A CROSS-SECTIONAL STUDY ON THE RELATIONSHIP BETWEEN CURRICULUM DEVELOPMENT POLICIES AND THE ACADEMIC PERFORMANCE OF PRIMARY PUPILS IN KAMULI DISTRICT.
DOI:
https://doi.org/10.70572/agp.v2i5.93Keywords:
Curriculum development, Education policy, Academic performance, Primary education, Kamuli districtAbstract
Background
Curriculum development policies play a crucial role in shaping the academic performance of pupils. This study established the relationship between curriculum development policies and the academic performance of primary pupils in Kamuli District.
Methodology.
The study employed a descriptive, correlational, and cross-sectional survey design. Further, the study adopted a mixed research approach. A target population of 213 participants was used, out of which 134 were selected as the sample size using (Krejcie & Morgan, 1970). Primary data was collected using questionnaires and interview guides, and secondary data was collected by use of a documentary review list.
Results.
Most of the participants were females, 76 (63%), and 71 (59%) of the respondents had primary. The correlation between curriculum development policies and academic performance was 0.751 with a significance value of 0.001. There was a strong positive correlation between curriculum development policies and the academic performance of pupils in Kamuli District. One head teacher said, "We implement a flexible curriculum policy that aligns with national education guidelines while catering to the specific needs of our learners. Our focus is on practical, competency-based learning, ensuring students gain academic and life skills.
Conclusion
The study found a strong positive correlation between curriculum development policies and academic performance. This indicates that well-designed and continuously updated curricula significantly support students’ learning and academic progress.
Recommendation.
Schools should conduct periodic curriculum reviews to align teaching content with national education standards, emerging learning needs, and best teaching practices.
The curriculum should focus on practical and critical thinking skills rather than rote memorization, ensuring pupils develop a deeper understanding of subjects.
References
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