Effect of Psychological and School Cultural Environment on Academic Achievement of Pupils of Public Primary Schools in Northern Division, Jinja City. A Cross-Sectional Study.

Background The forces of the environment begin to influence the growth and development of the individual right from the womb of the mother. The study aims to assess the Effect of psychological and school cultural environment on the academic achievement of pupils of public primary schools in Northern Division, Jinja City. Methodology A cross-sectional study applied correlational research design to determine whether and to what degree relationships existed among the variables. The data was coded, awarded numerical scores, and entered into the computer for statistical analysis using version 24 Statistical Package for Social Sciences (SPSS). Results (89%) were of primary level, 4 % were certificate holders, and (2%) were diploma holders while 5% were graduates.128(64.7%) agreed that pupils in their schools have enough time to do their homework while 45(22.7%). 190(96%) respondents disagreed with the statement “teachers embarrass each other in front of pupils”. 140 (70.7%) agreed that their schools assign manageable and realistic tasks to teachers. 115 (58%) agreed that their school is open to new ideas, 183 (92.4%) agreed that teachers in their school always utilize lesson plans and schemes of work during lesson delivery, 137 (69.2%) agreed that there is sharing of work and responsibilities among teachers in their school Conclusions Learners’ achievement was higher among pupils with a favorable psychological and school-cultural environment since such pupils had enough time for their homework, teachers' respect, routine utilization of lesson plans and schemes of work, openness to new ideas, and sharing responsibilities. Recommendations School management should adopt new ideas from other best-performing schools to boost the teaching/learning in their schools to enhance the academic achievement of pupils in public primary schools.