, and engage with English-language materials across various subject
areas.

Reading proficiency levels indicate the extent to which students are able to read and understand
written text at their grade level. Proficiency levels are determined based on students' performance
on standardized reading assessments, which may include measures of reading accuracy, fluency,
comprehension, and vocabulary knowledge.

Factors influencing reading performance are internal and external variables that impact
students' ability to read effectively. These factors include instructional practices, teacher quality,
resource availability (e.g., books, technology), socio-economic factors (e.g., family background,
income level), language barriers, and home environment (e.g., parental involvement, literacy
support).

Effective strategies and interventions are instructional approaches and practices that have been
proven to enhance reading instruction and support literacy development among learners. These
strategies may include explicit phonics instruction, vocabulary development activities, reading
comprehension strategies, and teacher professional development programs focused on literacy
instruction.

10
 References

Aliddeki, D. B., & Acaye, M. S. (2021). A Study of the Relationship Between Cultural Practices
and Academic Performance Among Primary School Pupils in West Nile Region of Uganda.
Journal of Education, Humanities and Sciences, 10(2), 1-10.

Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension.
In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp.
205-242). International Reading Association.

East African Community (EAC). (2018). East African Community Education Strategy. Retrieved
from https://www.eac.int/sectoral-councils/education

East African Community (EAC). (2019). EAC Education Sector Development Plan 2018-2022.
Retrieved from https://www.eac.int/sectoral-councils/education

Hoff, E. (2013). Language development (5th ed.). Cengage Learning.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American

Educational Research Journal, 32(3), 465–491.

Musuuza, J., & Ssekiboobo, A. M. (2020). Access to Teaching and Learning Materials in Rural
Primary Schools: A Case of Bugiri District, Uganda. International Journal of Education and
Development Using Information and Communication Technology, 16(1), 94-106.

National Institute of Child Health and Human Development. (2000). Report of the National
Reading Panel. Teaching children to read: An evidence-based assessment of the scientific

11
research literature on reading and its implications for reading instruction. U.S. Government
Printing Office.

OECD. (2018). PISA 2018 Results (Volume I): What Students Know and Can Do. Paris: OECD
Publishing. doi:10.1787/5f07c754-en

Okello, S., & Laban, E. (2021). Challenges Faced by Learners in English Speaking and Listening
Skills: A Case of Selected Secondary Schools in Amuru District. Journal of Language Teaching
and Research, 12(4), 290-302.

Sirin, S. R. (2019). Socioeconomic status and academic achievement: A meta-analytic review of

research. Review of Educational Research, 75(3), 417-453.

Slavin, R. E., Madden, N. A., Calderón, M. E., Chamberlain, A., & Hennessy, M. (2020).
Reading and language outcomes of a school-wide elementary school reading reform: A
replication trial. Journal of Research on Educational Effectiveness, 13(4), 904-921.

UNESCO. (2019). Global Education Monitoring Report 2020: Inclusion and education: All
means all. Paris: UNESCO Publishing. doi:10.1787/a8c72ce6-en

UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means
all. UNESCO Publishing.

UNESCO. (2020). UNESCO Institute for Statistics Data Centre. Retrieved from
http://data.uis.unesco.org/

UNHCR. (2020). Education Sector Fact Sheet Uganda. Retrieved from

https://data2.unhcr.org/en/documents/download/75199

UNICEF Uganda. (2021). Children's rights and the linguistic landscape of Uganda. UNICEF
Uganda.

UNICEF. (2021). State of the World's Children 2021. Retrieved from

https://www.unicef.org/reports/state-of-worlds-children-2021

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Harvard University Press.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

The chapter contains the theoretical framework, conceptual framework, sub-topics based on the
objectives from the text books, encyclopedia, Newspapers, radios, internets and other related
documents based on the problem.

2.1 Theoretical Framework

• The study draws on the transactional theory of reading proposed by Goodman (1986),
which emphasizes the interactive nature of reading comprehension. According to this
theory, reading is not a passive process of decoding text but rather an active process of
constructing meaning through the interaction between readers and texts (Goodman,
1996). From this perspective, students' reading skills and performance are influenced by
their ability to engage with text, make connections, infer meaning, and monitor
comprehension. By examining the transactional nature of reading, educators can
implement instructional strategies that promote active reading engagement and
comprehension strategies among learners in primary schools in Arua Central Division.

