User:Bwagu shabani

THE IMPACT OF FIRE OUT BREAKS IN SECONDARY SCHOOLS ON THE ACADEMIC PERFORMANCE OF STUDENTS IN KAWEMPE NORTH:

BY BWAGU SHABAN JUMA 11/KUA/BAED/039U

A RESEARCH REPORT SUBMITTED TO THE SCHOOL OF EDUCATION IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF BACHELOR OF ARTS WITH EDUCATION OF KAMPALA UNIVERSITY

DECEMBER, 2013 DECLARATION

I Bwagu Shaban Juma Reg no. 11/KUA/BAED/039U declare that this work is my original and has not been submitted for any award in any institution. Signature ………………………………………… Date …………………………………….. BWAGU SHABAN JUMA APPROVAL

This research report has been submitted for examination with the approval of my University supervisor Signature ………………………………………… Date …………………………………….. MR. SEGAWA HAMZA (SUPERVISOR)

DEDICATION

This piece of work is dedicated to my dear parents, mum Nangobi Sophia, Mr. Hajji juma Bwagu and Brother Bulange Isma and all my friends for their financial effort and determination that greatly inspired and modeled me up to this level of education. May God reward you all abundantly.

ACKNOWLEDGMENTS

Having completed this work, with I would like to acknowledge most especially the Almighty God for the gift of life, wisdom, strength and enlightment may His Name be Glorified. No words of appreciation that can express my sincere gratitude to my parents Miss Nangobi Sophia, Mr. Bwagu Juma, Aunt Nawangi Fatuma Segooba Hasan, Kalimbala Steven and Brother Bulange Isma for having supported me throughout my education. May the almighty God reward you abundantly. More so special thanks go to my supervisor in this research Mr. Segawa Hamza who has put in all his efforts to see that I produce this work and also my colleagues in class especially Muwonge Emmanuel and Muyingo Peter May the Almighty God bless and reward you abundantly

ABSTRACT

The study was carried out in Kawempe division Kampala district to examine the impact of fire outbreaks on the academic performance of students, also it aimed at finding out the causes and solutions to fire outbreak and other factors which affect students’ academic performance. In chapter one, I gave an introduction and the background on the impact of fire outbreak on the academic performance of secondary students. I gave the statement of the problem, the purpose of the study, the observation of the study, the research question, geographical scope of the study, time and the significance of the study conceptual frame work. In chapter two, which is the literature review, focused different studies where I used different scholars to obtain information about fire out break and impacts on the student’s academic performance. The chapter also looks at other factors such as limited motivation of student’s towards education, poor family background, poor social economic status of students, limited teachers, among others that result into poor academic performance of students and even the solutions to the causes of fire outbreak in secondary schools such as installation of fire extinguishers, proper wiring among others In chapter three a belief introduction is given about the different research methods the used during the course of conducting the research, it also look at the research designs which contains quantitative and qualitative survey design. It also involves various ways used to collect data by the research and different sampling techniques such as purposive and random sampling techniques used to collect In chapter fours it indicates the data presentation, interpretation and data analysis.it also indicates the findings on the causes of fire outbreaks and the possible solution that can be adopted to curb the problem of fire outbreak in secondary.it also indicates the findings about other factors that cause poor performance of students in secondary schools. In chapter five it indicates that 70% of the respondents agreed that fire outbreak has negatively affected their performance and 95% of the respondents agreed that to overcome the problem of fire outbreak the head of the schools should equip the schools with fire extinguishers, and 80% of the respondents agreed that faulty electrical wiring in school buildings and use candle by the students while reading their books when power is off are the causes of fire disasters in secondary schools.70% of the respondents agreed that it is not only fire out breaks that cause poor academic performance of students in secondary but also other factors such limited teachers, poor family background, poor social economic status of the students, negative attitudes of the students towards to some subjects, poor qualified teachers among others contribute to their poor academic performance. The chapter conclude that fire breaks has contributed negatively to the performance of the students hand in hand with other factors such as poor qualified teachers hers The study recommended that the government should set up and implement strict laws that each school has fire extinguishers at least four. The head teachers should carry out close supervision for effective teaching since some teachers tend to dodge classes without reasons which cause indiscipline among students hence leading to fire outbreak. Seminars and workshops should be organized for teachers and students on how to avoid and control fire in schools

LIST OF ACRONYMS

S.E.S		 Social Economic Status U.S.E 		Universal Secondary Education R.C.M 	Rapid Oxidation of Materials F.E.S 		Face Fire Stations N.E 		Naked Frames UNEB. Uganda National Examination Board MOES            Ministry of Education and Sports UNEB            Uganda National Examination Board.

DEFINITION OF KEY TERMS

Truancy: refers to frequent absenteeism of someone with any clear explanation Academic performance: refers to the end result achievement obtained by students after undergoing the process of teaching Education defect refers to student’s failure to achieve a minimum standard in class. Evaluation Refers to the assessing the success and failures of students in a given period of time Naked frames. Refers to uncovered source of heat or light such as candles Flameis the visible portion of the fire

TABLE OF CONTENT

DECLARATION	i APPROVAL	ii DEDICATION	iii ACKNOWLEDGMENTS	iv ABSTRACT	v LIST OF ACRONYMS	vi DEFINITION OF KEY TERMS	vii TABLE OF CONTENT	viii

CHAPTER ONE	1 1.0 Introduction	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 1.4.0 General objective	3 1.5 Research questions	3 1.6 Scope of the study	3 1.6.0 Geographical scope	3 1.6.1 Content scope	4 1.6.2 Time scope	4 1.7 Significance of the study	4 1.8 The conceptual frame work:	4

CHAPTER TWO	6 LITERATURE REVIEW	6 2.0 Introduction	6 2.1 Fire out break and its impact on academic performance	6 2.2 Causes of fire out breaks in secondary schools:	7 2.3 Solutions to fire out break:	10 2.4 Other factors affect students’ performance:	12

CHAPTER THREE	16 RESEARCH METHODOLOGY	16 3.0 Introduction:	16 3.1 Research design:	16 3.2 Population sample:	16 3.3 Sampling techniques	17 3.4 Area of the study:	17 3.5 Research tools:	17 3.6 Data collection methods:	17 3.7 Data analysis	17 3.8 Ethical consideration	17 3.9 Limitations:	18

