Natural Sciences
Mak Study Reveals Key Factors Undermining Performance in Biology
A nationwide study led by Prof. Fredrick Jones Muyodi has revealed multiple factors contributing to poor performance in Biology in Uganda’s national examinations, with the Northern and Eastern regions being the most affected. The study highlights significant gaps in practical learning, digital access, and teaching methods, underscoring an urgent need for educational reforms.
Factors that prompted the study
Launched in 2023, the study was undertaken in response to growing concerns over the long-term decline in Biology performance in the Uganda Advanced Certificate of Education (UACE) examinations.
An earlier analysis conducted by the School of Biosciences at the College of Natural Sciences (CONAS), Makerere University, revealed that since the late 1970s, performance in Biology at the UACE level had consistently fallen below expectations. Over time, the situation worsened, as reflected in the annual examination results released by the Uganda National Examinations Board (UNEB).
In 2018, for example, only one student out of 13,061 candidates scored an “A” in Biology, while just 38% scored at least an “E”. Although 2019 saw a slight increase, overall results remained far below national standards, a trend that persisted into the post-COVID-19 era.
Poor performance in Biology has serious implications, as the subject underpins 70–100% of academic and research work across the College of Natural Sciences, the College of Health Sciences (CHS), the College of Veterinary Medicine, Animal Resources and Biosecurity (COVAB), and the College of Agricultural and Environmental Sciences (CAES). Weak results affect student progression and threaten Uganda’s life sciences ecosystem, impacting key sectors and government ministries.
In response, Makerere University, through the School of Biosciences at CoNAS in collaboration with the College of Education and External Studies (CEES), launched a study to investigate and address the problem. Funded by the University’s Research and Innovations Fund (MakRIF), the study examined teacher qualifications, curriculum depth, laboratory infrastructure, and student attitudes towards the subject.
Dissemination of the Study Findings
The project team presented their findings to stakeholders at a workshop held on 19th March 2026 at Makerere University. The event was attended by the Commissioner for Secondary Education at the Ministry of Education and Sports, Mrs. Juliet Atuhairwe Muzoora, alongside senior leaders from Makerere University.
Factors undermining performance in Biology
Guided by the socio-ecological model, the project team interviewed 5,000 participants, including teachers, students, parents, school administrators, and curriculum experts, across 100 districts nationwide. Key challenges identified include:
- Inadequate practical learning – Many schools lack functional laboratories, leaving students unable to connect concepts to real-life applications.
- Limited digital access – Poor internet connectivity and lack of digital learning tools hinder modern science education.
- Ineffective teaching methods – Overreliance on lectures weakens conceptual understanding.
- Gender disparities – Lower confidence and limited participation of female students in practical work.
- Negative community perceptions – Low motivation resulting from societal attitudes toward Biology.
Recommendations for Improvement
Despite a notable improvement in the 2025 Uganda Advanced Certificate of Education (UACE) examinations, the project team recommends a series of strategic interventions:
- Expansion of practical learning through fieldwork and project-based activities, with government support to fund hands-on initiatives.
- Investing in digital infrastructure, prioritizing internet access and online resources for underserved schools.
- Upgrading laboratories with modern equipment and increasing technical support to create conducive learning environments.
- Strengthening teacher development through continuous professional development programs promoting inquiry-based teaching.
- Aligning curriculum and assessments by fostering collaboration between the NCDC and UNEB to ensure coherence between instruction and exams.
- Enhancing student engagement through mentorship programs, academic clubs, and career guidance initiatives.
- Promoting gender equity in science education through targeted interventions.
The project team emphasizes that these interventions are essential for developing a generation of Biology students well-equipped to meet the demands of higher education and scientific careers. They advocate for coordinated action among government agencies, schools, and communities to reverse current trends and strengthen science education nationwide.
To further support efforts to improve performance in Biology, the team is seeking additional funding to pilot interventions in the most affected regions, particularly Northern and Eastern Uganda, and to establish a monitoring and evaluation framework to track progress and ensure lasting impact.
Remarks by the Commissioner for Secondary Education
Addressing participants at the dissemination workshop, the Commissioner for Secondary Education at the Ministry of Education and Sports, Mrs. Juliet Atuhairwe Muzoora, commended the research team for the initiative, highlighting its potential to improve performance in Biology. She called for the expansion of the initiative to cover other science disciplines.
