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Learner-based factors, sex, participation, attitude, academic achievement, government-aided
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Goldie Natukunda C and Teddy Kanyesigye S. Data collected to investigate the influence of learner-based factors on academic achievement in government-aided secondary schools in Bushenyi district, Western Uganda [version 1; peer review: awaiting peer review]. F1000Research 2025, 14:893 (https://doi.org/10.12688/f1000research.168797.1)
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Data Note
Data collected to investigate the influence of learner-based factors on academic achievement in government-aided secondary schools in Bushenyi district, Western Uganda
[version 1; peer review: awaiting peer review]
PUBLISHED 10 Sep 2025
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Abstract
Corresponding author:
Stella Teddy Kanyesigye
Competing interests:
No competing interests were disclosed.
Grant information:
The author(s) declared that no grants were involved in supporting this work.
Copyright:
© 2025 Goldie Natukunda C and Teddy Kanyesigye S.
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
How to cite: Goldie Natukunda C and Teddy Kanyesigye S. Data collected to investigate the influence of learner-based factors on academic achievement in government-aided secondary schools in Bushenyi district, Western Uganda [version 1; peer review: awaiting peer review]. F1000Research 2025, 14:893 (https://doi.org/10.12688/f1000research.168797.1)
First published: 10 Sep 2025, 14:893 (https://doi.org/10.12688/f1000research.168797.1)
Latest published: 10 Sep 2025, 14:893 (https://doi.org/10.12688/f1000research.168797.1)
Introduction
Education is key in stimulating all round development of any nation.1 As such, every child has a right to education and it is the duty of the teachers to ensure that appropriate methods and strategies are employed to equip learners with the necessary knowledge and skills to enable them deal with the daily challenges that may come their way.2 Thus, teachers should endeavour to understand how different factor; both internal and external to the school may influence the academic achievement of learners so as to apply appropriate interventions for the best of the learners.3 Thus, this article presents a dataset to This study aimed to investigate the influence of learner-based factors on learners’ academic achievement in government aided secondary schools in Bushenyi District. A data set in research is defined as data which is collected in a structured way and organised in lists or data bases acting as a primary source for analysis and drawing of relevant conclusions.4 A data set always relates to a particular topic and can be inform of numerical data, test, images or drawings.5 According to Hrynaszkiewicz et al.,6 public sharing of data sets is highly encouraged by most journals as a way of showing transparency, giving room for replication of findings, permitting comparison with other independent data sets and testing of other hypotheses. Hrynaszkiewicz et al.6 guide that authors should endevour to provide a well organised and explained dataset using an appropriate format for easy analysis.
Aim of the study
Based on above background, the aim of this article was to provide and document a dataset that was obtained in when investigating the influence of learner-based factors on academic achievement in government aided secondary schools in Bushenyi district, Western Uganda.
Value of the data
These data are of great value because they inform Ministry of Education and Sports officials and other education officers about the specific challenges related to learner-based factors and academic achievement. This knowledge can guide the development of training programs for teachers and the implementation of educational policies that promote equity in schools, since there are the ones tasked with overseeing educational standards and practices within the country.
The data will equip head teachers with the information necessary to address the influence of learner-based factors on learners’ academic achievement in secondary schools. By recognizing the importance of learner-based factors on learners’ academic achievement, head teachers can promote policies that encourage equal opportunities for all learners, ultimately leading to improved academic outcomes. Additionally, the head teachers can base on these data to design and provide professional development programs aimed at equipping teachers with the skills necessary to address diverse classroom environments effectively. More so, headteachers can base on these data to engage community members in discussions about the significance of learner-based factors on leaders’ academic achievement. In this way, local leaders can advocate for resources and programs that support learners in their academic pursuits.
The teachers can reliably use these data to understand their learners and thus design suitable methods of teaching and to make the subject they teach relevant, interesting and meaningful to the learners.
The data can be used to empower learners by raising awareness of the impact of learner-based factors on their academic achievement through fostering a positive learning environment that encourages self-efficacy, active participation and development of essential survival skills.
Materials and methods
The study used cross sectional research design which made it possible for the researchers to collect data from different respondents within the same period.2 The study employed a quantitative research approach which enables one to easily collect data from a large sample.7
The sample size of the study was simply randomly selected8 and consisted of 333 learners and 42 teachers on government payroll in government aided secondary schools in Bushenyi District, Western Uganda (Bushenyi District Education Officer Report, 2025) ( Table 2).
The researchers constructed two types of questionnaires in English language for the purpose of collecting data in this study. The first type of data was collected from 333 learners using learners’ questionnaire9 and the second type of data was collected from 42 teachers using teachers’ questionnaire.10 The learners’ questionnaire is freely available at https://www.protocols.io/view/to-investigate-the-influence-of-learner-based-fact-g66abzhaf, while the teachers’ questionnaire is accessible at https://www.protocols.io/view/to-investigate-the-influence-of-learner-based-fact-g66bbzhap.