• Furthermore, the study may be informed by the socio-ecological model of literacy

development, which considers the multiple levels of influence on students' literacy
outcomes, including individual, interpersonal, institutional, community, and societal
factors (Bronfenbrenner, 1979). This theoretical framework highlights the
interconnectedness between students' reading skills and performance and the broader
ecological contexts in which learning occurs. By examining the socio-ecological factors

13
 shaping literacy development within Arua Central Division, educators and policymakers
can implement multi-level interventions that address systemic barriers and promote
equitable access to quality literacy instruction and resources.

• In summary, the theoretical perspective of the study on reading skills and performance of
learners in English in primary schools in Arua Central Division, Arua City, draws upon
socio-cultural theory, transactional theory of reading, and socio-ecological models of
literacy development to understand the complex interplay of social, cultural, and
environmental factors influencing students' literacy outcomes. By grounding the study in
these theoretical frameworks, researchers can provide a holistic understanding of reading
instruction and literacy development within the specified context, informing targeted
interventions and policy recommendations to support students' reading skills and
performance.

• References:

• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature

and design. Harvard University Press.

• Goodman, K. S. (1986). What's whole in whole language. Heinemann.

• Goodman, Y. M. (1996). Reading: A psycholinguistic guessing game. In A. M. Farstrup

& S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp.
291–308). International Reading Association.

2.2 Conceptual Framework

Sports Science (IV) Academic Performance (DV)

14
 Packaging of Games and Sports
with a life skill
o Each game integrated with a
life skill
o All forms of Physical activity
 School grades
o Experience sharing
 School attendance

 Active participation
Sports Environment
o Sports and games embedded
in curriculum
o Involvement and teach
support
Extraneous Variable
o Fun interactive and enjoyable
o Attitude towards Sports
play sessions
Science
Figure 1: Adapted and modified by the researcher from the works of Morgan and Adamson
(1961)
The Framework shows the conceptual relationship between life skills attained through games ans
sports and how they enhance academic performance. The conceptual framework shows the
packaging of games and sports and a conducive sport and game environment as the independent
variable and how these enhance Academic performance as the dependent variable. Academic
performance can be viewed in terms of improved school grades, increased school attendance and
active participation in activities.

2.3 Packaging of Sports Science and Academic Performance

Without doubt, there is a broad understanding that the distinctive contribution of Sports Science
to a Child’s Academic performance is within the Intellectual domain. This study was aimed at
enhancing sports to have a more holistically developed child since they will have developed in
all the 5 areas of human life (Papionnau, 1995, 2018).

15
In the UK, the move towards performance-related Physical Education came about primarily as a
result of a heated debate between those holding a scientific motor learning understanding of
Sports Science and those following the more cognitive/intellectual and expressive movement
education approach (Kirk, 1992). Interestingly, the limited research being undertaken at this time
focused on how teachers could facilitate children’s motor skill learning, that is, how they could
help children perform better in class using the skills gained in Sports Science. Most of this
research was positivist, reductionist and largely removed from the specific Game and sport
context and made little impact upon teaching practice in schools (Nixon and Locke, 1973). Since
those early research days, the awareness that the teaching and learning process is more complex
and situation-specific has resulted in more studies investigating broader academic objectives
employing constructivist and situated learning paradigms (Rovegno, 2022) and often considering
the sport environment/ecological setting in which learning is taking place (Hastie, 2022).
However, the findings that Sports Science experiences set the foundation for lifelong physical
activity is scarce (Trudeau et al., 1999), hence the need to do more research in this field. With
recent studies revealing limited tracking of physical activity patterns from childhood through the
adolescent years.

An important outcome of increased attention on physical activity/inactivity has been the

development of age-appropriate national physical activity guidelines for children, youth and,
more recently, pre-school children (HEA, 2018; NASPE, 1995, 2002). From a sports perspective,
it has become important to realize that children are sporadic and transitory in their physical
activity behavior and therefore do activities in different ways than adults (Corbin, 2002, p. 132).
As such, the key recommendation is the accumulation of at least one hour of physical activity per
day and twice-weekly. Children who have a negative attitude towards small things like catching
a ball would find it difficult to participate successfully in physical activities that require catching
and this can even translate them in classroom setting. If a child is uncooperative and has no
teamwork skills during a physical activity, then most likely this child would not even ask for
assistance from a classmate on how to do a mathematical number, and the reverse was also true.

