ASSESSMENT OF THE CONTRIBUTION OF UPE ON THE …

i

ASSESSMENT OF THE CONTRIBUTION OF UPE ON THE

PERFORMANCE OF PUPILS IN PLE IN UGANDA:

A CASE STUDY IN KIBOGA D.A.S PRIMARY SCHOOL IN KIBOGA

DISTRICT.

BY

KITIMBO FAHABY

213000796

13/U/465

SUPERVISOR: DR. WANDIEMBE SIMON

A DISSERTATION SUBMITTED TO THE SCHOOL OF STATISTICS AND

PLANNING IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE AWARD OF DEGREE OF BACHELOR OF STATISTICS

OF MAKERERE UNIVERSITY KAMPALA

AUGUST 2016

i

ii

iii

DEDICATION

This research report is dedication to my dear parents Mr. Kirunda Habib Kakaire and Mrs.

Nayiga Sayidat Kakaire for their love, care and all around support since I was a toddler. To my

brothers and sister Nyende Farouk, Kakaire Fahamy, Mutesi Zefalan and Bukosera Gorret for

being their love and care. Furthermore to all my classmates’ bachelor of statistics 2013/16 for

their co-operation throughout the course, God bless you all.

iv

ACKNOWLEDGEMENTS

The successful completion of this research report was due to the efforts and contribution of many

people to whom I am deeply indebted.

First and foremost, I am deeply grateful to my supervisor, Dr. Wandiembe Simon for guiding me

through the process of this research. I am particularly grateful for his professional input and his

parental attitude towards my inadequacies, without his assistance, this study would have been

very difficult to complete in good time.

My deep thanks also go to the Headmaster Kiboga D.A.S primary school for his willingness to

take part in the research without his co-operation, access to such information as the research

desired would have been impossible to achieve.

More so, I thank the Almighty God for helping me in completing this research report.

May the Almighty God richly reward you all.

v

TABLE OF CONTENTS

DECLARATION ............................................................................................................................. i

APPROVAL ................................................................................................................................... ii

DEDICATION ............................................................................................................................... iii

ACKNOWLEDGEMENTS ........................................................................................................... iv

TABLE OF CONTENTS ................................................................................................................ v

LIST OF TABLES ........................................................................................................................ vii

LIST OF FIGURES ..................................................................................................................... viii

LIST OF ACRONYMS ................................................................................................................. ix

ABSTRACT .................................................................................................................................... x

CHAPTER ONE ........................................................................................................................... 1

INTRODUCTION......................................................................................................................... 1

1.1. Background ................................................................................................................... 1

1.2. Problem statement ........................................................................................................ 2

1.3. Significance of the study .............................................................................................. 2

1.4. Objectives ..................................................................................................................... 2

1.5. Hypotheses to be tested ................................................................................................ 3

1.6. Scope and coverage ...................................................................................................... 3

CHAPTER TWO .......................................................................................................................... 4

LITERATURE REVIEW ............................................................................................................ 4

2.1. Introduction ...................................................................................................................... 4

2.2. Performance of pupils in PLE before and after the implementation of UPE ................... 4

2.3. Grades in PLE of pupils before and after the introduction of UPE .................................. 6

vi

CHAPTER THREE ...................................................................................................................... 7

METHODOLOGY ....................................................................................................................... 7

3.1. Introduction ...................................................................................................................... 7

3.2. Area of study. ................................................................................................................... 7

3.3. Study design ..................................................................................................................... 7

3.4. Data collection .................................................................................................................. 7

3.5. Data entry ......................................................................................................................... 7

3.6. Research procedures ......................................................................................................... 7

CHAPTER FOUR ......................................................................................................................... 8

DATA PRESENTATION AND ANALYSIS .............................................................................. 8

4.0. Introduction ...................................................................................................................... 8

4.1. Performance analysis of primary seven pupils in PLE results UPE in Kiboga D.A.S

primary school in Kiboga district ............................................................................................ 8

CHAPTER FIVE ........................................................................................................................ 18

5.0. Introduction .................................................................................................................... 18