Mrs. Muzoora expressed concern over the increasing monetization of academic activities, particularly seminars, warning that such practices threaten the core objectives of the programme. She further cautioned against the circulation of inappropriate and substandard pamphlets, noting that these undermine the quality of education.
She appealed to Makerere University to expand its school outreach programmes to reach all regions of the country, including the underserved and hard-to-reach areas.
Emphasizing the importance of the study, Mrs. Muzoora committed to arrange a meeting for the team to present their findings to the Ministry’s Senior Management team. “The findings of the study will inform policy adjustments that will enable us to improve performance in the sciences,” she noted.
Re-aligning A’ Level Subject Combinations and Leveraging Local Resources for Experiential Learning
In his presentation, Prof. Winston Tumps Ireeta, Deputy Vice Chancellor in charge Finance and Administration (DVCFA) and Principal of the College of Natural Sciences (CoNAS), emphasized the importance of targeted interventions in improving student performance, particularly in Biology and other science disciplines. Drawing attention to the medical field, he stressed the urgent need to review and realign Advanced Level subject combinations to correspond with the evolving requirements of various professional disciplines.
Drawing on insights from secondary school teachers at the CoNAS Science exhibition held from 5th–7th March 2026, Prof. Ireeta expressed concern over the limited adoption of experiential learning. He implored school administrators to leverage locally available materials to enhance hands-on learning. He expressed gratitude to the Government of Uganda for its continued support toward academic and research programmes at the University.
Re-aligning the Competence-based Curriculum
Prof. Anthony Muwagga Mugagga, the Principal of the College of Education and External Studies at Makerere University, highlighted the need to clearly define and systematically map out the modes of instruction under the Competence-based Curriculum. He emphasized that clarity in instructional approaches is essential for ensuring consistency, effectiveness, and measurable learning outcomes across institutions. He appreciated the MakRIF for the financial and technical support extended to the project, noting that such partnerships are instrumental in driving educational innovation and reform.
Remarks from the Chair, MakRIF
The Chairperson of the MakRIF, Prof. Fred Masagazi Masaazi, underscored the significance and far-reaching impact of the initiative, noting that the project scored 92% in the vetting process. He informed participants that the MakRIF remains committed to supporting ideas and initiatives that have a tangible and measurable effect on student learning outcomes.
“The focus on enhancing the teaching and learning of Biology is both timely and essential. Strengthening Biology education not only equips students with critical scientific knowledge but also lays a solid foundation for the country’s broader educational and developmental objectives. By prioritizing initiatives that nurture scientific understanding, the MakRIF seeks to contribute meaningfully to shaping a generation of learners capable of driving innovation, research, and sustainable development.”
Remarks by the representative from UNEB
In response to concerns regarding the gaps in curriculum development and assessment processes, Dr. Jimmy Okello reassured participants that the Uganda National Examinations Board (UNEB) works closely with the National Curriculum Development Centre (NCDC) to uphold quality across all stages of curriculum design and assessment.
He, however, acknowledged the need to further align curriculum with assessment frameworks for better learning outcomes. Dr. Okello stressed the importance of continuous professional development and retooling to enable teachers to respond effectively to evolving educational demands. He highlighted the challenge of sustaining quality education amid rising student enrolment, emphasizing the need for deliberate measures to ensure standards are maintained.
The need to enhance experiential learning and the mismatch between student enrolment and the learning infrastructure
Drawing on his experiences from visits to various schools, Prof. Arthur Tugume, Dean of the School of Biosciences, expressed concern over the rapidly increasing number of students enrolling in science disciplines. “This surge has significantly outpaced the available support infrastructure and human resources, ultimately compromising the quality of teaching and learning,” he noted. He highlighted the importance of formalizing seminars as a core component of the learning process and advocated for closer collaboration with research institutions to provide students with opportunities for hands-on experiences and real-world exposure. Additionally, he pointed out a critical mismatch between the current course content and the requirements of a competence-based curriculum, stressing the need for alignment.
In response to the presentations, Dr. Godfrey Kawooya Kubiriza, Head of the Department of Zoology, Entomology, and Fisheries Sciences at CoNAS, Makerere University, called for a streamlined assessment process to ensure fairness for all students. He expressed concern over disproportionate grading practices, noting that allocating 40% of the total marks to a single question disadvantages students.