Each of the above two instruments has four sections: section A has items to collect demographic data of both learners and teachers ( Tables 1 and 2).
Table 1. Sample size of the study.
| Category of respondents | Number per school | Total | Sampling technique | |||||||
|---|---|---|---|---|---|---|---|---|---|---|
| A | B | C | D | E | F | G | ||||
| Learners | 40 | 45 | 40 | 40 | 48 | 40 | 40 | 40 | 333 | Simple Random |
| Teachers | 4 | 6 | 5 | 6 | 6 | 5 | 6 | 4 | 42 | Simple Random |
| Total | 375 | |||||||||
Table 2. Items and assigned codes in the learners’ questionnaire.
| Variable | Code number |
|---|---|
| Age | 1 = 13 years and below 2 = 14-17 years 3 = 18-20 years 4 = 21 years and above |
| Gender | 1 = Male 2 = Female |
| Class Level | 1 = Form 1 2 = Form 2 3 = Form 3 4 = Form 4 5 = Form 5 6 = Form 6 |
In both instruments (learners and teachers’ questionnaires), section B has 10 items related to the effect of sex on academic achievement of learners among Secondary Schools, section C contains 10 items focused on how attitude impacts on the academic achievement of learners among Secondary Schools, and section D has 10 items related to the relationship between class participation and academic achievement among Learners in Secondary Schools. For sections B, C and D, all items are measured on a 5-Point Likert Scale: Strongly Disagree-(1), Disagree-(2), Neutral-(3), Agree-(4), and Strongly Agree-(5)11 (Table 3)
Table 3. Items and assigned codes in the teachers’ questionnaire.
Validity and reliability of the research instruments
Creswell7 defines validity of a research instrument as how trust worthy the instrument is that it will measure what it is supposed to measure. In this study, the validity of the research instruments was obtained by presenting them to three independent judges who rated each item either as valid or not valid. Items which were indicated as not valid by all the judges were deleted from the list. The Content Validity Index (CVI) was then calculated by obtaining the ratio of the number of items indicated as valid by all judges to the total numbers of items constituting the who instruments. For the learners’ questionnaire, CVI was obtained as 0.89 and for the teachers’ questionnaire, CVI was obtained as 0.93. These values indicated that the instruments were valid.
Additionally, reliability of a research instrument is considered as how consistent and stable the data obtained using a given research instrument is.12 To establish the reliability of the instruments in this study, the researchers pretested them on 20 learners and five teachers in a school that did not participate in the final study as a way to avoid bias. Using SPSS (Statistical Package for Social Scientists), Cronbach Alpa Coefficient was calculated and obtained as 0.79 for the learners’ questionnaire and 0.71 for the teachers’ questionnaire. These values rendered the instruments reliable.
Procedure for data collection
The questionnaires were administered to the respondents by the authors and collection of data was mostly done during tea and lunch breaks when the respondents could easily be accessed.13 During the distribution of the questionnaires, each participant was requested to complete every item to the best of their knowledge. The responses were collected on paper and recorded in MS excel version 2016 for purpose of upload onto online repositories. The data was then entered into the computer using the software of the Statistical Package for Social Sciences (SPSS) version 29, which can be used to summarize the data into tables, charts and graphs and also make analysis accordingly.14
Data description
Two sets of raw data15 about investigating the influence of learner-based factors on academic achievement in government aided secondary schools in Bushenyi district, Western Uganda were attached as the third and fourth files in MS Excel 2016 on https://data.mendeley.com/datasets/m4hx9vc8sj/1. The third file contains data relating to learners’ responses entitled “Responses from learners” and the fourth file contains data from teachers entitled “Responses from teachers”. These files containing the mentioned data are quite similar in that each file has two sheets: the first sheet gives the raw data and the second sheet gives the explanation of variable codes.
Ethics statement
In January 2025, we submitted the research proposal to Kampala Internal University Western Campus (KIUWC) Research Ethics Committee for ethical clearance. We obtained ethical clearance in March 2025 under protocol number KIU-2024-781. This ethical clearance was then presented to the District Education Office (DEO) of Bushenyi district and to the headteachers of the participating schools for permission to interact and collect data from participants. Upon meeting the participants, the researchers assured them of anonymity and confidentiality of their personal identifications and information provided. A signed consent form was obtained from each participant prior to data collection as evidence that participation was voluntary. All participants were assured that the information they provide was to be treated as confidential and that they could withdraw their participation at any time they felt like. The purpose of the study was explained to all participants at all stages involved. Apart from giving three (03) ball pens to each participant, there was no any other form of renumeration given.
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how to cite this article
Goldie Natukunda C and Teddy Kanyesigye S. Data collected to investigate the influence of learner-based factors on academic achievement in government-aided secondary schools in Bushenyi district, Western Uganda [version 1; peer review: awaiting peer review]. F1000Research 2025, 14:893 (https://doi.org/10.12688/f1000research.168797.1)
NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article.
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