Students'psychological patterns and academic performance in public secondary schools in Kazo District, Uganda: a quantitative analysis
Abstract Background This study investigates students’ psychological patterns and academic performance in public secondary schools in Kazo district, Uganda. Methodology This study employed a cross-sectional research design and a quantitative methodology. The population comprised 697 secondary school...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-08-01
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| Series: | BMC Psychology |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40359-025-03187-w |
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| Summary: | Abstract Background This study investigates students’ psychological patterns and academic performance in public secondary schools in Kazo district, Uganda. Methodology This study employed a cross-sectional research design and a quantitative methodology. The population comprised 697 secondary school students in Kazo District, with a sample size of 254 selected using Yamane’s technique. A simple random selection method was employed to pick the students who took part in the study. The data gathering instrument received validation from five specialists in educational administration and management. The research produced a reliability index of 0.842 for the students' questionnaire, calculated using Cronbach’s alpha. A self-administered questionnaire gathered quantitative data for the study, which was analyzed employing descriptive statistics. Findings The results indicate that students in Kazo exhibit strong self-efficacy and confidence in their academic capabilities, which contributes positively to their motivation and engagement in learning, but there is a need to look at time management and pressure from academics to foster performance. The results also reveal that students have strong intrinsic motivation, which is linked to happiness in learning, and the importance of education to achieve future goals, whereas extrinsic factors such as parental or teacher supervision motivate the students. Finally, the study shows that there is a need for an effective support system to reduce academic stress and improve student academic performance. Conclusion The integration of strong self-efficacy and intrinsic motivation among students positively influences their academic performance, whereas challenges such as anxiety, time management, and external pressures underscore the need for supportive resources. Recommendations On the basis of the research findings, secondary schools should organize and implement workshops that focus on time management and study skills, which provide access to academic counseling for students facing challenges, fostering a positive learning environment that requires promoting intrinsic motivation through interactive teaching methods. |
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| ISSN: | 2050-7283 |