The workshop was moderated by Dr. Edward Kansiime (Co-PI) and member of staff in the Department of Science, Technology and Vocational Education at CEES, Makerere University.
The Project Team
- Prof. Fredrick Jones Muyodi – PI (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Assoc. Prof. Josephine Esaete – Co-PI (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Assoc. Prof. Arthur Tugume (Dean, School of Biosciences, Makerere University)
- Dr. Godfrey Kubiriza (Head, Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Dr. John Joseph Kisakye (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Assoc. Prof. Eric Sande (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Dr. Edward Kansiime – Co-PI, (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. John Sentongo (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. Levi Masereka (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. Reymick Oketch (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. Joel Isanga (Department of Biochemistry and Systems Biology, CoNAS, Makerere University)
- Dr. Rosemary Nalwanga (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Ms. Caroline Nakafeero (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Mr. Ambrose (School of Public Health)
Natural Sciences
Change of Guard: Prof. Michael Owor Hands Over Office of Dean, School of Physical Sciences to Prof. David Ssevviiri
Prof. Michael Owor has officially handed over the office of Dean, School of Physical Sciences to Prof. David Ssevviiri. Prof. Owor has served as Dean since 1st February 2022. Following his appointment by the University Council, Prof. Ssevviiri will serve as Dean for the next four years, effective 6th May 2026.
Handover Ceremony
Held on 28th May 2026 in the office of the Dean, the handover ceremony was overseen by Makerere University Chief of Internal Audit, Mr. Patrick Akonyet. It was attended by the Deputy Principal of the College of Natural Sciences (CoNAS), Prof. Juma Kasozi; the Head of the Department of Chemistry, Dr Emmanuel Tebandeke; the representative of the Head of the Department of Physics, Dr. Nicholas Kwarikunda; the representative of the Head of the Department of Geology and Petroleum Studies, Dr Denis Mutebi; the College Human Resource Officer, Ms. Kevin Nabiryo Mikwano; and the College and School Registrars.
Remarks from the College leadership
On behalf of the College leadership, Prof. Juma Kasozi commended Prof. Owor for his dedicated service and leadership throughout his tenure and congratulated Prof. Ssevviiri upon his appointment, wishing him success in his new role.
Achievements and remarks by the outgoing Dean
During his tenure, Prof. Owor chaired the School Academic Board and several key committees, including the Establishment and Appointments Committee, the Examination Malpractices Committee, and the Irregularities and Appeals Committee. He also presided over MSc viva voce examinations and PhD public defenses. Under his leadership, he ensured the timely submission of results, eliminated academic backlogs, and strengthened the coordination of graduate examinations, while also supporting the development and review of academic programmes. He has also served as the Patron of the CoNAS Students’ Guild.
In his remarks, Prof. Owor expressed gratitude to the University Council and Management for the opportunity accorded to him to serve as Dean. He also thanked the College leadership and staff for their support and reaffirmed his commitment to continue serving the University.
“I want to thank the University Management through the Chief Human Resource Officer for appointing me as dean, School of Physical Sciences for the last four years. I pledge my total support to the incoming Dean of the School. I also pledge to continue offering my services to the University through my mother Department, Geology and Petroleum Studies.”
Remarks from the Directorate of Human Resources
Representing the Directorate of Human Resources (DHR), Ms. Kevin Nabiryo Mikwano commended Prof. Owor for his leadership and contributions during his tenure.
“You have steered the school through curriculum reforms, staff development, student growth, and your commitment to both staff and students has not gone unnoticed. The foundation you have laid will continue to support the school’s progress. Thank you for your partnership with the Directorate of Human Resources in ensuring staff welfare, recruitment, and performance processes were handled with integrity and care.”
She also congratulated Prof. Ssevviiri on his appointment, expressing confidence in his leadership and vision. She reaffirmed the Directorate’s readiness to support him in team building, talent management, and fostering a positive working environment for academic, administrative, and support staff. She further encouraged staff to maintain strong collaboration with the incoming Dean, emphasizing: “The success of the school depends on how well we work together. At the DHR, our commitment is to ensure that policies, processes, and people management practices support the school’s academic mission. May this handover mark the beginning of another strong chapter for the School of Physical Sciences.”