5.1. Summaries of the findings .............................................................................................. 18

5.2. Conclusion ...................................................................................................................... 19

5.3. Recommendation ............................................................................................................ 19

REFERENCES ............................................................................................................................ 21

APPENDICES ............................................................................................................................. 22

vii

LIST OF TABLES

Table 1: Grading system of Uganda Primary Education ................................................................ 8

Table 2: Performance of primary seven pupils in PLE before the launch of UPE in Kiboga dance

primary school in Kiboga district ................................................................................................... 9

Table 3: Performance of primary seven pupils in PLE after the launch of UPE in Kiboga dance

primary school in Kiboga district ................................................................................................... 9

Table 4: Frequency and percentage of pupils who passed in division 1-2 ................................... 10

Table 5: Group statistics for pupils’ performance in percentages in division 1-2 before and after

UPE implementation ..................................................................................................................... 11

Table 6: Independent samples t-Test for pupils’ performance in percentages in division 1-2

before and after UPE implementation ........................................................................................... 11

Table 7: Anova and Coefficient for pupils’ performance in percentages in division 1-2 before and

after UPE implementation............................................................................................................. 12

Table 8: The performance of the total number of pupils passing in different grades according to

sex before and after UPE implementation .................................................................................... 12

Table 9: Group statistics for the number of boys passing in different grades to sex before and


Table 10: Independent samples t-Test for the number of boys passing in different grades to sex


Table 11: Anova and coefficients for the number of Girls passing in different grades before and


Table 12: Group statistics for the number of girls passing in different grades to sex before and


Table 13: Independent samples t-Tests for the number of girls passing in different grades to sex


Table 14: Anova and coefficients for the number of Girls passing in different grades before and


viii

LIST OF FIGURES

Figure 1: Trend analysis for pupils’ performance in percentages in division 1-2 before and after

UPE implementation. .................................................................................................................... 10

Figure 2: Trend analysis for the number of pupils passing in different grades according to sex


ix

LIST OF ACRONYMS

D.A.S District Administrative School

MDG Millennium Development Goals

MoES Ministry of Education and Sports

NAPE National Assessment of Progress in Education

PLE Primary Leaving Examinations

SFG School Facility Grant

TPR Teacher Pupils Ratio

UNEB Uganda National Examination Board

UPE Universal Primary Education

x

ABSTRACT

Uganda was a British protectorate from 1894 until October 9th

1962 when it gained her

independence. Prior to independence, formal education was introduced by the missionaries in

1877, and was modeled along the British system of education. Uganda follows a 7-4-2-4 model

of education, with seven years of primary education, 4 years in lower secondary, 2 years of upper

secondary and 4 years of tertiary education. The higher education is composed of universities,

national teachers colleges, colleges of commerce, technical colleges, training institutions, and

other tertiary institutions. At each level, there is a national selection examination which feeds a

centrally administered process of distributed successful candidates among the available next

levels (MoES 1999:4)

From the time Uganda gained her independence in 1962, about half a million pupils had enrolled

at primary level which number steadily increased to 800,000 in 1971 in about 2,900 schools. In

the preceding years, primary pupils’ enrolment increased to about 2.1 million in about 7,000

schools. In this period, (1971-1985) while enrolment increased, there was no direct co-relation

with increase in the number of schools or classrooms. The period (1971-1985) was characterized

by decline in the gross domestic product and a general decline in the share of the education

sector in the national budget from 3.4% to 1.4%. by then primary education was reaching only

50% of the school going age group (MoES 1999:6).

This study is about the contribution of UPE to the performance of pupils in PLE in kiboga

district and the main objective is to find out whether there is any influence of UPE on

performance of the pupils in PLE since its implementation.

The relevance to development studies

This study is relevant to the development studies since it evaluates the second Millennium

Development Goal (Universal Primary Education) at district level in the one of the African

development countries (Uganda). The information contained therein will add to the existing

knowledge in the field of universal primary education on pupils’ performance.

