UGANDA NATIONAL EXAMINATIONS BOARD

P. O. Box 7066, Kampala, Uganda

OUR REFERENCE: CF/UNEB/50 Ntinda TelTel. 0417-773100, 0414-286635/6/7, 0414-289397
YOUR REFERENCE: Kyambogo Tel: 0417-773256, 0414-286173
E-mail: [email protected], Website: www.uneb.ac.ug

9 February, 2023

STATEMENT ON RELEASE OF 2022 UCE EXAMINATION RESULTS

1.0 INTRODUCTION

Honourable Minister of Education and Sports, the examination was conducted

under the Theme “Integrity and Security in the management of
examinations, the Health and Safety of Learners is a joint
responsibility”. This theme was adopted to guide all the examination processes
for the 2022 examinations.

2.0 TOTAL CANDIDATURE

Candidature increased by 16,063 (4.8%) from 333,396 in 2020 to 349,459,

in 2022 reversing the decrease of 4,324 (-1.3%) that had been witnessed in the
previous examination. The candidates sat from 3,703 centres. Of these, 114,181
(32.7%) were USE beneficiaries. The number of male candidates registered is
175,768 (50.3%) and that of females is 173,691 (49.7%). The difference is
2,077 more males than females who registered for the examination. In 2019, the
number of females had surpassed that of the males, for the first time, by 398.
The gap, in favour of males, appears to be resurfacing.

In 2022, 345,695 candidates (173,761 males and 171,934 females) appeared

for the examination compared to 330,592 candidates who appeared for the
examination in 2020. his is an increase of 15,103 (4.6%) candidates.

Statistics of the number of candidates who registered for, and those who sat the
UCE examination for the last 5 years are given in Table 1 below.
 Table 1: Registration over the Last Five Years

Year Candidates Candidates Absentees % Absent

registered who sat
2022 349,459 345,695 3,764 1.1
2020 333,396 330,592 2,804 0.8
2019 337,720 333,060 4,660 1.4
2018 326,212 320,119 6,093 1.9
2017 323,276 316,624 6,652 2.0

Absenteeism of candidates, which had continued to drop over the last four years,
rose by 0.3%.

A total of 721 Special Needs Education (SNE) candidates (389 males,

332 females) registered for the 2022 UCE examination compared to 519 in 2020.
This was a large increase of 38.95% over last year. These consisted of the blind
(39), those with low vision (115), the deaf (87), the dyslexics (88) and
physically handicapped (94). There were 308 others with other forms of
disability that only needed to be given extra time. The Board made adequate
arrangements for these candidates, which included modification of questions,
provision of questions written in Braille form, providing support personnel for the
handicapped and dyslexics, and sign language interpreters for the deaf.
Candidates with low vision were given question papers with enlarged print to
enable them read more easily. All SNE candidates were allowed extra 45 minutes
in each paper.

3.0 COMPARISON OF GENERAL CANDIDATES’ PERFORMANCE FOR 2022 AND

2020 UCE EXAMINATIONS

Performance of candidates who sat in 2022 and 2020 in terms of Division passes
is compared in Table 2 below.

Table 2: General Performance in 2022 compared to 2020

2022 2020
Division No. of Cumm No. Of % Cumm
% Cumm Cumm
Cands no. of Cands age no. of
age % %
Cands Cands
1 46,667 13.5 46,667 13.5 39,968 12.1 39,968 12.1
2 76,745 22.2 123,412 35.7 69,782 21.2 109,750 33.3
3 88,690 25.7 212,102 61.4 81,428 24.7 191,178 58.0
4 117,837 34.0 329,939 95.4 120,055 36.4 311,233 94.4
9 15,756 4.6 345,695 4.6 18,415 5.6 329,648 5.6

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Table 2 shows that there was better performance in the 2022 examination. The
failure rate has also dropped by 1.0 percent.

Performance of candidates in 2022, in selected subjects, is compared to the 2020

performance of candidates in the same subjects in Table 3 below.

Table 3: Comparison of 2022 and 2020 Candidates’ Performance

in Selected Subjects

2022 2020
Subject No. of Percentage at No. of Percentage at
Cands. 2 6 8 Cands. 2 6 8
English Lang. 345,444 0.7 46.8 84.82 329,447 1.3 42.8 78.2
Christ. Rel. Ed 224,644 8.6 57.2 85.2 224,695 12.6 64.2 87.9
Islam. Rel. Ed 41,092 22.8 73.3 91.2 35,550 18.1 66.6 87.4
History 344,304 9.0 54.1 72.2 328,550 7.0 53.3 73.4
Geography 345,301 3.3 66.8 85.7 329,380 1.9 55.8 80.4
Mathematics 345,471 5.2 36.9 64.2 329,453 3.9 37.9 67.2
Agriculture 198,035 8.6 73.2 89.2 184,102 7.2 60.4 85.9
Physics 345,259 1.7 21.0 57.8 329,303 1.2 19.1 53.2
Chemistry 345,205 2.5 19.3 58.7 329,292 1.4 13.0 45.3
Biology 345,275 0.2 26.9 63.7 332,524 0.7 28.2 64.3
Art (IPS) 102,097 2.7 87.7 99.9 95,588 1.7 76.1 99.7
Commerce 137,195 6.9 55.4 74.8 153,577 10.9 75.5 89.0