CHAPTER FOUR:	19 DATA PRESENTATION, INTERPRETATION AND ANALYSIS	19 4.0 Introduction:	19 4.1 Table 1 showing respondents’ sample size;	19 4.1.2 Table 1 shows the Profile of respondents (Teachers)	19 4.2 Findings on fire outbreak and its impact on academic performance:	20 4.2.1 Response on how fire out break affects students’ performance:	21 4.3 Findings on the causes of fire outbreaks in schools	23 4.4 Findings on the possible solutions to fire outbreak in schools:	24 4.5 Findings on the other causes of poor performance among students:	25

CHAPTER FIVE	29 DISCUSSION, SUMMARY CONCLUSION AND RECOMMENDATIONS	29 5.0 Introduction:	29 5.1 Discussion:	29 5.2 Summary of the major findings:	30 5.3 Conclusion:	30 5.4 Recommendations	30 5.5 Suggestions for further studies:	31 REFERENCES	32 APPENDICIES	34 QUESTIONNAIRE TO HEAD TEACHERS:	39

CHAPTER ONE

1.0 INTRODUCTION This chapter tries to give a clear background on the impacts of fire out break on the academic performance of students. 1.1 Background of the study The fire outbreaks continue to raze properties and kill people, schools and key public places many schools have ignored installing fire extinguishers in their premises. The few that bought fire extinguishers have abandoned servicing making them ineffective in times of a fire outbreak. Recently Police and Ministry of Education and Sports directed public places and schools to install fire extinguishers as safety measure to fight fire in times of outbreak. The call came after rampant fires in country and tragedies where 25 children were killed in Buddo and St. Leo’s Junior Schools inferno a couple of years ago in central part of Uganda. However schools, public places and implementers of the directives in Kawempe have scaled back on their fire safety measures. There have been numerous media reports on school fires in Uganda. In April 2008, a primary school dormitory caught fire and 20 children burnt to death. This incident increased public interest. One year later, an assessment on school preparedness was performed. The most memorable cases are the 2006 incident in Kabarole Islamic Primary School where 10 children were burnt to death; the 2008 Budo Junior fire where over 15 pupils were burnt, a 2010 incident at an army school in Jinja that left six pupils dead, the 2011 incident at St. Leo’s Junior Academy in Masaka where two dormitories were razed by fire and five pupils died. The schools matron later succumbed to injuries she sustained as she tried to rescue the pupils.

These are some of the fires that have gutted several schools. Despite attempts and promises by the Police that investigations would be carried out to establish the cause of the fires, at times the outcome of the investigations has been shallow. Where recommendations have been made, nothing has been implemented. To date, nobody has been convicted.

50 schools (day and boarding) were randomly chosen and stratified by level of education (20 primaries, 20 secondary, 10post secondary) in the five divisions of Kampala. A questionnaire was administered to key informants who were school teachers. Trained research assistants assessed training, fire equipment and the school environment. Direct observation was done. Frequency analysis was done. Schools (72%) were government owned with 92% mixed students. Schools (50%) had ever been trained on fire safety. Schools (19%) had trained before the incident. Fire extinguishers usage, fire fighting and causes of fires were part of training course. There was no formal training curriculum in schools. Training lasted from a minimum of 1 h to maximum of 1 week. 73% of teachers trained passed on the knowledge to their students. 60% of schools had persons in charge of fires. 84% of schools had no fire safety plans in place. 34% of schools had fire assemblies. 68% had fire extinguishers that were installed after the incident. 8% had fire alarm system in place. 68% had fire exits or escapes. 18% of schools had history of fires. Five schools had fire outbreaks in dormitories and received no help from fire brigade. 66% of schools had kitchen 1–60 m away from dormitories and classrooms. 22% of schools use paraffin lamps as alternative source of lighting when electricity is cut. Majority of Ugandan schools are not prepared to deal with fires. Fire safety policies and standards should be addressed by the Ministry of Education and School Management. 1.2 Statement of the problem Fire outbreak is a great concern in schools, the government is trying to provide instruments such as fire extinguishers as safety measures to fight fire in times of outbreak; but many schools are still experiencing the problem. This has made the state holders of schools to say it led to poor performance. However, the government has provided free education at all levels, free instructional materials and has set up many schools but still the performance is low. It’s upon such circumstances that the researcher picked interest to investigate the impact of fire out break on the academic performance of students. 1.3 Purpose of the study The overall aim of this study was to investigate the impact of fire out breaks on the academic performance of students. 1.4 Objectives of the study 1.4.0 General objective To examine the impact of fire outbreaks on the academic performance of students 1.4.1 Specific objectives •	To find out how fire out breaks affect academic performance of students. •	To find out the causes of fire out breaks in schools. •	To find out the possible solution to control fire out breaks in secondary schools •	To identify other factors that affect students’ academic performance. 1.5 Research questions •	 Examine the effects of fire out break on the academic performance of students? •	What are the causes of fire out breaks in schools? •	What are the possible solutions to the control fire out breaks in secondary schools? •	What other factors affects students academic performance? 1.6 Scope of the study 1.6.0 Geographical scope The study will be carried out in Kawempe division Wakiso district located North West of Kampala district with estimated population of more than 150,000people. Kawempe division is estimated  5square kilo meters and the major economic activity of this area is agriculture but on small scale and also people carry out small retail businesses. It will involve secondary schools such as Kawempe Muslim, Kinaawa High School, Central College Kawempe, Mbogo High School and Kawempe public School Bilali Islamic school. 1.6.1 Content scope The study will focus on how fire on how fire out breaks affects the performance of students, the causes of fire out breaks in schools. Also the study will focus on other factors that affect the academic performance of students. 1.6.2 Time scope The study will be carried out between carried out between June and September 2013 during the period when students, teachers and head teachers are in schools for their studies 1.7 Significance of the study The study will help the schools in Kawempe and the country at large to know the various causes of fire out breaks in schools. This will enable such schools to set up strategies to overcome such problem. Still the employers of teachers will also benefit from this study by knowing various factors leading to poor performance. This will enable them to work upon such factors for good grades. 1.8 The conceptual frame work: Independent Variables				Dependent variable

The figure above shows that there is a close relationship between fire outbreaks and students’ academic performance among secondary students which determines their academic performance due to the destruction of their properties such as books, pens and some times loss of their lives. However, the figure also depict that it is not only fire outbreaks in these secondary schools that affect student’s academic performance but also other factors such as poor quality teachers, low economic status of students, inadequate school infrastructures such as buildings among others and instructional materials as indicated above result into the academic performance of the students in secondary schools.