Over the years however, there has been a prevailing belief that children’s basic movement
foundations develop naturally through maturation, and this has resulted in few new
developments in early years as regards Physical Education (Gallahue & Ozmun, 2018).
16
Subsequent studies mostly in the US and Australia, reported low levels of basic movement skills
in children, with differences between boys and girls being low to moderate, only changing after
puberty when boys tend to outperform girls. On the contrary however, In Uganda findings reveal
that boys tend to outperform girls in games and sports after the puberty stage, yet academic
results show that girls are tending to perform better than boys in these higher institutions of
learning. Hence the need to do more researches to identify the correlation between this increased
girl academic performance with low performance in games and sports.

2.4 Sport Environment and Academic performance

When building a conducive sport environment that enhances academic performance, role
models, family, teachers, and peers play an important role in helping one another to make this
happen, and facilitate a good academic atmosphere that directly impacts on good grades. This
environment involved elements like, time, appropriateness of the life skill packaged in the games
and sport, timeliness of the life skill packaged in the games and sport to address need at that
time, enough time to play have fun and learn the message from the games, express their opinions
on how this life skill gained can be used in their daily life. In this particular research life skills to
address academic performance include: problem solving, decision making, organizing, planning,
concentration, attention, numeracy, Perception, creativity, strategic thinking.

Our assumption here was that there is a routine timetable for games and sports imbedded in the
school timetable (Fairclough and Stratton, 2018)so that whenever they go outside to play, they
get a chance to learn and adopt different life skills that would help them make good decisions
which would impact directly on their academic performance. Those involved knew when it
would be games time and they would plan and package the play session based on the need of the
pupils at that particular time. After the actual game/activity were done, there was a small closing
discussion for the pupils to share experiences from the game and how these related to real life
and then explore what life skills they had applied in the game/sport played and plan in what
situation in life they would need to apply that life skill. This is what was called the experiential
learning cycle.

Experiential learning models are a way to gain a better understanding of how learning takes
place. These models are effective when using games and sport as a teaching tool because unlike
17
other models of learning such as behavioral or social learning models, in this model, they
consider the learner’s subjective experience as central to the learning process and that they
suggest that a repetitive or iterative series of stages bring about the learning.

Experiential learning opportunities are considered semi-structured learning opportunities. The

facilitator allows participants to play and to experience freely while they facilitate a discussion
designed to guide participants to think about their experience. The classic and most commonly
experiential learning cycle is that 4-stage model that was developed by Kolb (1984). This model
is perhaps too rigid and too cumbersome for children’s games and sport programs. Instead of the
4-stage model, the researcher opted to use a 3-stage model as developed by Greenaway (2002).

The three stage model is described in the illustration below:

Figure 2: Kolb Experiential Learning Cycle

It is important for us to understand the relationship between the theory of experiential learning
and the practical application in Games and sports .One of the criticisms of the experiential
learning models is that the learning stages are too rigid and that a fluid process such as learning
cannot be divided into distinct stages. A trainee coach might have difficulty with the intent of
the conceptual framework, to serve as a guide for understanding the learning processes, thus
reducing the stages into a fixed plan of how to teach and be stuck in a continuous loop of
experience-reflection application. An alternative to the experiential learning cycle is the
adventure wave (Schoel, Prouty & Radcliffe, 1988) a visual representation of the three stages of
the Adventure-based Counseling approach that is widely used in outdoor educational program
18
design. The adventure wave is a bell shaped curve in which energy rises through briefing,
climaxes during the height of the activity and lowers during the debriefing. Briefing a group
about an activity before it takes place. This involved telling the group a story or pointing out the
relevance of the activity. The briefing was also the time when the teacher discussed any safety
considerations and gave instructions for how the activity was to occur.

Activity: Doing the activity itself, with guidance and supervision from a coach.

