Over the years, statistics from the Uganda National Examinations Board (UNEB) have shown poor performance in science subjects, especially Biology, Chemistry and Physics.
In 2016, 40.8% of candidates who studied biology only scored 2 points, making it the worst done subject in UACE exams of that year.
About half of 75,451 science students in 2017 failed to obtain a principal pass. In the subsequent year, Biology did not register a single distinction, marking another dire turn for the core science subject. A UNEB report attributed the poor performance to theoretical teaching, failure to interpret questions and teachers’ inability to use laboratory equipment, among others.
In many cases, students have found practical exams to be very difficult because they are unable to relate what they learn to real life experiences.
Experts cite several reasons for the low performance in science subjects, including lack of sufficient practice, inadequate materials, and inappropriate handling and maintenance of science tools and specimens.
Samuel Bamukyaye, a teacher trainer and senior technician at Kyambogo University cites fear as the biggest obstacle to the performance of sciences, especially practicals.
“Many learners have been brought up with the belief that sciences are simply difficult, which is not true. As a result, such learners approach sciences with nothing but fear,” he explains.
Retooling science teachers and laboratory technicians
Since last year, National Curriculum Development Centre (NCDC), a government agency under the Ministry of Education and Sports responsible for development of curriculum and instructional materials at different levels, has embarked on a drive to retool science teachers and laboratory technicians in order to boost the practical teaching of science subjects in secondary schools.
The regional trainings have so far been held in eastern, western and northern regions, targeting some of the least performing schools in the areas. The focus of the retooling sessions has been on ensuring the proper functioning of science laboratories, and boosting the skills of science teachers to guide learners in better performance in regards to practicals.
Last week, over 70 science teachers and laboratory technicians from the region participated in a five-day training at Sacred Heart Senior School in Gulu City, from 9th to 13th December, 2024. The areas covered include: calibration, reading and repair of laboratory tools; preparation of reagents, safety, improvisation, and the use of ICT to teach sciences.
Retooling of science teachers and laboratory technicians is part of the government’s efforts to boost the performance of learners in science subjects, especially in Biology, Chemistry and Physics.
The Director NCDC, Dr Grace Baguma, notes that good performance in science subjects requires science teachers and laboratory technicians to be well-skilled in proper use and maintenance of laboratory equipment.
“Science subjects (Chemistry, Biology and Physics) in particular require skills in manipulation of specially designed apparatus to perform experiments and also do projects that help learners to understand better what has been introduced to them theoretically,” Dr Baguma observes.
The regional in-service trainings are organised by the Science and Technology Equipment Production Department (STEPD) of NCDC, which is responsible for the production of teaching and learning materials e.g. potentiometers, quadrats, test tube racks, assorted laboratory glassware, meter rulers, blackboard sets and furniture of all kinds.
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The department is also charged with repair of laboratory apparatus e.g. glassware, stop clocks, meters, microscopes, balances, as well as training of in-service science teachers and laboratory technicians and carrying out research and development in the areas of design and production of educational equipment (prototypes).
According to Fred Galiwango, the Manager of STEPD, schools can save a lot of money reusing laboratory tools that have been repaired, instead of procuring new ones expensively.
“We encourage schools that have broken apparatus of all kinds, including glassware; collect them and bring them to us. We can repair them at a very low cost,” he explained.
Regional science equipment production and repair centres
NCDC plans to establish regional science equipment production and repair centres across the country to facilitate the production and repair of laboratory kits.
According to the NCDC Deputy Director, Dr Richard Irumba, the regional science equipment production and repair hubs will increase access to critical laboratory tools to schools, especially for rural schools.
Even with measures, science teachers and laboratory technicians are encouraged to improvise and use locally available materials to teach science, physical education and other subjects.
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