CHAPTER TWO LITERATURE REVIEW

2.0 Introduction This chapter will focus on different studies that have taken on fire out breaks and its impact on academic performance, the causes and solutions to fire out breaks insecondary schools of kawempe division. 2.1 Fire out break and its impact on academic performance Freund. (1999) Fire. is the rapid oxidation of a material in the exothermic chemical process of combustion, releasing heat, light, and various reaction products slower oxidative processes like rusting or digestion are not included by this definition. The flame is the visible portion of the fire. If hot enough, the gases may become ionized to produce plasma Depending on the substances alight, and any impurities outside, the color of the flame and the fire's intensity will be different. Fire in its most common form can result in conflagration which has the potential to cause physical damage through burning. Fire is an important process that affects ecological systems across the globe. The positive effects of fire include stimulating growth and maintaining various ecological systems. Fire has been used by humans for cooking, generating heat, signaling, and propulsion purposes. The negative effects of fire include water contamination, soil erosion, atmospheric pollution and hazard to life and property Freund. (1999) Fire in its most common form can result in conflagration, which has the potential to cause physical damage through burning. Fire is an important process that affects ecological systems across the globe. The positive effects of fire include stimulating growth and maintaining various ecological systems. Fire has been used by humans for cooking, generating heat, signaling, and propulsion purposes. The negative effects of fire include water contamination, soil erosion, atmospheric pollution and hazard to life and property Destruction of properties: Webber 2002 Fire results into destruction of infrastructures such as class rooms, libraries, dome tries, offices, laboratories among others. This means students will have nowhere to conduct their classes, instead they have to study under trees such a fake environment cannot allow effecting teaching and learning to take place. BorowskyHogan (2000) Students and the schools lose important documents during fire out breaks, text books, students’ notes, computers; laboratory apparatus among others are destroyed. This discourages the learner from taking down new notes automatically such as students will have a poor performance during evaluation. Loss of lives of the students; Petty, Dawson B (1999) Many schools have been burnt and students with teachers have lost their lives meaning if there are no enough teachers learning will not take place and vice-versa. Also the students and parents will be discouraged from taking their children in such as a school; this comes true when a student from a given family was victimized.The most memorable cases are the 2006 incident in Kabarole Islamic Primary School where 10 children were burnt to death; the 2008 Budo Junior fire where over 15 pupils were burnt, a 2010 incident at an army school in Jinja that left six pupils dead, the 2011 incident at St. Leo’s Junior Academy in Masaka where two dormitories were razed by fire and five pupils died. The schools matron later succumbed to injuries she sustained as she tried to rescue the pupils. Psychological emotions of the students; (Herman’s socio development 1999) This comes when students especially have lost their fellows during the fire outbreak, they will not concentrate on studies others may develop metal disability and this lowers their thinking capacity. Still some may turn into special cases such as lame, blind, hand carped, others may develop scars, and therefore such students may not freely interact with others during studies since they take them as outcasts. 2.2 Causes of fire out breaks in secondary schools: According to Josh 2001, improper electrical fittings and use of substandard electrical materials in building had the tendency of causing fire out breaks during power fluctuations. Also he said fire outbreaks could be caused by switchovers from generators to national grid when generators are defective or improperly installed. Oates Jones, (2000) another contributing factor to the fire outbreaks he says the illegal electrical connections and urged the public to refrain from that activity in order not to endanger their lives. He underscored the need for city authorities to insist on the use of fuses in schools and check the use of defective or substandard electrical materials for buildings. Hansom Broom, (1999) Owners of schools must use appropriate electrical materials to protect their schools from fire outbreaks during power fluctuations. He urges owners whose schools were wired over 20 years ago to check their wiring systems because they could be damaged. He says the spate of outbreaks in recent times could not be attributed to power outages but rather the use of inferior wiring and defective electrical materials for schools. According to Sparkes(2001) Fire outbreaks and disasters are caused by many factors, some of which can be blamed on us and others beyond our control. One of the causes of fire outbreaks/disasters is carelessness. This happens when fire is not taken seriously by the person handling it. Some careless behaviors that can cause fire outbreaks include: Firestone and Pennell (1990) Faulty electrical wiring in schools, this is one of the main causes of fire disasters. Using thin cables for house wiring, in order to save cost, were thicker cables ought to be used can cause heating, which can ignite the insulation and spark off a fire disaster. Ensure that certified electrical engineers are employed to supervise your house wiring. In addition inspect the electrical wiring of your house and ensure that it is in good condition before packing in Sparkes.(2001) Falling asleep while reading when using a candle can also cause a fire outbreak, as much as is possible avoid reading when you are tired. Leaving rubbish and trees near your school. This is very important during the dry season or summer. A bush fire may mistake your school as part of the bush. Careless use of  other naked flames by the students. Avoid the use of candles for illumination as much as is possible. Irresponsible use of fireworks can also cause fire outbreaks. Fireworks should be aimed only at the skies. Aiming your fireworks to any other direction can cause a fire disaster. The fireworks might hit an inflammable substance and cause an explosion that will initiate a fire disaster. According to Sunday Vision has learnt that most of the school fires are usually started by aggrieved students, who have either been expelled or suspended. In Manjasi High School in Tororo, the preferred revenge an expelled student had against the school administration was burning the headmaster’s office. However, many other fires have been accidental or as a result of arson by outsiders due to possible rivalries. A Police detective who spoke to Sunday Vision could not rule out mobile phones as a cause of fire. “Some of the students smuggle phones into the dormitories and charge them under their mattresses. So at times they do it directly and when it sparks, the mattresses catch fire,” he said. Load shedding is also cited as one of the key causes of fires. In Kabarole Islamic Primary School, for instance, the immediate cause of the fire was identified as a paraffin lamp lit when power was off, although, bizarrely, the chief of Police blamed the Allied Democratic Front rebels. Sources say some students also cook at school using stoves and electrified tins popularly known as ‘suicide’ for boiling water. This, Mutazindwa explains, could explain some of the fires. Most parents find the boarding section more convenient, but a few take the responsibility of checking the state of accommodation their children are going to use. “As parents, do we really have to wait for an inspector of schools to visit the dormitories and check for the safety precautions?” asks Mutazindwa. “When a school blocks you from visiting the dormitory, then you know something is wrong and immediately report them to us,” he adds. Cutler and waine (2000) Pouring kerosene into the kerosene tank of your kerosene lamp while the kerosene lamp is lit. This may cause an explosion that can ignite a fire, Storage of fuel or other inflammable substance around the house or through the part were naked fire may pass, Smoking near inflammable substance among students. Esteve, (2002) Another cause of fire disasters is ignorance. Poor awareness of what fire is and how it can be prevented has led to a lot of fire outbreak. Information about fire, how to prepare for fire disasters and how to prevent fire disasters can be found in many books on fire. Fire requires fuel, oxygen and heat to burn. Elimination of any of these elements will extinguish any fire no matter how intense it is. A good knowledge of fire will enable you to know the possible fire risk areas in your house. It will also enable you to understand how to prepare for a fire disaster and how to prevent fire disasters. Being ignorant of firefighting gadgets will make you to ignore gadgets that can save your property during a fire outbreak. Ignorance will also make you to compromise with buying a fire insurance policy. Arson is yet another cause of fire outbreaks. But, what is arson? Arson is defined as a malicious burning of the property of another. There must be damage incurred in the building and the damage must have been caused by a fire. Your house can be set on fire during a riot, strike or social unrest fire outbreaks due to arson are often beyond your control. However, your political and religious views can make your property a target for arsonist. Evans. (2001) Accidents do occur sometimes. When all necessary precautions have been taken accidents can still occur. This is often beyond your control. Electrical sparks can occur, lightening and more can cause fire outbreaks. Knowing the causes of fire empowers you to prevent it.