Debriefing: Reviewing and discussing what took place. Participants reflected on their own
experience and shared feelings and insights with other group member's and explore how the
experience and learning related to their own life and in particular, improving academic
performance. In addition to providing a more workable model for leaders and facilitators the
adventure wave is based on psychological theories of cognitive-behavioral-affective learning,
the basis of behavioral change theory.

Space; this implied that the pupils had a common place, open safe place where they conduct their
routine play sessions without interruptions. Resources referred to the materials required to
facilitate games and sports .Some games did not require any resources at all while other games
required small materials like balls, whistles, skipping ropes, to mention but a few. Availability of
teachers to facilitate the planning and also participate in the games and sports activities together
with the pupils.

These teachers were very important in ensuring discussions were conducted in a more respectful
way where all children felt physically and emotionally safe. Ground rules were set that created a
safe atmosphere for pupils to openly share experiences from the games that related to their real
life situations. Discussions were successful because pupils felt that it was safe for them to speak.
None suggested in any way, and none was allowed to suggest, that someone’s comment was
stupid or out of place. In one of your first discussions, had pupils help to set ground rules like
these: Everyone has a right to speak, Everyone was expected to contribute Everyone should
listen respectfully to others even if they disagree, Only one person should speak at a time, No
one should be made fun of and Everyone must listen to the person speaking. Teachers’
participation helps to bridge the gap between teachers and their respective pupils or facilitators
and their participants.
19
The reasoning behind was that if pupils have a chance to play with their teachers, this would
make them more comfortable with them and they would be free to even ask for guidance from
teachers when they need clarification in a classroom. Pupils usually tend to like the subject if
they are free and comfortable with a given teacher and the reverse was also true for those who
hate particular teachers and even fail that subject (Fairclough & Stratton, 2018). Encouraging
games Environment both from home and school where both the teachers, facilitators and parents
encourage pupils to participate in Games and Sports routinely inform them of the benefits of
involving in physical activity and relating this to academic performance and holistic
development of human life (Papionnau, 1995, 2018). In a few places like Mary learning Centre,
Lubya village.

Rubaga Division, Red stars Primary School, Hoima District, Nakivale Primary school, in
Nakivale Refugee settlement, Mbarara District and Nyakasura Primary school located in
Kyenjojo district where games and sports have been embedded in the routine school curriculum,
the teachers’ recorded high attendance levels of children on the days designated for games and
sports. Crispin (2010) a Primary school teacher testified that, “Increased attendance levels have
been realized after the introduction of Games and sports on the respective days, even me as a
teacher, I believe in the saying that goes; Work without Play makes John a dull boy…”

2.5 Attitude of the Child and Academic Performance

In this context, the researcher used attitude towards games and sports and academic performance
as a moderator variable. It was widely acknowledged that one’s physical performance in a sport
can be hampered or enhanced by one’s attitude. That was based on the assumption that, if an
athlete anticipates that he or she would not do well in an event, that pessimistic attitude can harm
the performance even if they are in the best physical condition compared to the other athletes. A
research from the Notre Dame University revealed that sports enhance a positive and winning
attitude which can be applied in all areas of life including academics

Morgan & Adamson (2016) popularized a notion that health development, intellectual
development, social development and emotional development due to games and sports
contributing significantly to academic performance are what was termed as holistic development
and this remained influential well beyond the postwar period, though it was supplemented from
20
the early 1960s in the US, and increasingly elsewhere by the1970s, with the notion that not only
do games and sports enhance academic performance, they also help in ameliorating the effects of
what were perceived to be increasingly sedentary lifestyles among children, youth and citizens
of western countries, this of which was trickling down to African countries and Uganda in
particular.

In their explanation, having the time to play, space where to play from and the materials to use in
playing creates a conducive environment for games and sports from which life skills are
culminated into daily life and these later influence the attitude one has towards anything
including academics (Fairclough and Stratton, 2018).A winning Attitude in Games and sports
would certainly affect the same attitude in the academic struggle to perform well. One writer
quoted “It might take you 5 years to truly understand a partner /spouse but you can discover the
partner’s hidden character in just 30 minutes of actively participating in Games and sports”.
Whereas academic Performance was important, Games and sports help to uncover the potential
in an individual to be able to realize they can make it and given a positive attitude, they can get
there.

