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: : NAPE Reports 2013

Report 1. The Achievement of Senior Two Students in Uganda in Mathematics, English language and Biology-NAPE 2013 Report.



The main objective of 2013 NAPE Assessment was to monitor the performance of students in Mathematics, English Language and Biology with reference to the general expectations of the curriculum at s 2 level.

The sample at the national level comprised 524 government and private secondary schools selected from the 112 districts of Uganda. The total sample of students was 21,647. Of these, 11,825 (54.6%) were boys and 9,822 (45.4%) were girls.  An interview meant to establish the level of assessment knowledge and practice of S 2 teachers was carried out in all schools sampled. In each school, one teacher, of each of the assessed subjects: English Language, Mathematics and Biology was interviewed. The national sample of teachers interviewed was 1,741.  Out of these, 1,402 (80.5%) were male and 339 (19.5%) were female.

Overall level of achievement

In Mathematics, about a half of the students (46.9%) reached the defined competency level.  A lower proportion of the students (43.1%) were rated proficient in English Language, while less than a quarter of the students (14.5%) were rated proficient in Biology.

Achievement by gender

The girls (45.3%) performed significantly better than the boys (40.9%) in English Language. However, boys performed significantly better than girls in Mathematics and Biology. This may be due to girls’ attitude to science subjects and having few female role models. This is also explicit in this year’s  findings about teachers’ assessment knowledge and practice. The percentage of teachers by subject they teach and gender shows that only a tenth (10.9%) and (7.2%) of teachers who teach Biology and Mathematics, respectively, are female.

Achievement by age

The proportions of students reaching the desired proficiency levels in all subjects decreased with increase in age from 13 years old to 19+ years old. Girls aged 13 years performed better than boys, while boys aged 16 - 19+ years performed significantly better than girls in the same age bracket.

Achievement by school ownership and USE status

The highest proportions of students with desired rating came from government non-USE schools, followed by those from private non-USE schools. On the other hand, Private USE schools and government USE schools registered lower numbers of students rated proficient. The achievement of boys was significantly better than girls in all school types.

Achievement by school programme

Slightly more students from single-session schools reached the desired proficiency rating in the three subjects compared to students from double-session schools. More boys than girls were rated proficient in Mathematics and Biology and the reverse is true in English Language in both school programmes.

Achievement by school location

Urban schools performed significantly better than rural schools in all the three subjects. This may be due to better learning environment and inducements in urban areas.  In Biology and Mathematics, boys performed significantly better than girls in each school category, while girls from urban schools performed better than boys in English Language.

Achievement by zones

South West, Kampala and Central I had higher achievement levels in all subjects. Zones in the Eastern region, North West and Mid West registered fewer students rated proficient in all subject areas. Some of the districts with low levels of achievement are areas where fishing and other commercial activities have tended to distract the students.

 Teacher assessment knowledge and practice

Most of the teachers interviewed responded positively on many issues of preparation for effective assessement, that they do.  However, majority of them could not tell the basic requirements for the preparation of tests.

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