( safety in schools. 2.3 Solutions to fire out break: Esteve Jackson (2002) Authorities have advised the stake holders of schools to be careful while using electronic appliances and other equipments to avoid the rampant electric short-circuits. : It is important we realize that electricity is a leading cause of fire outbreaks. A good knowledge on how to handle and or use electricity or electrical appliances at home is therefore necessary. Wragg Tutor (2002) Turning off appliances after use and removing plugs is important. Regular inspection of electrical circuits in your home will help you to rectify faults beforehand. Inflammables: All disused inflammable materials in class rooms, offices, laboratories, dome tries among others etc. should be trashed as doing so can minimize the magnitude of fire if it occurs. Sparkes.Jackson.(2001) these are simple things that heads of schools tend to overlook. But as simple as they are, damages that could result from their misuse are better imagined than experienced. Also, unsafe electrical conditions that can be fire hazards include damaged electrical conductors, overloaded sockets and extension cords, faulty wirings, blown fuses, low quality electrical Cigarette: Never attempt to light cigarette in highly sensitive locations such as gas stations etc. Cigarettes, as small as they are, can bring down a big school building. So students and teachers should avoid smoking. Hanson Broom, (1999) Schools are required to conduct a minimum number of fire drills each year and will generally conduct a drill near the beginning of the school year. The purpose of these drills is to make sure that the school building can be completely and quickly evacuated in an orderly manner. A little practice can help to eliminate panic in the event of a real fire. A plan for evacuation can be drafted with the help of the local fire department. School staff must receive training on these procedures prior to any drills. Cohn.Elvis and Teel (2000) In the event of an actual fire, it is very important that members of the school staff do not panic and work to keep all students calm. A quick and orderly evacuation of students and personnel should be the top priority. Other important steps are to sound the fire alarm and to close classroom and office doors after exiting. Closing the door behind you can help to minimize the spread of smoke and fire. Do not try to fight the fire yourself, just get out as quickly and calmly as possible Inflammables: All disused inflammable materials in class rooms, offices, laboratories, dometries among others etc. should be trashed as doing so can minimize the magnitude of fire if it occurs. According to john mugishathe chief fire officer, says every school should carry out fire drills and this should be held regularly. “A fire drill takes people through the process of leaving the building,” explains Mugisha. “Fire drills are an important part of fire safety procedures for many reasons. Not only do they ensure that all students, staff and even visitors to the premises understand what they need to do if there is a fire, but they also help you to test how effective your fire evacuation plan is and to improve certain aspects,” he adds. He also says the schools should install fire-fighting equipment like fire alarms, to prepare pupils and staff in the event of fire outbreak. Mugisha also calls for regular inspection by the education ministry and an enabling law to make sure that all schools have fire extinguishers, fire blankets and horse reels, among others. He also urges the staff and students to report people acting suspiciously.Mugisha further urges the education ministry to incorporate fire safety procedures in the national curriculum, so that pupils and students are equipped on how to respond to fire outbreak. The Government, of course, can set tough penalties for schools found to have breached operational regulations. Some of the stern actions that should be taken include suspending the license of some of the schools and enforcing criminal prosecution for the school owners. The Government can also subsidies the price of fire-fighting equipment to enable many schools acquire them. But the overall responsibility lies with the parents who should ensure that they entrust their children in safe hands. The Police also warn that there could be more fire outbreaks in the near futureLoad shedding is also cited as one of the key causes of fires. In Kabarole Islamic Primary School, for instance, the immediate cause of the fire was identified as a paraffin lamp lit when power was off, although, bizarrely, the chief of Police blamed the Allied Democratic Front rebels. 2.4 Other factors affect students’ performance: Deficits in specific capabilities. Hewett, etal.1999 Children who have specific learning disabilities, attention deficits or cognitive deficits often present a confusing mixture of abilities and disabilities. Frequently, these pupils are found to have the most severely deviant childhood behavioral adjustments of all diagnostic groups. In dealing with such difficult children, present a program based on the following general principles: Williams et al (1999) present the child with small increments of learning that gradually increase in difficulty based on principles of programmed instruction. Immediately reward each correct response the child makes; use social praise and extrinsic motivators (money, candy, etc.); and withhold the reward for incorrect responses. Buckingham (199) Use systematic word review, discrimination exercises, and comprehension questions to consolidate learning. Provide the child with an actual reading (learning) experience in a real book in addition to programmed learning of words on a teaching machine. Freely adapt the steps, structure, and type of reward used in the program to ensure continued success. Maintain detailed records of each of the child's responses to follow his or her progress, determine his or her need for program modification, and provide teacher feedback. For the child with specific cerebral impairments, it must be realized (1) no single or rigid approach can be expected to produce a universal treatment;(2) the family must be an integral part of any treatment program (3) each child must be evaluated and taught in terms of his or her unique needs; (4) the child may need help from many sources over a long period of time. Inadequate developmental readiness of the students. Teese et al (1995) many young children starting school are not ready for formal instruction in basic school subjects. Studies have indicated that end-of-the year kindergarten children who were judged not ready to go on to first grade show the following characteristics: Poor concentration, Poor memory, Poor ability to follow through on projects, Poor coordination Children with these characteristics should be retained in kindergarten for one more year. They are not ready for a formal academic program. Low levels of emotional freedom to learn. Pieget (1999) It is hypothesized that children whose anxiety level is too high are unable to attend to the learning process. Boigon cites a number of case studies where emotional attitudes blocked the entire learning process. Three attitudes found common among poor achievers were: Those other individuals have more innate ability to learn. That they should not be required to struggle for knowledge and that they are not responsible for the inability to learn. That it is belittling for them to demonstrate ignorance. When an otherwise able child shows poor achievement patterns, the teacher may well be advised to see if the student holds one or more of these attitudes. Countermeasures include: Pieget (1999) Showing the child (by means of test results, if necessary) that he or she is intelligent. Demonstrating to the pupil that increased knowledge does have its rewards. Telling the child everyone has weakness, as well as strengths, and that it is not degrading to admit ignorance about any subject.