Sports science may also be useful for providing information on the aging body. Older adults are
aware of the benefits of exercise, but many are not performing the exercise needed to maintain
these benefits. Sports science provides a means of allowing older people to regain more physical
competence without focusing on doing so for the purposes of anti-aging. Sports science can also
provide a means of helping older people avoid falls and have the ability to perform daily tasks
more independently (Tulle, Emmanuelle 2018).

21
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

In this chapter the research methodology, the researcher considered issues about the research
design, target population, sampling procedure and data collection instruments. Validity and
reliability are also issues discussed in the research methodology. Lastly, the methodology
discusses the procedures of data collection and data analysis.

3.1 Research design

The study will be guided by using case study which will allow the researcher to explore
abounded system overtime through detailed, in-depth at collection involving multiple sources of
information. The design also adopted will be the cross sectional survey which captured a good
number of area in order to come up with a detailed information or data.

3.2 Target population

In the research, the Population refers to the all-inclusive group of individuals, event occurrences
or objects having common observable characteristics. The target population in this case will
basically comprise of teachers, pupils, parents, and District Education Office. These categories of
respondents are hoped to have got knowledge about the problem under study.

3.3 Location of the study

The study will be carried out in Arua Central Division, in the selected primary schools within the
area including Swalihin, Arua Primary, Niva, Arua Hill and Arua Public primary schools where
there has been poor performance realized in the recent years probably as a result of the low
motivation of the teachers due to the leadership styles among the Headteacher in the Division.
this in the end has contributed negatively towards the achievement of good academic
performance in the area of study with only a few learners passing successfully in the primary
cycle.

22
3.4 Sampling procedures

This study will use stratified sampling since the population embraces a number of distinct
categories of stakeholders. This helps in sampling to include; teachers, pupils, parents, and
District Education Office. Using simple random sampling procedure, the respondents shall be
selected in their various areas depending on the researcher.

3.5 Sample Size

Table1: Showing respondents if the study

Category Population Sample Percentage (%)
Headteaachers 05 05 10
Teachers 50 15 30
Pupils 200 30 60
Total 255 50 100
Source: Respondents from Arua Central Division

3.6 Research Instruments

The researcher will use the following research instruments; Observations, questionnaires and
interviews as primary method of data collection and she also reviewed the already existing
information as secondary sources to facilitate the collection of basic information from the
respondents.

3.6.1 Questionnaire
In this study the questionnaire will be administered to the respondents which include of pupils,
teachers, parents, PTA and SMC Executives and representatives from District Education Office.
This is aimed at providing the right data needed to carry out the study as far as the study
demands.

3.6.2 Observation schedule

The researcher will adopt observation schedule whereby physically the researcher will visit some
of the schools so as to ascertain the level at which the performance of the teachers can affect the
achievement of the learners in the primary schools within the Division.

3.6.3 Interview
23
The researcher will use an intended set of questions as an interview guide to facilitate the face to
face discussion that involved questioning and answering to gather the information from the
respondents while asking the respondents leadings question and expecting answers for the
question.

3.7 Data quality control

3.7.1 Validity
The instrument validity will be cross-checked in order to make sure that the results produced are
not in any way influenced by the fixed preference of the respondent. This therefore ensures that;
information obtained from individual respondent or in their particular focus groups and settings
are dug out as authentic primary information for the study. This will proof the accuracy of the
data collection.

3.7.2 Reliability
In order to draw satisfactory conclusions, the study instrument will be tested to prove its
consistency as the researcher analyzes the data by open coding method where the themes and
categories are identified systematically through the process of investigating, selecting,
evaluating, amalgamating sorting, and interpreting data as collected.

3.8 Data Collection procedure

The researcher will get permission letter to authorize him to carry out this research from the
faculty or department then after proceeding to the CAO, the Education office to permit the
researcher to carry out his work. The researcher will prepare the research assistants who will help
him to carry out some of the work in the field such that they can maintain public relation and
keep the information got confidentially. The questionnaires will be piloted among the few people
to prove its validity and reliability.

3.9 Data analysis

The researcher will obtain the information or data from the field then after she processes, codes,
tabulates, analyses and interprets the data both quantitatively and qualitatively by using tables,
frequencies and percentages. Finally, the data will be put orderly in order to come up with the
general report.

