The Influence National Examinations on Classroom Practice in Primary Schools in Uganda: Case of Kampala and Kabale Districts
Öz
Most classroom practices in developing countries are of an authoritarian nature and teacher-driven.
Learners are rarely involved in the teaching and learning processes. Consequently, many of them
complete school without learning enough of what they are expected to learn to optimally function in
their respective societies. Studies have continuously blamed such a situation on the influence of
national examinations. However, there is limited consensus on the magnitude and direction of such
influence. This study, therefore, set out to explore the influence of public examinations on classroom
practice. The study sample included 124 teachers, 540 pupils, 18 school administrators, 10 parents
and 02 officials from the private assessment institutions (Uwezo and RTI) and one official from
Uganda National Examination Board. The study reveals that teachers’ selection of teaching methods
is directly influenced by assessment, particularly public examinations. The methods used in teaching
were those that encourage rote learning and memorisation of facts. Therefore, little or no effort is
dedicated to teaching and learning methodologies that could foster the acquisition of high order
thinking skills like critical thinking or problem-solving. The study argues that national examinations
can be used to improved classroom practice if the content and methods of assessment are tuned to
the educational objectives. The study recommends the inclusion of more test items with high order
thinking skills in the Primary Leaving Examinations. This will motivate teachers and pupils to focus
classroom practice on higher order thinking competencies instead of rote learning
Anahtar Kelimeler
Kaynakça
- Abonyi, O. (2014). Evaluation and public examinations. National Conference of the Faculty of Education,. Nnamdi Azikwe University, Awka - Nigeria. doi:10.13140/RG.2.14665.0727 Ahmad, S., & Rao, C. (2012). Examination washback effect: Syllabus, teaching methodology and the learners' communicative competences. Journal for Edaucation and Practice, 3(13). Akcaalan, M. (2016). Investigating the relationship between lifelong learning and social emotional learning. International Journal of Educational Research Review, 14-20. Retrieved October 28, 2018 Allen, R., Elks, P., Outthred, R., & Varly, P. (2016). Uganda's assessment system: A roadmap for enhancing assessment in education: An assessment report. Kampala. Altinyelken, H. (2015). Education for All 2000-2015. Achievements and challenges. Washington DC: World Bank. Boit, M., Njoki, A., & Changach, J. (2012). The Influence of examinations on the stated curriculum goals. American International Journal of Contemporary Research, 2(2). Retrieved from http://www.aijcnet.com Chapman, D., & Snyder, C. (2000). Can high stakes examinations improve instruction: Re-examining Convensional wisdom. International Journal of Educational Development, 20, 457-474. eaney, V., & Kellaghan, T. (2008). Assessing national achievement levels in education. Washington DC: The World Bank. doi:1596/978-0-8213-7258-6 Guloba, M., Wokadala, J., & Bategeka, L. (2010). Does teaching methods and availability of teaching resources influence pupils' performance: Evidence from four districts in Uganda. Kampala: Economic Policy Research Centre (EPRC). Kagoda, A. (2016). Teaching of geography in ugandabsecondary schools: Reflections of geography teacher trainees at the school of education, Makerere University, Uganda. Advances in Social Sciences Research Journal, 25-38. doi:10.14738/assrj.35.2016 Ministry of Education and Sports (MoES). (2017a). National symposium on assessment and examinations: Present and Future Prospects. Kampala: MoES. Mitana, J., Muwagga, A., & Ssempala, C. (2019). Assessment for successful intelligence: A paradigm shift in classroom practice. International Journal of Educational Research Review, 4(1), 106-115. Mugenda, O. M., & Mugenda, A. (2003). Resaerch methods: Quantitative and qualitative approaches. Nairobi, Kenya: African Centre for Technology Studies (ACTS) Press. Mulumba, P., Onen, D., Musaazi, J., & Oonyu, J. (2016). Instructional supervision and the pedagogical practices of secondary school teachers in Uganda. Journal of Education and Practice, 7(30), 177-187. National curriculum Development Centre (NCDC). (2010). Primary six curriculum . Kampala: NCDC. National Curriculum Development Centre (NCDC). (2012). Primary seven curriculum. Kampala: NCDC. Odongo, D. N. (2018). Implications for sift-skills for national examinations in Uganda. 62nd Comparative and International Education Society (CIES) Conference. Mexico City: CIES. Onwuegbuzie, A., & Leech, N. (2007). Sampling designs in qualitative research: Making sampling process more public. The Qualitative Report, 238-254. Retrieved 12 19, 2018, from http://nsuworks.nova.edu/tqr/vol12.iss2/7 Pontefract, C., & Hardman, F. (2005). The discourse of classroom intercation in Kenyan Primary Schools. Comparative Education, 41(1), 87-106. Ritchie, J. (2003). The application of qualitative methods to social research. In J. Ritchie, & J. Lewis, Qualitative Research Practice: A Guide for Social Sience Students and Researchers (pp. 24-46). London : Sage Publications. Ritchie, J., & Spencer, L. (2003). Carrying out qualitative analysis. In J. Ritchie, & J. Lewis, Qualitative Research Practice: A Guide for Social Science Students and Researchers (pp. 221-263). London/Thousand Oaks/New Delhi: Sage Publications. Snyder, C. (1997). Exam fervor and fever: Case studies of the influence of primary leaving examinations on Uganda classrooms, teachers and pupils. Academy for Educational Development . Spratt, M. (2005). Washback and the classroom: The implications for teaching and learning of studies of washback from exams. Language Teaching Research, 9(1), 5-29. Sukyadi, D., & Mardiani, R. (2011). The effect of English national exam (ENE) on English teachers' Classroom teaching and learning. Kata, 13(1). Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1). doi:10.1177/2345678906292430