Inadequate Motivation of the students. Baumol (2001) Research has indicated the validity of the following principles: A combination of verbal rewards and punishments is more effective for reinforcement of learning. Among children, pushing them to participate in learning (especially among highly independent children). Silence, on the part of the teacher, takes on approval when paired with verbal criticism. Silence, on the part of the teacher, takes on disapproval when paired with praise. Baumol Wolves (2001) for young children, extrinsic, concrete rewards (gold stars, candy, etc.) are most effective. For older children social rewards are more attractive. Children identify with and emulate figures in their environment who have the power to reward. Warm and rewarding  models are imitated more. Research with young children revealed children receiving high reading readiness scores had more verbal and affectionately demonstrative maternal models those children showing low reading readiness scores. Glatfelter Colter(1999) For girls, achievement in school is strongly related to need for love and affection. For boys, it is not. Parents who set high standards for their children (within reason) tend to motivate their children to do well in school. For white, middle class children, a good self-concept is most highly correlated with achievement. For minority group children, adequate control over their failures or successes is most highly correlated with accomplishment. Social economic status of some students: Ainleyet (1995). Social economic status can be defined as a person’s overall social position. To which attainments in both the social and economic domain contribute when used in studies of children’s school achievement, it refers to the social economic status of the parents or family. Socio-economic status is determined by individuals’ achievements I education, employment and occupational status and income plus wealth. (Graezt 1999).These results into the same irrespective of how social economic status is measured and whether the studies are based on individual or aggregate level data. Similarly studies of children’s educational achievements over time have also demonstrated that social background remains one of the major sources of educational inequality. Ainley et al (2000) The effect of parental social economic status on children’s educational outcomes may be neutralized, strengthened or mediated by a range of other contextual, family and individual characteristics. Parents may have a low income and a low status occupation, for example but nevertheless transmit high educational aspirations to their children.

CHAPTER THREE RESEARCH METHODOLOGY 3.0 Introduction: This chapter describes the different research methods the researcher was used during the study. 3.1 Research design: The study employed both qualitative and quantitative survey design because it captured verbal communication and it aided the researcher since it was cheap to use. Besides that, the research used descriptive survey and dealt with incidence distribution whereby no variable was manipulated but they were studied as they existed in a natural setting. However the researcher described what was already in existence which was poor performance of students as a result of fire outbreak in secondary schools. Quantitative research techniques was also applied to numerical data collection and analysis because it captured magnitude variables that were useful in the completion of the main study design 3.2 Population sample: The study will target five (5) Head Master, 50 teachers and 80 students. School	No. No.	No Teachers 	Students 	Head masters Kinawa High School	10	20	1 Central College Kawempe	15	15	1 Mbogo High 	10	15	1 Kawempe Muslim	7	15	1 Kawempe Public	8	13	1 Total	50	80	5

3.3 Sampling techniques In this study teachers and Headmasters were selected using purposive sampling. This is because of the high degree of knowledge and experience they have in the study. On the other hand students were selected using random sampling to provide the information to the researcher. 3.4 Area of the study: The study was carried out Kawempe division Wakiso district which is located north west of Kampala district with estimated population of more than 150,000 people. It involved secondary schools such as Kawempe Muslim, Kinawa High School, Central College Kawempe, Mbogo High School and Kawempe public School. The major economic activity in this area is agriculture but on small scale; they also carry out small retail businesses 3.5 Research tools: In this case the researcher used questionnaires to all the respondents such as teachers, head teahers, students to obtain information since all of them knew how to read and respond to the questions asked on the questionnaires. The researcher also used observation to students to pick students randomly by identifying one who was capable of providing the actual information to the researcher. 3.6 Data collection methods: The researcher used primary data such as administered questionnaires, personal interviews among others to obtain information from the respondents. Also secondary data was used such as text books, magazines, internet, interview, questionnaire, observation among others to obtain information from the respondents. 3.7 Data analysis After collecting data from the field of study, the results were complied, suited classified, edited, summarized, analyzed and categorized as per the emerging content. 3.8 Ethical consideration The researcher took time and carefully designed the questions that are acceptable by the respondents and also consider matter of sensitivity where the respondents’ private lives are ignored. The researcher also informed the respondents of the objective and benefits associated with the study in order to seek their informed content. The researcher will also inform the respondents about whether to participate or not or even withdraw from the study and will also ensure a high degree of confidentiality and anonymity of the responses

3.9 Limitations: The researcher anticipates that time was the major factor since research requires a lot of time yet a lot of things need to be done. However, the researcher tried to fix every thing fast to save time. Some respondents were shy to give information about increased marital rape however; he applied different methods such as observation, questionnaire which enabled the respondents to give out the information that was required The researcher faced a challenges of lack of enough facilities like cameras, pens among others to enable him obtain enough information from the respondents which enabled him  to request for funds from the well wishers for example parents for the completion of the research.