24
3.10 Ethical Considerations

The ethical considerations will employ the following;

 Request the respondents to sign the informed consent.

 Provide anonymity or confidentiality of all data provided by the respondents by coding

the questionnaires and presenting the findings in a generalized manner.

 Authors quoted in the study will be recognized and cited within the scripts and
references.

 Ensure physical, psychological and emotional safety or security of the respondents

 Before data collection, the research proposal will be submitted to the head of research for
an approval and independent evaluation of issues researchers consider to be right and
safety of the participants.

25
 REFERENCE

Amin, M.E, (2018). Social Sciences research-conception, methodology and analysis. Makerere
University Printery. Arua Central Division, Arua City.

Bailey and David Kirk. (2022) Special Interest Group Journal-Physical Education and Sport
Pedagogy

Bailey, R. (2022). The educational benefits claimed for physical education: Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/02671520701809817

Cale, L. (2022). School-based physical activity interventions: effectiveness, trends, issues,

implications and recommendations for practice. Sport, Education and Society .

Capio, C. M. (2010). Fundremantal Movement skills among Philipino Children. Down Syndrome
Dewey, J. (2017). Experience and Education. New York: Simon and Schuster.

Greenaway, R. (2002b). Experiential learning cycles. Retrieved from

http://www.righttoplay.com/International/news-and-media/Pages/ResultsReports.aspx

Jess, C. (2020). Physical Education is Critical to a Complete Education. National Association

for Sport and Physical Education.

Joplin, L. (1981). On defining experiential education. Journal of Experiential Education, 4(1),

17-20.

Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and

development. New Jersey: Prentice Hall.

Lemmens, K. S. (2010). let them play: A Child's Need for Physical Education. United States
Sports Academy .

Morgan, D. M., & Krecjie, R. V. (1970). Determining Sample Size for Research. Educational
and Psychological Measurement, (Carter, 1999) 30, 607-610.

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Mugenda, O. M. (1999). Research methods,Quantitative and Qualitative Approaches. African
Centre for Technology Studies.

Nations Inter-Agency Task Force on Sport for Development and Peace. (2020). Sport for
Development and Peace: Towards Achieving the Millennium Development Goals.
Retrieved from: http://www.un.org/ themes/sport/task.htm.

Play, R. T. (2013, January 2nd). 1. Retrieved jan Monday, 2013, from

http://www.righttoplay.com/International/Pages/Home.aspx: www.righttoplay.com

Priest, S. (1996). Retrieved from http://www.tarrak.com/FREE/res.pdf

Priest, S., & Gass, M. (2017). Effective Leadership in Adventure Programming. Champaign, IL:
Human Kinetics.

Rizk, L. (2011). Learning by Doing: Toward an Experiential Approach to Professional

Development. 77th IFLA General Conference and Assembly (pp. 1- 6). Cairo: The
National Library of Egypt.

Schoel, J., Prouty, D., & Radcliffe, P. (1988). Islands of healing: A guide to adventure based
counseling. Hamilton, MA: Project Adventure

Tulle, Emmanuelle (2018). "Acting your age? Sports science and the ageing body". Journal of
Aging Studies. The anti-aging enterprise: science, knowledge, expertise, rhetoric and
values. 22 (4): 340–347

UNESCO. (1978). International Charter of Physical Education and Sport. Retrieved from
http://www.unesco.org/education/ information/nfsunesco/pdf/SPORT_E.PDF.

United Nations. (1948). Universal Declaration of Human Rights, United Nations,

United Nations. (1966). International Covenant on Economic, Social and Cultural Rights.
United Nations

World Health Organization. (2020). World Health Report 2020 – Shaping the Future. World
health Organization.

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 APPENDICES

Appendix A: Questionnaire for Respondents

I am Amayo Festus a student of NTC Muni (Kyambogo University). This letter is to inform you
that I am carrying a research entitled “Impact of Sports Science on the Academic
Performance of pupils in Arua Central Division, Arua City” which is part of my academic
area. You are chosen to answer the questionnaire through your experience and knowledge on the
problem studied. That information given will be kept confidential.

