THE ACHIEVEMENT OF PRIMARY SCHOOL PUPILS IN UGANDA IN NUMERACY AND LITERACY-NAPE 2012 (Detailed report). Click here to download.
THE ACHIEVEMENT OF SENIOR TWO STUDENTS IN UGANDA IN MATHEMATICS, ENGLISH LANGUAGE AND BIOLOGY-NAPE 2012 (Detailed report). Click here to download.
SUMMARY OF 2012 NAPE FINDINGS
The NAPE 2012 survey was carried out in 1232 primary schools selected from 112 districts of Uganda. The assessment was conducted in P3 and P6 in Numeracy and Literacy in English.
In this document the main findings are presented together with probable reasons for the performance patterns as well as the recommended actions to be taken to improve teaching and learning in schools and learning achievements. In addition to that the responsible centres expected to implement the suggested recommendations are also given.
OVERALL LEVEL OF ACHIEVEMENT
Primary 3: Overall, 69.9% of the P3 pupils reached the defined proficiency level in Numeracy and 53.8% attained a similar rating in Literacy in English. This means that more than two thirds of the pupils in P3, demonstrated that they had acquired the Numeracy competencies as spelt out in the National Curriculum. However, just slightly more than a half of the pupils showed such proficiency in English.
- The teaching of Numeracy in local language, perhaps enables pupils to understand the concepts better.
- More pupils were rated proficient in Numeracy compared to Literacy maybe because of pupils deficiency in reading skills, which could have affected their performance in Literacy.
- Insufficient reading materials, which would have fostered the development of pupils reading skills.
- Inadequacy in curriculum interpretation skills which might have led some teachers to teach outside the national curriculum.
- Inadequate use of feedback and 'feed forward' information from assessment.
- Poor methods of teaching English as a second language.
Primary 6: The proportion of the pupils who reached the defined proficiency levels in Numeracy and Literacy in English was 45.2% and 40.8% respectively. This implies that less than a half of the P6 pupils have mastered most of the competencies specified in the P6 curriculum.
- Increasing number of pupils, especially in government schools, which is not matched by the resources.
- High rate of absenteeism among teachers and pupils, as they sometimes remain at home to work in the gardens or get involved in petty trade instead of going to school.
- Teaching following text-books instead of the national curriculum.
SECONDARY LEVEL ACHIEVEMENTS
The NAPE 2012 Survey was carried out in 524 secondary schools. The schools were selected from all the 112 districts of Uganda. The assessment was conducted in S2 in English Language, Mathematics and Biology.
This document presents the main findings of the study, together with the probable reasons for the performance pattern as well as the recommended action to be taken to address the weakness.
OVERALL LEVEL OF ACHIEVEMENT
Results: Just about half of the students (48.3%) reached the desired level of proficiency in English Language, and only (43.3%) did so in Mathematics. A much smaller proportion (17.7%) attained a similar rating in Biology.
- High student enrollment in secondary schools most likely affected achievement in Mathematics and Biology more than English Language as these subjects require closer and more frequent and individual monitoring of student performance.
- Teaching which focuses on cramming to pass public examinations instead of learning competencies.
- Emphasizing lower order thinking skills while teaching.
- Inadequacy of assessment skills among teachers.
- Failure to adhere to the national curriculum from NCDC.