CHAPTER FOUR: DATA PRESENTATION, INTERPRETATION AND ANALYSIS 4.0 Introduction: This chapter focuses on data presentation analysis and interpretation of the raw data collected by the researcher basing on the objectives and research questions of the study. 4.1 Table 1 showing respondents’ sample size; Respondents	Teachers	Students	Head Teachers 	Total Questionnaires issued	50	80	5	130 Questionnaires returned	40	60	4	104 Source; Data field 2013 The above shows the number of questionnaire which were distributed to both teachers and students. The researcher issued out 50 questionnaires to teachers but 40 were returned back and 80 questionnaires were distributed to students but only 60 were returned back and 5 questionnaires to Head teachers but only 4 were returned back. 4.1.2 Table 1 shows the Profile of respondents Respondents	Frequency	Percentage Sex Male	25	63% Female	15	37% Total	40	100 Age 20 – 25	5	13 26 – 30	15	37 31 and above	20	50 Total	40	100 Academic level Certificate	- Diploma	15	37 Degree	25	63 Total 	40	100 Source; field data 2013 4.2 Findings on fire outbreak and its impact on academic performance: How many times have you experienced the problem of fire outbreak? Response	Frequency	Percentage Once	20	50 Twice	15	37 More than two	5	13 Total	40	100 Source; Data field 2013. A graphical presentation showing selected schools times have experienced fire disaster

The chart above represents the times selected schools have experienced the problem of fire out break where by 20 which is 50% have experienced fire out breaks once,15which is 37% have experienced fire outbreaks  twice and 5 which is 47% have experienced it more than two times. This however indicates that the schools that have experienced fire outbreaks once teachers and head teachers managed to look for the ways of eliminating the fire outbreaks to happen again by sensitizing the students about the dangers of reading their books by using naked frames such as candles, proper installation of electrical wires among others than those schools that experience fire outbreaks twice or more than twice due to the head teachers, teachers and students’ reluctance about the seeking for the ways of preventing continuous fire outbreaks in such schools. 4.2.1 Response on how fire out break affects students’ performance: A table showing how fire outbreaks affect students’ performance Response	Frequency	Percentage Destruction of Property such as dormitories, class rooms, Libraries	10	24 Loss of lives 	5	13 Psychological emotions	5	13 Cause physical disability	4	9 De-motivates students	6	15 Closure of schools 	5	13 Reduction in students’ number	5	13 Total	40	100 Source Data field 2013. A graphical presentation showing how fire outbreak affects students’ performance

