KAMPALA: Makerere University has stepped forward to claim credit for the recent increased performance in Biology in national examinations. The university points to its research-driven interventions as a key driver behind gains at the Advanced level. Recently released UNEB data confirm a marked improvement in Biology. The proportion of candidates achieving principal passes rose to 64.4 percent from 57.7 percent in 2024. Top-tier A grades jumped sharply to around 5.6–5.9 percent from just 1.1 percent the previous year. These gains occurred alongside improvements in other sciences like Mathematics and Chemistry. Consequently, the Uganda biology performance has become a point of discussion.
Researchers under the Uganda National Biology Society at Makerere say their study caused this improvement. The study examined long-standing poor performance in biology in national examinations. It proposed changes in teaching methods, school support systems, and curriculum alignment. Fredrick Muyodi, a professor involved in the study, said the research set out to identify root causes behind weak biology results. The assessments covered both Uganda Certificate of Education and Uganda Advanced Certificate of Education levels.
Research Findings and Interventions
“For several years learners in Uganda were performing poorly in biology during the National exams,” Muyodi noted. “This triggered Makerere to carry out a study of the problem and come up with lasting solutions.” Prof. Muyodi made these remarks at an event where Makerere University presented its strategic plan for the 2025/2026–2029/2030 period.
During their study, researchers found that biology teaching was predominantly theoretical. Limited practical and field-based learning opportunities existed. The study also showed several schools face inadequate laboratory facilities and teaching materials. Digital access remains limited in many regions. Low student engagement with real-life applications of biology also contributed. Coordination gaps between curriculum design and assessment were identified. These findings were not entirely new. They have been listed in UNEB reports for years. However, the Uganda biology performance research provided systematic documentation.
Stakeholder Engagement
Prof. Muyodi mentioned that the recent improvement in biology performance is due to engagements with stakeholders. The findings guided targeted engagements with teachers, schools, and education stakeholders. These collaborations helped shape interventions linked to the recent improvement in biology results. The improvement is visible in the 2025 Uganda Advanced Certificate of Education outcomes and the previous year’s performance.
He further urged sustained investment in laboratory resources, teacher training, and school infrastructure. Consistent progress requires ongoing effort rather than temporary shifts in results. According to Prof. Muyodi, the study on performance in biology was conducted in four regions. These included Central, Northern, Western, and Eastern regions. It covered 100 districts and engaged over 5,000 stakeholders. Therefore, the Uganda biology performance research had broad geographic coverage.
Regional Disparities
Dr. Godfrey Kawooya Kubiriza, the head of Zoology, Entomology, and Fisheries at the College of Natural Sciences, provided additional context. He said the most affected regions regarding biology performance are the Northern and Eastern regions. However, the challenge exists nationally. This indicates that while improvements have occurred, disparities remain.
Kawooya also said the study showed a student-based challenge. Students inconsistently attend school, mostly in Karamoja in north-eastern Uganda. This attendance issue affects learning continuity and outcomes. He also noted that interacting with teachers revealed their needs. Many emphasized the need for skilling in regard to practice training. They also need to understand innovative ways of teaching. Therefore, improving Uganda biology performance requires addressing multiple factors simultaneously.
Mixed Results at Different Levels
Biology performance at Uganda Advanced Certificate of Education level shows clear improvement. Stronger gains were recorded among higher grades. However, results at Uganda Certificate of Education level didn’t paint a rosy picture. Performance at higher scores declined slightly at this level.
According to UNEB data, the share of candidates scoring grade A at O level fell from 1.9 percent in 2024 to 1.3 percent this year. Grade B dropped from 16.7 percent to 14.6 percent. On the positive side, failure rates improved. Candidates scoring grade E reduced from 2.3 percent to 0.6 percent. The shift points to fewer cases of complete non-mastery. Nevertheless, growth in top grades still lags at the O level. The Uganda biology performance thus shows different trends across education levels.
Questions About Causality
The university’s claim of direct influence invites scrutiny due to limited evidence. There is limited evidence linking specific interventions to changes in examination outcomes. Whether the interventions led by Makerere University stand as the main driver of improvement remains open to debate. They could be one factor among several influences in the education system.
Other factors may have contributed to the improved Uganda biology performance. These could include changes in teaching practices independent of the research. They might include improved examination preparation by schools. Perhaps students themselves have become more motivated. Without controlled studies, attributing causation is difficult. Nevertheless, the correlation between the research and improved outcomes is noteworthy.
Need for Sustained Effort
The recent biology gains signal gradual progress. Yet sustained monitoring and broader reforms remain essential. Ensuring improved learning outcomes across schools and regions requires ongoing commitment. The Makerere researchers emphasize this point themselves. They call for continued investment in laboratories, teacher training, and infrastructure.
The Uganda biology performance improvement should not be taken for granted. It represents the fruit of deliberate effort. However, maintaining and building on these gains requires sustained attention. One-off interventions produce temporary results. Continuous engagement produces lasting change. The research team’s call for sustained investment reflects this understanding.
Implications for Education Policy
The apparent success of research-driven interventions has implications for education policy. It suggests that university research can directly impact classroom outcomes. It demonstrates the value of collaboration between higher education and basic education sectors. It shows that identifying problems systematically leads to better solutions.
Policymakers might consider expanding this model to other subjects. Mathematics and Chemistry also showed improvement alongside Biology. Perhaps similar research could accelerate gains in these areas. The Uganda biology performance improvement could serve as a template for broader educational reform. It demonstrates what becomes possible when research informs practice.