1

CHAPTER ONE

INTRODUCTION

1.1. Background

Primary education is the foundation of education. It produces literate and enumerate population

that can deal with social economic problems and it also serves as a base upon which further

education is built (Lockheed and Veuspoor, 1991). The implementation of the universal primary

education (UPE) in Uganda in line with the 8 millennium development goals (MDGs) that were

to be achieved by 2015. Many less developed countries including Uganda set their priorities

targeting the provision of basic minimum free and compulsory education for all children of

primary school age (6-13 years) MoES (1999). In Uganda UPE was launched in January 1997

MoES (1999) as a strategy to impart basic knowledge and attitudes skills to children. It was

meant to benefit four children per family. It’s now generally recognized that equal access to

education for all is the best way to ensure human development.

As performance is the accomplishment of a given task measured against present known

standards of accuracy, completeness, cost and speed. According to National Assessment of

progress in Education (NAPE) the mean scores and pupils rated proficient in terms of terms

English and mathematic performance declined immediately following the implementation of

UPE (UNEB 2003). NAPE was first carried out in Uganda in 1996 to assess the achievement of

teachers and pupils in grade 3 and 6 in English and Mathematics. Another assessment in the

same grades was repeated in 1999, 2003 and 2004. The findings revealed in general weak

performance in both English and mathematics in grade 3 and 6. Teacher’s performance was

generally up to standard, but less satisfactory in Mathematics and English. NAPE results showed

further that the introduction of UPE led to decline in the mean score in English from 39% in

1996 to 24% in 2004 and Mathematics from 24% to13%. This implies that a smaller percentage

of pupils were reaching the desired proficiency levels than before UPE, and the quality of pupil’s

works as reflected by the mean score, also decreased perhaps due to pupils incapability to read

with understanding. Additionally, Mathematics mean score remained the same at 40% between

1996 and 1999, although the percentage of the pupils dropped from 48% to 42%. The real drop

in the standards occurred in 2003 from 49 mean score in 1996 to 21 in 2003. Only a half of the

proportion of pupils that had been rated proficient in the previous assessment attained a similar

rating in 2003.

2

1.2. Problem statement

In Uganda the education policy review commission report (1989), about primary education was

taken as a high priority with the hope of improving the learning achievements. This was hoped to

lead to a fundamental transformation of society. The UPE implementation in 1997 was based on

free primary education for four children per family. This led to increase in primary student

enrollment by about 71% (from 3.1 million to 5.3 million pupils). The pupil teacher ratio rose to

110:1 for lower classes (P1 to P3) and 55:1 for upper classes (P4 to P7) (Kawaza 1998). All

these increased irrespective of whether the teachers, class room buildings, instrumental materials,

teachers and sufficient teachers were available or not this later called for school Facility Grant

(SFG) programme. Under UPE children are subjected to mass promotion from one grade to

another irrespective of the academic performance. This study aims at establishing the

contribution of UPE on the PLE performance.

Whereas research has been undertaken to assess the effect of UPE on PLE performance, these

have been general and not specific to some rural schools. Specific information is relevant to local

planning and thus schools without school specific information can not improve their planning

due to dearth of information.

1.3. Significance of the study

In Uganda one of the major targets towards improving the level of literacy and therefore

eradicating poverty lies in the hands of the education sector, Uganda tries to achieve these by

implementing UPE hence the need to study and understand the influence UPE has on

performance. The study is aimed at establishing whether there has been any influence of UPE on

performance in PLE. The study will provide statistical comparison in performance between

different grades in the school, which can be of great importance to the government of Uganda

(central and local) policy formulation and planning.

1.4. Objectives

The main objective is to find out whether there is any influence of UPE on performance of

the pupils in PLE since its implementation.

The specific objectives;

To find out whether there is a trend in the performance in PLE of pupils before and after

UPE implementation.

3

To find out whether there is a significant difference in performance by sex in PLE before

and after the implementation of UPE.

1.5. Hypotheses to be tested

There is no trend in the performance of the pupils in PLE before and after the

implementation of UPE.

There is no significant difference in the performance by sex in PLE before and after

the implementation of UPE.