The graph above indicates different views by the teachers on how fire outbreak affects performance. 10 which is 25% said it leads to destruction of property such as classrooms, pens, books, clothes of students among others which declines the students’ will to concentrate on their academics 5 of 13% said it results into loss of lives of students and some times teachers which demotivates students to concentrate on their academics, 5 of 13% still agreed that it results into psychological emotions among students, 4 0f 9% said it brings physical disability among students. Also 6 which is 15% said it de-motivates students while 5 of 13% said it results into closure of schools for some time and 5 which is 13% said it reduces student’s attendance in schools. This is however therefore indicates that due to the destruction of students property such as books, among others, psychological emotions of students, demotivation of students, physical disability of students and closure of schools for some time as a result of fire outbreaks declines and lowers the ability of the students to concentrate on their books which eventually results into poor academic performance of the students. 4.3 Findings on the causes of fire outbreaks in schools A table showing the causes of fire outbreaks in schools Response	Frequency	Percentage Faulty electrical wiring	20	20 Use of naked frames such as candles by the students	20	20 Strikes around and within the school	15	15 Use of electrical appliances by the students	5	5 Smoking by the students	10	10 Irregular cooking by the students in demotries	5	5 Improper storage of inflammables like gas cylinders	5	5 Careless use of laboratory equipments	5	5 Jealousy people in the community	10	10 Total	100	100 Source; Data Field 2013; The table above represents the possible causes of fire outbreak in secondary schools which were suggested by both teachers, headteachers and students. 20 which is 20% said its due to improper electrical wiring of school buildings by the unprofessional engineers who have little experience in wiring the school buildings to provide enough light to students for them to read, 20 of 20% suggested that the use of naked frames like candles by the students during the time of  reading their books when power is off, carrying out strikes in schools by students due to indiscipline cases characterized among the students  was proposed by 15 which is 15%. Use of electrical appliances like cookers by the students also cause fire in schools it was suggested by 5 which is 5%, still 10 0f 10% said smoking by the students cause fire, some students tend to cook using stoves in dormitories also cause fire it was suggested by 5 which is 5%. 5 which is 5% said improper storage of inflammables such as gas cylinders, some students careless use laboratory equipments it was suggested by 5 which is 5%. And 10 which is 10% some people in the community have envy on the school so they end up setting fire on such school. This indicates that fire outbreaks in secondary schools due to information obtained from the respondents it is mostly caused and initiated by students due to use of naked frames such as candles, use of stoves, in the dormitories, strikes among others resulting to destruction  of students property such as books, pens among others which eventually affects the students academic performance. 4.4 Findings on the possible solutions to fire outbreak in schools: A table showing the possible solutions to fire outbreaks in schools Response	Frequency	Percentage Storage of fire extinguishers	30	30 Schools should use safe wiring	15	15 Students should avoid using naked frames like candles	20	20 Avoid using electrical appliances among students	5	5 Sensitizing the students on the causes of fire	10	10 The school should detect the problem earlier to avoid strikes	10	10 Strict rules on smoking should be introduced among students	5	5 The school should avoid over loading	5	5 Total	100	100 Source; Data field 2013. The table above shows the possible solutions to fire outbreaks in secondary schools which were suggested by teachers, head teachers and students. 30 0f 30% suggested that the schools should equip themselves with fire extinguisher which can be used to control the spreading of fire to other parts of the school buildings, 15 which is 15% said the schools should use safe wiring to eliminate the in session of fire in such schools, 20 0f 20% suggested that the students should avoid using naked frames like candles that they use during the time of reading their books. Cooking appliances such as stove, cookers to eliminate the possibility of fire striking the schools. Should be avoided by the students this was suggested by 5 which is 5%. 10 which is 10% said the students should be sensitized about the causes of fire outbreak such that they are aware about the causes that can cause fire outbreak in secondary schools 10 which 10% said should avoid strikes to occur in schools by instilling good discipline and good morals amongst the students, 5 of 5% said the students should avoid smoking in dormitories since smoking can initiate fire in schools and 5 which is 5% suggested that the should avoid over loading. This therefore indicates that if all these are adopted and implemented by students, teachers and head teachers, fire outbreaks can be controlled  and eliminated  in secondary schools which could help improve on student’s academic performance. 4.5 Findings on the other causes of poor performance among students: A table showing other causes of poor performance among students Response	Frequency	Percentage Negative attitude towards education	10	10 Poor quality teachers	10	10 Frequent absenteeism of teachers	12	12 High students’ –teacher’s ratio	11	11 Inadequate instruction material	10	10 Limited time allocated on the school time table	6	6 Poor economic status among students	10	10 Negative role by the parents towards education	10	10 Inadequate teachers	12	12 Teachers’ failure to complete the syllabus in time	10	10 Total	100	100 Source; Data field 2013. The table above shows various responses which were given by the teachers, headteachers and students when were asked about other causes of poor performance, 8 which is 9% said that the negative attitude students have towards education affect the students’ performance due to some factors such as poor economic background of the students among others that make students to have negative attitude towards their education, 10 which is 11% said presence of poor quality teachers in secondary schools  who have limited content to be given affects students’ performance while 12 which is 13% said the frequent absenteeism of teachers due to poor payment which is highly caused by poor payment of teachers, poor standards of living  among others affects students’ performance since the teachers do not deliver the services required by the students. 11 which is 12% suggested that high student- teacher’s ratio of some schools affects students’ performance since inadequate service is given to the students by few teachers, another factor was inadequate instructional materials in secondary schools such as practical equipments, text books, enough buildings among others affects students performance since it cause indiscipline among students which may eventually result into outbreak of  fire in such schools this was suggested by 8 which is 9%. 6 0f 7% said the limited given to some subjects on the school time, 10 of 11% said poor economic status among students which makes students to miss classes. While 6 which 7% said negative role played by parents towards education of paying school dues for the students which is highly caused by rampant poverty. And 10 0f 11% suggested that the poor performance in is due inadequate teachers, also 10 which is 11% said the teachers’ failure to complete the syllabus in time is one of the actors which contribute to poor performance among students. Findings on the academic performance of secondary schools in kawempe division in UNEB since 2008 up to 2013 A table showing academic performance of schools in Kawempe division Years	Schools	UNEB position in percentage (%) 2008	Kinawa High School Mbogo High Kawempe Muslim Kawempe Public	23 27 20 29 2009	Kinawa High School Mbogo High Kawempe Muslim Kawempe Public	28 20 29 30 2010	Kinawa High School Mbogo High Kawempe Muslim Kawempe Public	27 22 29 32

2011	Kinawa High School Mbogo High Kawempe Muslim Kawempe Public	19 16 40 36 2012	Kinawa High School Mbogo High Kawempe Muslim Kawempe Public	14 10 43 32 Source; Data field 2013. From the table above according to Best, Richard. "Investigation report on the MGM hotel fire". National Fire Investigation Association. Retrieved 06-03-12, Kawempe public in 2008 performed with 29 position because it gutted fire which destroyed students properties such as books among others factors which also made it to obtain the 30 position in 2009 such as limited motivation among others which made such a school to obtain that position. Other schools however obtained such positions because of other factors apart from fire outbreaks. According to national fire investigation, from the table above, schools that obtained the lower positions such as kawempe public in 2009, and 2010, kawempe Muslim in 2012 kinawa high school in 2009, obtained such positions as a result of fire outbreaks in their respective years hand in hand with other factors. However, schools improved on their performance by obtaining upper [positions due to the absence of fire outbreaks in such schools like mbogo high in 2012, kinawa high school in 2008, 2011 and 2012. According to the daily monitor news paper published on 15th April 2012, Kawempe Muslim declined in academic performance   of students in UNEB (Uganda National Examination Board) from the position of 20  that it had in 2008 , 29 position in 2009, 40 in 2011 and 43 in 2012due to fire outbreaks  that  striked this school for several intervals which was caused by different causes such as poor electrical installation , indiscipline of students, use of naked frames such as candles and large population of the school.

