Student’s Behavior and Academic Performance in Public Secondary Schools in Kazo District, Western Uganda

This study explores the relationship between student behavior and academic performance among learners in public secondary schools in Kazo District, Western Uganda. Three research objectives guided the study, employing a cross-sectional design with a quantitative approach. The study's target population included 697 students from selected secondary schools, and a sample size of 253 participants was determined using Yamane’s formula. Simple random sampling was utilized to ensure a representative sample. Data were collected through questionnaires and the data collected was analyzed using descriptive statistics. The findings revealed that students strongly believe their physical appearance significantly affects their confidence in class participation. Moreover, students generally exhibited positive behavioral patterns but frequently struggled to regulate their emotions within academic contexts. The results highlighted valuable insights into student performance, including attendance, punctuality, and homework practices. While students demonstrated a strong commitment to education, as indicated by positive scores for attention and attendance, challenges were noted in areas such as homework completion and active participation, warranting further investigation. Based on these findings, the study recommends that educational stakeholders prioritize initiatives promoting personal hygiene and physical presentation among students. Additionally, targeted support programs should be implemented to address behavioral patterns influencing academic performance, and collaborative efforts between educators and counselors are essential to identify students facing low self-esteem or anxiety, providing them with the necessary resources and interventions.