1.6. Scope and coverage

The study was conducted in Kiboga D.A.S primary school in Kiboga town council as one of the

schools implementing UPE program in the district. Data on the number of pupils passing in

different grades was collected. The study covered a period of 3 years before and after the


4

CHAPTER TWO

LITERATURE REVIEW

2.1. Introduction

This chapter defines the main concepts used in the study and reviews existing literature about

trend in the performance in different grades in PLE, significant differences in performance by

sex in PLE specifically; the chapter focuses on the influence of UPE on performance of pupils in

PLE before and after the implementation of UPE.

2.2. Performance of pupils in PLE before and after the implementation of UPE

Uganda was a British protectorate from 1894 until October 9th

1962 when it gained her

independence. Prior to independence, formal education was introduced by the missionaries in

1877, and was modeled along the British system of education. Uganda follows a 7-4-2-4 model

of education, with seven years of primary education, 4 years in lower secondary, 2 years of upper

secondary and 4 years of tertiary education. The higher education is composed of universities,

national teachers colleges, colleges of commerce, technical colleges, training institutions, and

other tertiary institutions. At each level, there is a national selection examination which feeds a

centrally administered process of distributed successful candidates among the available next

levels (MoES 1999:4)

School education in Uganda starts at around age 5 though a lot of children never get to start on

time due to various reasons like illness, luck of school fees or sometimes parents will ask them to

stay at home and help with the work at home or at the farm.

Sometimes children have to work to earn money to pay their fees if their parents can’t afford to

fees. Many times if a family had many children, very few could be able to go to school. Now the

government provides free education for all children in every home.

In most places, children have to walk sometimes for up to 8 or 9 kilometers to school and back.

Some city schools have private means of transporting their children but there are few as most

people in Uganda live in rural areas.

Children in some rural areas study under trees. School buildings especially in the villages are not

enough same are grass thatched and semi-permanent.

5

There are three school terms in Uganda namely, first term, second term, and third term which is

when students sit their exams to end the year before they go on to another class. A school term

lasts about three months and a 3 weeks break, although the third term break is the longest and

that is when most families go for holidays far from their home area. The school year in Uganda

starts in February and ends in December every year.

Parents had to provide their children with all the school necessities i.e. books pens and pencils,

and the parents had to pay fees for them to be allowed into school until recently, thanks to the

government of Uganda for introducing UPE. (Source www.real-africa.co.uk)

From the time Uganda gained her independence in 1962, about half a million pupils had enrolled

at primary level which number steadily increased to 800,000 in 1971 in about 2,900 schools. In

the preceding years, primary pupils’ enrolment increased to about 2.1 million in about 7,000

schools. In this period, (1971-1985) while enrolment increased, there was no direct co-relation

with increase in the number of schools or classrooms. The period (1971-1985) was characterized

by decline in the gross domestic product and a general decline in the share of the education

sector in the national budget from 3.4% to 1.4% by then primary education was reaching only

50% of the school going age group (MoES 1999:6).

According to (MoES 2007:7), this formal education was mainly for the children of chiefs to

provide functionaries needed by the British colonial government to administer their indirect rule

system of government. Due to this policy, formal education was not made available to all people.

Many Ugandans therefore remained illiterate. (Odubi 1990) observed that prior to the

introduction of UPE in Uganda, national pupils’ enrolment in primary schools was still low, and

the teacher pupil ratio was at 1:40 and class size was less than 65.

The introduction of UPE in 1997, led to drastic increase in enrolments in primary schools

resulting in several challenges. According to National Assessment of progress in Education

(NAPE), the mean scores and pupils rated proficient in terms of English and Mathematic

performance declined immediately following the implementation of UPE (UNEB 2003). NAPE

was first carried out in Uganda in 1996 to assess the achievement of teachers and pupils in grade

3 and 6 in English and Mathematics. Another assessment in the same grade was repeated in

http://www.real-africa.co.uk/

6

1999, 2003 and 2004. The findings revealed in general weak performance in both English and

mathematics in grade 3 and 6. Teaches’

The findings revealed in general weak performance in both English and Mathematics in grade 3

and 6. Teacher’s performance was generally up to standard, but less satisfactory in Mathematics

and English. NAPE results showed further that the introduction of UPE led to decline in the

mean score in English from 39% in 1996 to 24% in 2004 and Mathematics from 24% to 13%.