CHAPTER FIVE DISCUSSION, SUMMARY CONCLUSION AND RECOMMENDATIONS 5.0 Introduction: This chapter presents the summary, conclusions and recommendations that have been proposed by the study to address the issues that were raised in the research questions. 5.1 Discussion: From the analysis made from the questionnaires filled in by the students, teachers and head teachers from the selected schools, it was observed that the problem of fire out break had negatively affected the performance of students in secondary schools. The study revealed that schools in Kawempe division had experienced a high rate of this problem. 70% of the respondents agreed that fire outbreaks in secondary schools is the answer as to why their academic performance is poor amongst students of secondary schools. This was supported by various factors such as; it led to destruction of properties such as class rooms, libraries, dormitories among others. This indicates that the students have no rooms to study from; they cannot carry out research. Therefore in such environment effective learning cannot take place hence poor performance. Also fire out break led to psychological torture among students. This comes when students have lost their fellows in the incident meaning that such students cannot concentrate in class which all results into poor performance among students. Three findings still revealed this problem (fire out break) is caused by numerous factors when the respondents were asked, they said; faulty electrical wiring in school buildings where by heads of schools normally use thin cables for wiring in order to save costs. This in turn cause to much heating and spark off a fire disaster. It was found out that many students sleep while reading when using naked frames such as candles so they end up burning the school. Therefore to over that problem in schools (fire out break) 95% of the respondents agreed that the heads of schools should store fire extinguishers at least four, also safe wiring in the school should be carried out in this they should employ experts from electricity board. Not only fire outbreak that leads to poor performance but also study revealed other factors which affects students performance in the selected schools such as the negative attitude by the students towards subjects, this is especially with science subjects and some arts subjects. 70% said the frequent absenteeism of teachers where by many teachers are part timers meaning they do not give enough time to students’ hence poor performance. 5.2 Summary of the major findings: The study aimed at examining the impact of fire outbreak on the academic performance of students in Kawempe Division. 70% of the respondents in the selected schools agreed that this problem (fire outbreak0 has negatively affected their performance as supported by Webber M 2002. The second objective focused on the causes and of to fire outbreak in schools. 80% agreed that faulty electrical wiring in school buildings and use of candles by the students while reading books are the major causes of fire disaster in schools. 95% of the respondents agreed that to overcome that problem (fire outbreak), the heads of schools should equip the schools with fire extinguishers. As supported by sparks 2001 and Josh hermerns 2001. Last objective focused on other causes of poor performance in the selected schools and 75% of agreed that its only fire disaster that contribute that affect performance but there other factors such as negative attitude by the students towards subjects, poor quality teachers, absenteeism of teachers (Aineley et al. 1995) 5.3 Conclusion: The results from the study shows that fire outbreak had contributed negatively to the performance of students. However other also do exist such as absenteeism of teachers, poor quality teachers among others. This problem (fire outbreak) had been caused by use of candle while reading, faulty electrical wiring, and strikes among others. But it can be controlled by storing fire extinguishers, avoid using candles among others. 5.4 Recommendations The government should set up and implement strict laws that each school should have fire extinguishers at least four. The Heads of school should carryout close supervision on teachers for effective teaching since some teachers tend to dodge classes without a reason. Seminars and workshops should be organized for both teachers and students on how to avoid and control the problem of fire in schools. Domentry wardens should be introduced for both boys and girls for monitoring the students which will avoid use of naked frames like candles and other activity which may result into fire disaster. 5.5 Suggestions for further studies: Further studies should be carried out on the role of parents towards academic performance of students.

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APPENDICIES

APPENDIX I: QUESTIONNAIRES TO TEACHERS: I am Bwagu Shaban Juma 11/KUA/BEAD/039U a student of Kampala University carrying out research on the impact of fire out break on the academic performance of students. I am requesting you humbly to participate in this research by answering the questions attached. I am assuring you that information you provide will be handled in complete confidentiality and only for study purpose. Personal information: Age 19 – 24 25 – 30 31 and above Gender Female Male Educational level Certificate Diploma Degree 1a.Has your school ever experienced any fire out break? Yes No bIf yes; how many times? Once Two More than two 2.What were the consequences of this fire break to your school? ……………………………………………………………………………………………………………………………………………………………………………………………………………… 3.What do you think could be the causes of fire out breaks in schools? ……………………………………………………………………………………………………………………………………………………………………………………………………………. 4a.Do you think the effect of fire out breaks in schools contribute to poor performance of students? Yes No b.If yes how? …………………………………………………………………………………………………………………………………………………………………………………………………………….. 5a.Are there measures to be taken to control the problems of fireoutbreakinsecondary schools? Yes No b. If yes; list them. …………………………………………………………………………………………………………………………………………………………………………………………………………….. 6.A part from fire out breaks, as a teacher what do you think are other factors that affect the students’ performance in schools? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

APPENDIX II: QUESTIONNAIRES TO STUDENTS: I am Bwagu Shaban Juma 11/KUA/BEAD/039U a student of Kampala University carrying out research on the impact of fire out break on the academic performance of students. I am requesting you humbly to participate in this research by answering the questions attached. I am assuring you that information you provide will be handled in complete confidentiality and only for study purpose. 1.In which level are you? O level A level 2a.In your school, have you ever experienced any fire out break? Yes No b.If yes, how many times? Once Two More than two 3.What caused this fire out break in your school? ……………………………………………………………………………………………………………………………………………………………………………………………………….. 4.Do you think this affects your performance as a student? ……………………………………………………………………………………………………………………………………………………………………………………………………………… 5a.As a student what suggestions do you have to control the problem of fire in schools? …………………………………………………………………………………………………………………………………………………………………………………………………………… b. Do you think fire outbreak is the only factor which affects the performance of students? Yes No c. If no, list other factors that affect the performance of students in schools? …………………………………………………………………………………………………………………………………………………………………………………………………………….

APPENDIX III: QUESTIONNAIRE TO HEAD TEACHERS:

I am Bwagu Shaban Juma 11/KUA/BEAD/039U a student of Kampala University carrying out research on the impact of fire out break on the academic performance of students. I am requesting you humbly to participate in this research by answering the questions attached. I am assuring you that information you provide will be handled in complete confidentiality and only for study purpose. Personal information: Age 19 – 24 25 – 30 31 and above Gender Female Male Educational level Certificate Diploma Degree 1a.Has your school ever experienced any fire out break? Yes No b.If yes; how many times? Once Two More than two 2.What were the consequences of this fire break to your school? ……………………………………………………………………………………………………………………………………………………………………………………………………………… 3.What do you think could be the causes of fire out breaks in schools? ……………………………………………………………………………………………………………………………………………………………………………………………………………. 4a.Do you think the effect of fire out breaks in schools contribute to poor performance of students? Yes No b.If yes how? …………………………………………………………………………………………………………………………………………………………………………………………………………….. 5a.Are there measures to be taken to control the problems of fire outbreak in secondary schools? Yes No b.If yes; list them. …………………………………………………………………………………………………………………………………………………………………………………………………………….. 6.A part from fire out breaks, as a teacher what do you think are other factors that affect the students’ performance in schools? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..