Performance in Primary Education in the Teso Region

Abstract

A key word in this report is performance in primary education. It is used to refer to a pupil's academic achievement in the teaching and learning process. In the seven-year primary school cycle in Uganda, an indicator of this performance is the grade achievement in the national Primary Leaving Examinations (PLE) administered by the Uganda National Examinations Board (UNEB). In the context of this study, pupil achievement is perceived as not simply being a matter and result of what happens in school but also as what pupils can do makes a significant difference. Research has identified numerous factors which affect pupil success. Seven categories of variables identified as affecting pupil achievement are presented in this study, namely: (1) Teacher (2) School, (3) Pupils, (4) Infrastructure and teaching-learning materials (3) organizational and management practices (6) the Parents and community (7) Social Incentives, and (8) Socio-Economic Conditions. Analyses of the examination realts for the Primary Leaving Examinations of the Uganda National Examinations Board (UNEB) in Uganda shows that academic achievement at the end of the seven-year primary education cycle in the Teso region of Uganda is very poor, and consistently so, compared to the Tusogs region and appears to be a similar scenario in mlation to the rest of the country To determine the factors that may have caused this poor academic performance, a survey starch design using descriptive methodology with a combination of qualitative and quantitative approaches was implemented Six district education officials, 24 head teachers, 83 teachers and 149 pupils were interviewed in 24 schools in Yesu region. An additional two district officials, eight head teachers, 48 teachers and 73 pupila in tight schools in Busoga region were similarly studied to provide a comparative picture of performance. Tes intro were developed targeting 24 mlected schools in the Tese region that were responded to by the District Education Officials in the eight districts (Amuria, Bukedes, Kabermaido, Katakwi, Kami, and Somiti) and 1 schools in the two districts of Jinja and Iganga in Busuga region. The respondents were 32 head teachers of the primary schools used hers of primary 3,5 and 7; primary 3, 5, and 7 pupils 32 parents and community members and one Deputy Principal in charge of Outreach in a core Primary Teacher's College in the Teso region. A check-list of infrastructure, availability of instructional materials and other educational facilities in the primary schools was also used. Teaching delivery as a factor was ssessed using a lesson observation inuide that facilitated sasament of lesson preparation (schemes of work and lesson planning), lesson introduction, lesson development, methods used and the nature of classroom interactions, use of learning materials and teaching aids, classroom management skills, assessment of student work and professional conduct of toochers in class. The factors that were found to disproportionately affect primary pupils achievement in the Tese region is comparison to pupils in Bugs schools were teacher characteristics in particular poor teacher knowledge of the subject matter in the disciplines much as science and mathematics and lack of comminent to teaching both of which manifest in poor teaching abilities and impact on student achievement; lack of preparation by teacher large class sizes, poor school facilities; lack of of minimal homework for pupils, lack of reading culture among teachers and pupils alike; lack of sound and efficient leadership in the school administration and inadequate amount of time allocated to teaching and learning. These observations bore high significance in the Test region rural schools relative to urban schools. Busoga region demonstrated better standing irrespective of school Incation in most of these factors compared to the Test schools. Also observed were other factors, including policy-related, environmental and social parental factors affecting pupils' achievement. Suggestions for improvement are made, the key ones being provision of committed all-round support to teaching and learning activities in schools and continous professional development for seachers targeting subject knowledge development as well as pedagogical skills in aspects like cooperative learning. inquiry-based approaches, problem-solving and communication skills.