This implies that a smaller percentage of pupils were reaching the desired proficiency levels than

before UPE, and the quality of pupils work as reflected by the mean score, also decreased

perhaps due to pupil’s incapability to read with understanding. Additionally, Mathematics mean

scores remained the same at 40% between 1996 and 1999, although the percentage of the pupils

dropped from 48% to 42%. The real drop in the standards occurred in 2003 from 49 mean score

in 1996 to 21 in 2003. Only a half of the proportion of pupils that had been rated proficient in the

previous assessment attained a similar rating in 2003.

2.3. Grades in PLE of pupils before and after the introduction of UPE

In the contest of this study, grades refer to the marks pupils attain in the various subjects, that is

English, mathematics, science and social studies.

The marks used were primary leaving examinations results (PLE) for three years before and after

UPE introduction. This is because they could easily bring out the contribution of UPE. In

addition PLE results are standardized and are the same in the whole country, so they give good

comparison before and after the implementation of UPE. PLE examinations are also set by an

independent body and marked at national level without any biases which made them realistic and

reliable to be used for the study.

7

CHAPTER THREE

METHODOLOGY

3.1. Introduction

This chapter is about the methods used in data collection, analysis and reporting.

3.2. Area of study.

The study was carried out in Kiboga district and in Kiboga D.A.S Primary School because it’s

one of the serving schools on the program of UPE.

3.3. Study design

The study design was a retrospective design using data records on performance in PLE from

Kiboga D.A.S Primary School.

3.4. Data collection

The data was collected from a secondary source. It was from Kiboga D.A.S Primary School for a

period of 3 years before and after the implementation of UPE. The data on pupil’s performance

(grades) in PLE was collected.

3.5. Data entry

The data was entered and analyzed in both Microsoft excel and SPSS

3.6. Research procedures

An introductory letter was obtained from the Dean School of Statistics and planning addresses to

the Head teacher Kiboga D.A.S Primary School requesting him to allow the researcher to access

pupils’ records for PLE.

8

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.0. Introduction

This chapter analyses and interprets the collected data. The chapter is presented in accordance

with the objectives of the study as to find out whether there is UPE contribution on performance

of the pupils in PLE.

Descriptive statistics, mean and median will be used for continuous data while frequency and

percentage will be used for categorical data.

Tests for trend will be done and test foe difference in proportion passed in grade 1-2 before and

after PLE implementation will be done similarly proportion of failure will be compared using z

test.

4.1. Performance analysis of primary seven pupils in PLE results UPE in Kiboga D.A.S

primary school in Kiboga district

In order to understand whether UPE has an impact on performance, the researcher took a five

year trend analysis of PLE performance before and after the introduction of UPE in Uganda. This

time period was chosen because it was when before and after UPE launching. In table 2 and

table 3, the column for total stands for the total number of pupils who seat PLE for the respective

years.

Table 1: Grading system of Uganda Primary Education

Div 1 Div 2 Div 3 Div 4 Div 5 Div u

4-12 13-24 25-30 31-35 Fail Ungraded

9

Table 2: Performance of primary seven pupils in PLE before the launch of UPE in Kiboga

dance primary school in Kiboga district

Year Div 1 Div 2 Div 3 Div 4 Div X Div U Total

1994 28 53 14 10 10 02 117

1995 41 38 01 01 06 00 87

1996 13 47 16 08 01 00 85

Table 3: Performance of primary seven pupils in PLE after the launch of UPE in Kiboga

dance primary school in Kiboga district

Year Div 1 Div 2 Div 3 Div 4 Div X Div U Total

1997 09 30 09 10 02 01 61

1998 00 26 29 39 05 15 114

1999 05 23 17 25 00 14 84

From table 1 and 2 above, there have been fluctuations in performance in the period reviewed.

