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: : NAPE Reports 2011

1. The Achievement of Primary School Pupils in Uganda in Numeracy, Literacy in English and Local languages-NAPE 2011. 2. The Achievement of Senior Two Students and teachers in Uganda in Mathematics, English language and Biology-NAPE 2011.



THE ACHIEVEMENT OF PRIMARY SCHOOL PUPILS IN UGANDA IN NUMERACY,  LITERACY IN ENGLISH AND LOCAL LANGUAGES-NAPE 2011. Click here to download.




THE ACHIEVEMENT OF SENIOR TWO STUDENTS AND TEACHERS IN UGANDA IN MATHEMATICS, ENGLISH LANGUAGE AND BIOLOGY-NAPE 2011. Click here to download.



SUMMARY OF 2011 NAPE FINDINGS


The main objective: At Primary level was to determine levels of achievement of P.3 and P.6 pupils and teachers in Literacy, Numeracy and Oral Reading; as well as establishing variables that affect achievement.

At secondary, it was to determine the level of achievement of S.2 students and teachers in English Language, Mathematics and Biology and establish the factors that affect achievement.

The Sample: At Primary level consisted of 24,533 P.3 pupils and 24,,143 P.6 pupils drawn from 1,232 primary schools selected from the 112 districts of Uganda. 

At Secondary level consisted of 19,790 S.2 students (54% boys & 46% girls) and 500 teachers drawn from 524 government and Private Secondary schools, selected from the 112 districts of Uganda.

OVERALL LEVEL OF ACHIEVEMENT


At Primary level: In Numeracy at P.3 performance was quite good, but P.3 pupils performance in Literacy and P.6 pupils performance in the two subjects were below average. Teachers performed well in Numeracy and Literacy. However, their performance in Oral Reading just like for the P.3 pupils was weak.

 


ACHIEVEMENT BY COMPETENCES


Students demonstrated ability and skills in the competences given below.



MATHEMATICS - In Mathematics, students exhibited satisfactory ability and skills in, among others:



-           Drawing a Venn diagram to represent given sets.


-           Carrying out the four basic operations on whole and decimal numbers.


-           Carrying out currency conversion


-           Computing time for a given activity.



Problem areas of Mathematics



-           Interpreting simple speed-time graphs


-           Determining images of a point under multiple reflections.


-           Plotting graphs of linear functions.


-           Applying concepts in daily life.



ENGLISH LANGUAGE - In English Language, students demonstrated ability to, among others:


-           Read or listen to a text and answer questions whose responses could be obtained directly from the text.


-           Use parts of speech, articles and words of quantity.


Problems areas of English Language



-           Reading or listening to a text and answering questions involving computation, making comparisons or inferences and explaining episodes in the story.


-           Composing and writing logical compositions.


-           Using the correct punctuation and structural patterns.



BIOLOGY - In Biology, students were able to, among others:



-           State the characteristics of living things.


-           Describe the life cycle of a vector.



Problems areas of Biology


-           Classifying organisms into their taxonomic groups.


-           Describing how living things can be collected.


-           Estimating the number of organisms in an area.


-           Describing ways of soil formation and methods of soil conservation.


-           Drawing and explaining the carbon cycle.


-           Computing the percentage of water/air/humus in a soil sample.



ACHIEVEMENT BY GENDER


In English Language, the girls performed better than the boys.  On the other hand, boys performed better than the girls in Mathematics and Biology with a bigger difference occurring in Biology.



ACHIEVEMENT BY SCHOOL USE STATUS


The performance of Non-USE schools was better than that of USE schools.



ACHIEVEMENT BY SCHOOL PROGRAM


Single session-schools did better than double-session schools, particularly in Mathematics and Biology.



ACHIEVEMENT BY SCHOOL OWNERSHIP


Students from government schools performed better than those from the private schools in all the three subject areas.

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