The Achievement of Primary School Learners and Teachers in Uganda in Numeracy and Literacy in English

Abstract

In 2018, NAPE conducted a countrywide survey to determine the levels of the P 3 and P 6 learners' achievement in Numeracy and Literacy in English, the relationship between the achievement of learners and gender, school location, school ownership and district. It was also set out to determine the level of achievement of teachers and PTC tutors in Numeracy and Literacy in English, and establish the relationship between P 6 learners' achievement and their usage of school time. The instruments were administered to a representative sample of Primary 3 (P 3) and Primary 6 (P 6) pupils, teachers, Year 2 student teachers, and Primary Teachers' College (PTC) tutors. It should, however, be noted that, the teachers and tutors were assessed in the subject areas they teach, while the student teachers sat for tests in both Numeracy and Literacy in English. In addition to the written tests, focus group discussions were held with P 6 learners and Year 2 student teachers while interviews were conducted with P 6 class teachers and PTC Year 2 tutors, to gain a deeper understanding of the contextual factors and how these influence learning.