This study the interest was the period before and after the implementation of UPE three years

each. The years chosen before UPE implementation are 1994, 1995, 1996 and after the

implementation of UPE are 1997, 1998, 1999. In mid 1996, a policy communication was made

by the president during the presidential campaign that four children per family would benefit

from UPE. In January 1997, the first UPE candidates were enrolled resulting into fluctuations in

enrolment in Kiboga D.A.S primary school. There was a slight fall in performance from 15% in

1996 to 14% in 1997.

Decline in performance may be attributed to new enrolment of candidate in primary seven who

had been out of school for some times. Given the government recruitment policy and the

planning process, the period of one month from December 1996 when the policy was announced

and its commencement in January 1997 (MoES 1999), the period was too short to recruit

teachers, build classrooms and to provide other facilities or even to think of other alternatives.

10

Table 4: Frequency and percentage of pupils who passed in division 1-2

Year Frequency Percentage (%)

1994 81 69.2 Before

1995 79 90.8

1996 60 70.6

1997 39 63.9 After

1998 26 22.8

1999 28 33.3

Figure 1: Trend analysis for pupils’ performance in percentages in division 1-2 before and

after UPE implementation.

The trend analysis shows that before UPE implementation pupils performance in div 1 and 2 was

high (1994-1995-1996) compared to the years after UPE implementation were pupils

performance highly decline (1997-1998-1999). The decline in the performance could be because

of the increased enrolment of the pupils in school thus increasing teacher pupils’ ratio.

69.2

90.8

70.6

63.9

22.8

33.3

0

10

20

30

40

50

60

70

80

90

100

1994 1995 1996 1997 1998 1999

pe

rce

nta

ge

11

Table 5: Group statistics for pupils’ performance in percentages in division 1-2 before and

after UPE implementation

Time N Mean Std. Deviation Std. Error Mean

Percentage Before 3 76.9 12.09 6.98

After 3 40.0 21.35 12.33

The average percentage of pupils who passed in divisions 1 and 2 before UPE (1994-1996) is

76.9% as compared only 40% after UPE implementation (Table 6).

Table 6: Independent samples t-Test for pupils’ performance in percentages in division 1-2

before and after UPE implementation

There is no difference between average percentage before and after the implementation of UPE

(p value= 0.060). This could be because of too much variation.

Levene’s Test for

Equality of variances

t-test for Equality of Means

F Sig t df Sig.

(2-

tailed)

Mean

difference

Std.

Error

95% confidence

interval of the

difference

Lower Upper

Equal variances

assumed

1.442 .29

6

2.602 4 .060 36.8667 14.1664 -2.47 79.20

Equal variance

not assumed

2.602 3.162 .076 36.8667 14.1664 -6.94 80.67

12

Table 7: Anova and Coefficient for pupils’ performance in percentages in division 1-2

before and after UPE implementation

Anova

Coefficients

Model Sum of

squares

df Mean

square

F Sig. Model T Sig

1 Regression

Residual

Total

0.94

0.56

1.50

1

4

5

0.94

0.14

6.77 0.06

(constant)

percentage

6.06

0.004

The trend analysis shows a significant decrease in the percentage of pupils passing in div 1 and

2 (p value = 0.004). The trend analysis also shows a steeper decrease in performance post UPE

while no significant difference between the years pre UPE. Overall therefore post UPE is

associated with poor performance in div 1 and 2.

Table 8: The performance of the total number of pupils passing in different grades

according to sex before and after UPE implementation

Boys Girls Total

No % Cumulative % No % Cumulative %

Before 1994 61 52.1 52.1 56 47.9 47.9 117

1995 48 55.2 107.3 39 44.8 92.7 87

1996 56 65.9 173.2 29 34.1 126.8 85

After 1997 27 44.3 44.3 34 55.7 55.7 61

1998 54 47.4 91.6 60 52.6 108.4 114

1999 46 56.1 147.7 36 43.9 152.3 82

13

Figure 2: Trend analysis for the number of pupils passing in different grades according to

sex before and after UPE implementation

In the trend analysis the number of boys’ was higher before UPE implementation (1994-1995-

1996), a high decline is identified after UPE implementation though after UPE a slight increase

in the boys’ numbers occurred. On the other hand the number of girls was low before UPE

implementation (1994-1995-1996) and after the implementation of UPE there was a high

increase in the number of girls although it again started to decrease in the years after 1997. The

increase in the pupils’ number could be because of the free education where families which

could not afford education now have a change to take their children to school.