THE RESEARCHER

Part 1: Socio-demographic characteristics of the respondents

(Choose the best alternative)

1. Gender Female Male

2. Age 10 – 15 years 16 – 20 years

21 – 25 years 26 years and above

3. Education level Primary Secondary

Certificate Diploma and above

4. Experience 1 – 5 years 6 – 10 years

11 – 15 years 16 years and above

5. Religion Protestant Catholic

Islam Others

28
Part 2: Impact of Sports Science on the Academic Performance of pupils in Arua Central
Division, Arua City.

Please tick the ranking that best suits your response.

Strongly Disagree Neutral Agree Strongly Agree

Disagree
1 2 3 4 5

1 2 3 4 5
PSG Packaging of Sports and Games
PSG 1 In my opinion each game is integrated with a life skills
PSG 2 When games are integrated with life skills, school becomes
interesting to attend.
PSG 3 When games have a component of life skills, it encourages
every pupil to participate in the activities because life skills
are relevant to everyone.
PSG 4 It’s important for schools to have all forms of Sports
Science.
PSG 5 All forms of physical activity in school can encourage
pupils to attend school more.
PSG 6 When pupils participate in sports activities, they tend to
live active lifestyles.
PSG 7 Young people need opportunity to share experiences and
interact with each other because it helps them learn from
each other as peers.
PSG 8 When pupils are given opportunity share experiences and
interact with each other, it makes them look forward to
coming to school daily.

29
PSG 9 When pupils are given the opportunity to share and interact
with each other during sport activities, it helps them to
actively participate in school.
Sport Environment
SE 10 Embedding sports in the school curriculum increases
attendance
SE 11 A school curriculum that integrates sports enhances active
participation of young people
SE 12 When teachers participate in sports activities with their
pupils, this helps to build the teacher pupil relationship.
SE 13 When pupils have fun and enjoyable sports sessions in
school, then school becomes a wonderful place to be.
Attitude
ATT 14 When pupils have enjoyable and fun sports activities, it
helps them develop a positive attitude towards winning and
losing in all issues related to life.
ATT 15 Value added Sports are a fun way of learning
ATT 16 Work without play makes me a dull child.
Academic Performance
AC 17 The attendance of pupils in the school is very good
AC 18 Pupils are gradually performing better every other year
AC 19 Both boys and girls actively participate in all school
activities

Thank you for your time in providing feedback.

30
 Appendix B: Interview Guide

Assessing the impact of Sports Science on Academic Performance

1. How do sports and games increase school attendance?

2. How does Physical activity contribute to active participation in and outside class setting?

3. Do you think giving young people a chance to share experiences and interact in sports and
games activities can improve their academic grades?

4. Does experience sharing and interaction through sports and games promote active
participation?

5. Can involvement and support from the teacher in Sports Science improve student and pupil
academic grades?

6. Can you describe how Sports and games improve teacher pupil relationship?

7. Can this improved teacher pupil relationship enhance good grades?

8. Describe how a negative attitude towards sports and games affects attitude towards academic
performance.

9. Do you support the idea that if every sport is packaged with a life skill, then young people
will be equipped with enough skills that can help them excel in their academic grades?
Explain

Thank you for your time in providing feedback.

31
 Appendix C: Focus Group Discussion Guide

1. How do sports and games increase school attendance?

2. How does Physical activity contribute to active participation in and outside class setting?

3. Do you think giving young people a chance to share experiences and interact in sports and
games activities can improve their academic grades?

4. Does experience sharing and interaction through sports and games promote active
participation?

5. Can involvement and support from the teacher in Sports Science improve student and pupil
academic grades?

6. Can you describe how Sports and games improve teacher pupil relationship?

7. Can this improved teacher pupil relationship enhance good grades?

8. Describe how a negative attitude towards sports and games affects attitude towards academic
performance.

9. Do you support the idea that if every sport is packaged with a life skill, then young people will
be equipped with enough skills that can help them excel in their academic grades

Thank you for your time in providing feedback.

32
 Appendix D: Budget for the Study

S/N Item description Lump sum Amount (UGX)

1 Transport 80,000
2 Printing and Binding 120,000
3 Research Assistants (04) 100,000
4 Communication 30,000
5 Accommodation &Feeding 80,000
Total 410,000

33
34