THE ACHIEVEMENT OF SENIOR TWO STUDENTS IN UGANDA IN MATHEMATICS, ENGLISH LANGUAGE AND BIOLOGY-NAPE 2013 (Detailed report). Click here to download.
EXECUTIVE SUMMARY OF 2013 NAPE FINDINGS
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.
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
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
(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
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
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
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
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
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
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.