Table 9: Group statistics for the number of boys passing in different grades to sex before

and after UPE implementation


percentage Before 3 57.73 7.24 4.18

After 3 49.27 6.12 3.53

The average percentage of boys who seat PLE before UPE implementation (1994-1996) is

57.73% as compared only 49.27% after UPE implementation.

52.1 55.2

65.9

44.3 47.4

56.1

47.9 44.8

34.1

55.7 52.6

43.9

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

1994 1995 1996 1997 1998 1999

percentage of boys

percentage of girls

14

Table 10: Independent samples t-Test for the number of boys passing in different grades to

sex before and after UPE implementation


(p value= 0.197).

Table 11: Anova and coefficients for the number of Girls passing in different grades before


Anova table

Coefficients

Model Sum of

squares

df Mean

square

F Sig. Model T Sig

2 Regression

Residual

Total

0.56

0.94

1.50

1

4

5

0.56

0.24

2.39 0.197

(constant)

percentage

2.507

-1.547

0.066

0.197

The trend analysis shows that there is no significant difference in the percentage of boys passing

in different grades before and after UPE implementation (p value = 0.066).

Levene’s Test for Equality

of variances


F Sig T Df Sig.

(2-

tailed)

Mean

difference

Std.

Error

95% confidence

interval of the

difference

Lower Upper

Equal variances

assumed

.166 .704 1.547 4 .197 8.47 5.47 -6.73 23.66

Equal variance not

assumed

1.547 3.892 .197 8.47 5.47 -6.896 23.83

15

Table 12: Group statistics for the number of girls passing in different grades to sex before



Percentage Before 3 42.27 7.24 4.18

After 3 50.73 6.12 3.53

The average percentage of girls who seat PLE before UPE implementation (1994-1996) is

42.27% as compared to 50.73% after UPE implementation.

16

Table 13: Independent samples t-Tests for the number of girls passing in different grades

to sex before and after UPE implementation


(p value= 0.197).

Levene’s Test for Equality

of variances


F Sig T Df Sig.

(2-

tailed)

Mean

difference

Std.

Error

95% confidence

interval of the

difference

Lower Upper

Equal variances

assumed

.166 .704 1.547 4 .197 -8.47 5.47 -23.66 6.73

Equal variance

not assumed

1.547 3.892 .199 -8.47 5.47 -23.83 6.896

17

Table 14: Anova and coefficients for the number of Girls passing in different grades before


Anova table

Coefficients

Model Sum of

squares

Df Mean

square

F Sig. Model T Sig

1 Regression

Residual

Total

0.56

0.94

1.50

1

4

5

0.56

0.24

2.39 0.197

(constant)

percentage

0.414

1.547

0.700

0.197

The trend analysis shows there is no significant difference in the percentage of girls passing in

differences (p value = 0.700). The trend analysis also shows a steeper decrease in performance

post UPE while no significant difference between the years pre UPE.

From the table since sig (0.74) is greater than 0.5 it means that the variation of the total number

of girls attending school and UPE implementation is not significantly different.

Since sig(2-tailed) p value is greater than 0.05 then that implies that there is no statistically

significant difference between the total number of girls attending school and UPE

implementation.

An independent sample t-test was conducted to compare total number of girls attending school

before and after UPE implementation. There was no significant difference in the scores for the

total number of girls attending school before UPE implementation (M=42.267, SD=7.2404) and

the total number of girls attending school after UPE implementation (M=50.733, SD=6.1175);

t(4)=1.547 , P=0.197. These results suggest that the introduction of UPE does not have an effect

on the total number of girls attending school.