There is an improvement in performance in the large entry subjects except in

Christian Religious Education, Biology and Commerce. Mathematics showed better
performance at the Distinction level, but declined overall. English Language
improved at credit and overall Pass levels but declined at the distinction level.
Performance in Biology has continued to decline as seen in the last few years.
Worth noting is that, performance in Physics and Chemistry has improved,
although the overall pass levels are still low. Over 40% of the candidates have not
passed the two subjects.
The Board examined Chinese Language for the first time in 2022. A total of 134
candidates sat and 124 (92.5%) of them passed. The language is in addition to
other major languages; French, German, Arabic, Latin and Kiswahili already
being examined.

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4.0 COMPARISON OF FEMALE AND MALE CANDIDATES’ PERFORMANCE

Table 4 compares performance of female and male candidates in selected subjects

expressed in terms of cumulative percentages at the indicated levels.

Table 4: Performance of Females and Males compared

PERCENTAGE AT
Subject GRADE 2 GRADE 6 GRADE 8
(Distinction level) (Credit level) (Pass level)
Female Male Female Male Female Male
English Lang. 0.9 0.6 49.1 44.5 86.1 83.5
CRE 8.3 8.9 57.2 57.0 85.7 84.6
IRE 22.8 26.7 72.4 74.4 90.8 91.7
History 7.4 10.7 50.1 58.1 69.0 75.4
Geography 2.4 4.2 63.7 69.9 84.1 87.3
Mathematics 3.4 6.9 32.2 41.6 61.6 66.9
Agriculture 5.7 11.2 66.6 79.1 85.7 92.2
Physics 0.9 2.5 16.5 25.5 53.6 62.0
Chemistry 1.5 3.4 16.7 21.9 59.2 58.3
Biology 0.1 0.4 22.3 31.5 59.0 68.3
Art (IPS) 1.8 3.5 86.7 88.6 99.9 99.9
Commerce 4.8 8.9 48.2 62.2 68.8 84.4

Female candidates performed better than males in English Language. In

Chemistry, the male candidates show better performance in the higher grades
but, overall, a higher percentage of females obtained at least a pass. This trend
in the disparity in the performance of male and female candidates has been
observed over the years.

Percentage passes at the different Divisions are compared in Table 5 below.

Table 5: Comparison of Percentage Divisional Passes

Gender Division 1 Division 2 Division 3 Division 4 Division 9

Males 15.5 23.3 25.5 31.4 4.3
Females 11.5 21.0 25.8 37.0 4.7

Table 5 confirms that overall, male candidates performed better at all the higher
grades than their female counterparts.

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5.0 PERFORMANCE OF SPECIAL GROUPS

5.1 Inmates

UNEB maintains an examination centre at Luzira Prisons for the inmates to assist
the Uganda Prison Service in their efforts at rehabilitation of offenders.
The centre registered 51 candidates and all sat. Eight passed in Division 2,
16 got Division 3; 26 passed in Division 4 and One failed.

5.2 Special Needs candidates

Table 6 below shows the performance of Special Needs candidates by category

Table 6: Performance of the SNE candidates by category

Category No Div 1 Div 2 Div 3 Div 4 Div 9

sat
Blind 46 2 4.3% 13 28.3% 11 23.9% 16 34.8% 4 8.7%

Deaf 120 5 4.2% 10 8.3% 10 8.3% 74 61.6% 21 17.5%

Dyslexic 66 4 6.0% 6 9.0% 18 27.3% 30 45.5% 8 12.1%

Physically 179 22 12.3% 32 17.9% 41 22.9% 65 36.3% 19 10.6%

handicapped
Low Vision 154 41 26.6% 38 24.7% 35 22.7% 39 25.3% 1 0.6%

Table 6 indicates the SNE candidates have performed quite well, especially those
with Low Vision.

6.0 PERFORMANCE OF CANDIDATES

As we have stated in previous release statements, before, the UCE examination is

designed to assess the degree of acquisition of the necessary knowledge, skills
and competences in the various learning areas; and to lay a foundation for
specialization at Higher education levels. Examination Papers have been carefully
constructed and go through necessary quality assurance stages to ensure validity
such that they test the candidates’ knowledge, understanding, and ability to apply
the knowledge acquired to solve problems in given novel situations and to show
analytical skills.

In the Sciences, the papers test the candidates’ ability to use the Science
apparatus provided to perform experiments following instructions, and to apply
the science process skills of making measurements and observations, recording
observations and other data from the experiments carried out.

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 They are then expected to draw inferences or conclusions from observations that
they have made, and interpret the data. They should also be able to apply basic
scientific knowledge in problem solving situations, including problems in their
environment.

The weaknesses outlined below are persistent, and have been reported in previous
statements.

