Factors associated with academic achievement of primary six pupils in Uganda

Abstract

The objective of the study was to investigate factors associated with academic achievement of primary six pupils in Uganda. The investigation was based on data sourced from the 2010 National Assessment in Progress of Education (NAPE) study comprising 21907 records of primary six pupils in the selected primary schools in Uganda. The pupils’ percentage scores in numeracy and literacy were adopted as a measure of their academic achievement. The analysis of data was made using summary statistics and multiple linear regressions clustered by the geographical regions in Uganda namely Northern, Eastern, Central and Western. In the results, a sub optimal performance in various disciplines points to a low academic achievement of pupils across regions. In a multivariate assessment, higher scores were noted among younger primary six pupils (12 years and below), males, pupils in boarding schools, those in urban schools, pupils in private schools and those in a smaller class size. In the effort to enhance academic achievement of pupils, the findings of the study suggests a need to: (i) establish measures to ensure early age enrolment of pupils; (ii) strengthen measures that address gender learning disparities among pupils in various disciplines in schools; and (iii) improve on learning environment of learners particularly in rural and government schools.