Guidance on the officially recognized Government handover procedure
The Chief of Internal Audit, Mr. Patrick Akonyet, commended both the outgoing and incoming Deans and emphasized adherence to the Government of Uganda handover and taking of office procedures. He noted that strict compliance with established guidelines is essential for accountability, transparency, institutional continuity, and smooth transition of responsibilities.
Remarks by the incoming Dean
In his remarks, Prof. David Ssevviiri thanked Prof. Owor for his service and appreciated the University Management for his appointment. He emphasized the importance of the School of Physical Sciences in advancing science and innovation. “We have a responsibility of nurturing our students into innovative problem solvers. The future of Science depends on how well we prepare our students. Building on the successes of my predecessors, and working collaboratively through our Departments, we can further contribute to solving real world challenges.
Profile of Prof. David Ssevviiri
Prof. David Ssevviiri is a Ugandan mathematician and academic leader serving as an Associate Professor of Mathematics at Makerere University, College of Natural Sciences. He is widely recognized for his work in pure mathematics, particularly in algebra, module theory, ring theory, algebraic geometry, and local cohomology.
He holds a Bachelor of Science with Education in Mathematics and Chemistry from Makerere University, as well as a Master of Science in Mathematics from the same institution. He also obtained an additional MSc and a PhD in Mathematics from Nelson Mandela Metropolitan University (now Nelson Mandela University), South Africa. His doctoral research, A Contribution to the Theory of Prime Modules, focused on advanced module theory and algebra.
Prof. Ssevviiri joined Makerere University in 2011 as an Assistant Lecturer and rose to the rank of Associate Professor in 2022. He previously served as Head of the Department of Mathematics from 2015 to 2020, where he contributed to strengthening teaching, research collaboration, and postgraduate training.
His research interests include primeness and nilpotency in ring and module theory, torsion theory, radical theory, homological algebra, and the interaction between algebra and algebraic geometry. He has authored and co-authored several peer-reviewed publications in international journals, contributing significantly to advancements in abstract algebra.
Beyond teaching and research, he has contributed to mathematics development in East Africa through student supervision, external examining, and coordination of regional academic programs. He has also participated in initiatives aimed at promoting mathematics education and encouraging young people to pursue careers in science and technology.
Pictorial of the ceremony: https://drive.google.com/drive/folders/1pmWX5H46UHbFkTT-I4OIJwFbXIwuO6e1?usp=sharing
A team of researchers from Makerere University has presented findings of a study on the persistent poor performance in Biology in national examinations to senior officials at the Ministry of Education and Sports.
The findings were shared during a dissemination meeting attended by the Ministry’s top management, led by Permanent Secretary Kedrace Turyagenda.
The study, commissioned by the Ministry in 2023, was conducted by researchers from the College of Natural Sciences (CoNAS) and the College of Education and External Studies (CEES). It was spearheaded by Prof. Fredrick Muyodi as Principal Investigator, alongside Assoc. Prof. Josephine Esaete (Co-Principal Investigator) and Prof. Arthur Tugume among others.
Titled “Examining the Factors Accounting for Poor Academic Performance in Biology in Uganda’s National Examinations,” the study covered all regions of the country, engaging more than 5,200 respondents across 100 districts through surveys, interviews, and observations.
Key findings
The research identified limited field-based learning and poor digital access as the most critical and consistent challenges affecting both Ordinary and Advanced Level students across all regions.
At Advanced Level, the lack of project-based learning was also cited as a significant constraint. Learners reported limited engagement with Biology beyond the classroom, a factor that weakens conceptual understanding and application in examinations.
The study further highlighted the role of community attitudes and perceptions in shaping student performance in the subject.
Recommendations
The researchers recommended increased investment in field-based learning, including field trips and project work, as well as expansion of digital infrastructure to improve access to learning resources.
Other proposed measures include strengthening school laboratory facilities, enhancing teacher capacity through continuous professional development, promoting student engagement through academic clubs and mentorship programmes, and fostering stronger family and community support for science education.
Next steps
The research team is seeking funding to pilot targeted interventions, particularly in regions most affected by the challenges identified, and to develop a monitoring and evaluation framework to guide implementation.
The findings are expected to inform policy and interventions aimed at improving Biology performance and strengthening science education in Uganda.
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