6.1 Language Deficiency

We note that this year, examiners reported better quality work in English
Language. However, in composition writing, where candidates are expected to
exhibit creativity and originality, learners in some schools are still cramming
passages from textbooks or what they call “model compositions” with unusual and
difficult vocabulary. They then reproduce the crammed passages irrespective of
what the composition topic is. This practice is, fortunately, declining, because
candidates who do this are punished. IN the Comprehension passage, candidates
found difficulty in extracting appropriate information to use to correctly answer
the questions based on the passage. There are also weaknesses in using the
correct grammar in sentence construction. The essential skill of extracting main
ideas from a passage and writing out a coherent summary presents a major
challenge to most candidates.

The challenge of language deficiency is reflected in performance in other subjects,

where Chief Examiners continue to report failure by the candidates to interpret
the demands of the tasks set, failure to follow instructions, misunderstanding key
words used in the stem of a question, and generally poor language expression.

6.2 Performance in Science practicals

In Sciences, the problems have remained the same as in recent years. Candidates
showed weaknesses in the handling of apparatus during the practical tests. The
weaknesses were also shown in making and recording observations and drawing
conclusions from those observations; tabulation of experimental results and
interpretation of the results to meet the demands of the question. They also
showed poor Mathematical skills required in calculations, inability to write the
correct symbols of elements, formulae of compounds and equations, among
others. Many candidates take measurements and tabulate the readings and stop
on that, being unable to do anything else with the tabulated data. There is a
practice, probably encouraged by teachers, where a candidate takes the first
reading, and then for the subsequent readings, the candidate merely adds a fixed
value adds a fixed value, ending up merely forged figures of experimental results
in the practical papers.

6 2022 UCE STATEMENT OF RELEASE OF RESULTS

 A lot of candidates showed lack of practical experience in handling the apparatus
as many schools tend to handle practical aspects of the curriculum much later in
the course. As a result, students do not develop the necessary skills. This could
explain why most malpractice cases are in Science practical papers.

6.3 Performance in Higher Order Questions

As reported in previous statements, candidates do better in questions which

require mainly knowledge and understanding (Low Order questions). Higher Order
questions which require candidates to apply knowledge in problem solving
situations, draw inferences or make predictions from observations or a set of data
are not done well. This has been persistent over the years.

7.0 EXAMINATION MALPRACTICE

The measures put in resulted in a welcome reduction in the cases of malpractice.

Physics, Chemistry, and Mathematics have been most affected, with external
assistance, collusion among candidates, impersonation and script substitution as
the common cases. A total of 1,035 results will be withheld in accordance with
Section 5 (2) (b) of the UNEB Act No 1 of 2021. The number of results to be
withheld has been reducing steadily at this level.

Examination centres from which results are withheld will be notified through their
portals.

8.0 APPRECIATION

I wish to express my profound appreciation to you, Hon Minister, and the entire
Ministry for your invaluable support. I thank the Parliamentary Committee on
Education and Sports for their efforts in ensuring the UNEB obtains the budgetary
allocation it needs to run the examination; and the Ministry of Finance, Planning
and Economic Development for availing the funds.

I wish to thank all those persons, the Police, UPDF and other security agencies
who rendered invaluable services to UNEB during monitoring the field conduct of
the examination. I sincerely thank the Area Supervisors, heads of examination
centres and invigilators, who conducted the examination in accordance with the
stipulated Board’s regulations and adhered to the Ministry of Health guidelines on
the control of COVID-19 and Ebola. Allow me, Mama, to introduce
Col Sylivia Meeme from the UPDF (Military Police) and ACP Godfrey Maate from
the Uganda Police Force who were assigned to work with us.

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 I thank the examiners whose hard work ensured that the marking ended on
schedule. I am grateful to the heads of the schools that allowed UNEB to use
their premises as marking centres.

Finally, in a very special way, I thank the staff of UNEB Secretariat for their utmost
perseverance, selfless commitment to duty and the personal sacrifices they made
to ensure the 2022 UCE Results are released. They are represented here by
Director, Examinations - Mr Nangosya Mike Masikye; Manager Examinations
Management - Mr James Turyatemba; Manager, Examinations Development -,
rs Florence Agola Buyinza; Principal Examinations Officer (Test Development) -
Mrs Joyce Awor Ebal; Principal Examinations Officer, Exam Management -
Mr Jonas Sunday; the Principal Public Relations Officer - Mrs Jennifer Kalule
Musamba and the Personal Assistant to the Executive Director - Ms Laetitia
Naigaga.

9.0 ACCESS TO RESULTS AND COLLECTION OF RESULT SLIPS

Heads of UCE examination Centres can download the results from their portals as
soon as they are released. No hard copy result lists will be issued from UNEB
offices until conditions are more favourable. Examination centres will be notified
accordingly.

Candidates, their parents and any other person wishing to access results may do
so through their mobile phones. Go to the ‘Message’ menu and type UCE, leave
space, then type the correct index number of the candidate; e.g. U0000/001.
Send to 6600 on the MTN and AIRTEL networks.

10. SUBMISSION OF QUERIES

Heads of Examination Centres are advised to study the examination lists and
submit any queries they may have to UNEB Secretariat via the Portal within 15
working days from today’s date. Queries submitted after this date may not be
attended to.

Dan N. Odongo
EXECUTIVE DIRECTOR

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