Why do sciences post low grades?

Statistics show that for many years, science subjects have continued to register poor grades in all levels of Uganda’s education. Annual national examination results from primary to secondary – ordinary and advanced level – as well as other tertiary institutions indicate that performance in science subjects remain below par.

Last week’s release of the Uganda Business and Technical Examinations Board (Ubteb) examination results followed the familiar trend of low pass rates in sciences. According to Ubteb executive secretary Onesmus Oyesigye, though fewer students enroll for science courses, more than half of the registered students fail.
In the Ubteb case, for instance, 120 candidates sat for certificates in boat building technology and marine mechanics, fisheries, land management, geometrics, meteorology, wildlife and natural but only 45per cent successfully made it while 55per cent of them will have to repeat.

This echoes the annual data of the Uganda National Examination Board (UNEB) which typically indicates poor performance in science subjects. Despite improved performance in some science subjects being regularly recorded in, the percentage pass levels usually remain low with majority of the candidates unable to demonstrate the minimum competency required to be graded.

This prompts the question: What exactly is the problem with science subjects/courses?
While this low science grades are not at this point surprising, it remains a major concern for a country focussed on prioritising sciences. And failure to redress this problem is shocking because the causes are known and documented, even highlighted during release of examination results every year.

Key reasons often pointed out as a contributing factor to low pass rates in science subjects include inadequate number of science teachers to cover the whole country, lack of science laboratories in some schools – especially in rural areas, failure by some teachers to use laboratory equipment provided for teaching sciences (meaning they are ill-trained), absenteeism, etc.
Addressing these gaps requires the government to take deliberate actions which calls for a proper plan, commitment and sufficient resources. To reverse this trend and successfully implement the policy of promoting sciences, the problem must be addressed from foundation level.

Government should, therefore, identify schools that are in need of intervention and specifically direct funding to them to ensure they have functioning science laboratories and competent science teachers to guide learners who require practical exposure.