18

CHAPTER FIVE

5.0. Introduction

The preceding chapter examines the patterns of the findings of the research and analysis. The

chapter summaries the salient findings of the research and makes some policy recommendations

for appropriate actions.

The study was carried out with the following objectives in mind.

The main objective is to find out whether there is any influence of UPE on

performance of the pupils in PLE since its implementation.

To find out whether there is a trend in the performance in PLE of pupils before and

after UPE implementation.

To find out whether there is a significant difference in performance by sex in PLE

before and after the implementation of UPE.

5.1. Summaries of the findings

With respect to the above objectives, the following summarized findings were drawn from the

study due to the analysis carried out.

Influence of UPE on performance of the pupils in PLE before and after the implementation

of UPE

From the analysis it was found out that a larger percentage of the pupils passed in div 1 and 2

before UPE compared to the pupils who passed in div 1 and 2 after UPE implementation. This

could be because of the increased enrolment in the school because of free education which would

have increased the teacher pupil’s ratio. Therefore from the analysis it implies that UPE has

negatively influenced the pupils’ performance.

If there is a trend in the performance in different grades in PLE of pupils before and after

the implementation of UPE

From the independent samples test it was found out that before the implementation of UPE many

of the pupils passed highly than in the years after UPE implementation. This could be because of

the low teacher pupil’s ratio which helped teachers to give each pupil enough time than after

UPE implementation where by the schools did not have enough classrooms to accommodate all

19

the pupils leading to the poor performance. Therefore there is a trend in PLE performance of the

pupil’s in different grade before and after the implementation of UPE

If there is a significant difference in performance by sex in PLE before and after UPE

implementation

From the independent samples t-test it was found out that there is no significant relationship

between performance by sex in different grades and the implementation of UPE. This could be

because many of the pupils could join or leave the school because of different reasons for

example marriage for the girls and the boys working i.e. digging and some would be lacking

school necessities like books and pens.

5.2. Conclusion

From the tested hypothesis, that are;

There is no trend in the performance of the pupils in PLE before and after the


There is no significant difference in the performance by sex in PLE before and after

the implementation of UPE.

From the test hypothesis, it was found out that generally there is a trend in PLE performance of

the pupils.

It was found out that UPE has negatively contributed to pupil’s performance in PLE.

It was also found out that generally there is no significant difference in PLE performance by sex

in different grades. This therefore implies that the introduction of UPE does not have an effect on

the total number of girls attending school

5.3. Recommendation

Based on the results of the survey, the researcher recommends that more research should be

carried out on this topic but this time maybe from an urban area so that comparative analysis can

be taken to find out the variation in the schools of the different areas. I also recommend that the

findings of this study are based on a true survey carried out and the results can be used with more

serious emphasis to improve on the conditions of UPE schools for better performance of the

system.

20

The researcher also would want to mention, as any survey can be this report is welcome for

criticism and any errors found may be forwarded to the author for verification.

21

REFERENCES

MoES (1998) Ministry of Education and Sports Statistics. Retrieved. From 52

Butegeka, L. (2005) ‘Policy Case Study. Access to Public Services Universal Primary Education

(UPE) in Uganda’.

Juuko, W. and C. Kabonesa (2007) ‘Universal Primary Education (UPE) In Contemporary

Uganda, Riight or Privilege?’ vol18: 1-55.

MoES (1998) The Education for all (EFA). Retrieved. 29/082008. From www.education.go.ug/.

MoES (2004) Education Sector Plan. Retrieved from www.education.go.ug .

Musana, G. (2006) University Primary Education in Uganda: What went wrong?. Makerere

University.

Ministry of Planning and Economic Development (1989-1990) Background of the Budget Kampala

Government printer.

UNEB (2003) ‘The Achievement of Primary SchoolPupils in Uganda in English Literacy and

Numeracy’. Kampala.


UNDP (2007) 'Millennium progress Development Goals Uganda's report '. Kampala.


22

APPENDICES

Documents

ASSESSMENT OF THE CONTRIBUTION OF UPE ON THE …