Longitudinal Analysis of Performance of Ugandan Rural Advanced- Level Students in Physics Practicals

Abstract

Hybrid e-learning was applied in two typical rural girls’ advanced-level secondary schools (Ediofe and Muni) in the rural district of Arua. The intervention was meant to support the learning and teaching of Physics and Mathematics. Multistage sampling was done to identify 19 participants from both schools in advanced-level Physics Practicals. As the project progressed, the students sat four repeated external examinations in May, June, July and September 2007. Individual growth models were used to analyse the performance data. The intraclass correlation was found to be 32% which meant that 68% of the variability in scores is attributable to withinperson factors. The hybrid e-learning was found to contribute 64% of a student’s scores, making it a very viable proposition for disadvantaged rural schools. These results were discussed in light of the Ugandan national policies on science education.