uneb mission, vision and core valuesto rearrange the given words to form correct sentences. most...

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UNEB MISSION, VISION AND CORE VALUES

VISION: A Recognized Centre of Globally Competitive Educational Assessment

MISSION: Conduct Valid, Reliable and Equitable Assessment of Learners Achievements in a Professional and Innovative Manner and Award Internationally Recognized Certificates.

CORE VALUES:

• Accountability • Confidentiality • Team work • Innovativeness • Professionalism Uganda National Examinations Board P.O. Box 7066 Kampala Ntinda Tel: 0414286635/6/7/8 Kyambogo 03122607653, 0414289399 Fax: 0414289397, 0312260752 Email: [email protected] Website: www.uneb.ac.ug

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TABLE OF CONTENTS

UNEB MISSION, VISION AND CORE VALUES..................................................................................................i

FOREWORD.................................................................................................................................................iii

REPORT ON WORK OF CANDIDATES...........................................................................................................1

GENERAL COMMENTS................................................................................................................................29

COMPARISON OF GOOD AND WEAK CANDIDATE’S WORK........................................................................31

ENGLISH - SAMPLE WORK OF GOOD CANDIDATES – Appendix i (a)..........................................................33

ENGLISH - SAMPLE WORK OF GOOD CANDIDATES – Appendix i (b).........................................................34

ENGLISH - SAMPLE WORK OF WEAK CANDIDATES – Appendix ii (a)........................................................35

ENGLISH - SAMPLE WORK OF WEAK CANDIDATES – Appendix ii (b)........................................................36

SCIENCE - SAMPLE WORK OF GOOD CANDIDATES – Appendix iii (a).......................................................37

SCIENCE - SAMPLE WORK OF GOOD CANDIDATES – Appendix iii (b).......................................................38

SCIENCE - SAMPLE WORK OF WEAK CANDIDATES – Appendix iv (a).......................................................39

SCIENCE - SAMPLE WORK OF WEAK CANDIDATES – Appendix iv (b).......................................................40

SST - SAMPLE WORK OF GOOD CANDIDATES – Appendix v (a)................................................................41

SST - SAMPLE WORK OF GOOD CANDIDATES – Appendix v (b)................................................................42

SST - SAMPLE WORK OF WEAK CANDIDATES – Appendix vi (a)...............................................................43

SST - SAMPLE WORK OF WEAK CANDIDATES – Appendix vi (b)................................................................44

MATHEMATICS - SAMPLE WORK OF GOOD CANDIDATES – Appendix vii (a).............................................45

MATHEMATICS - SAMPLE WORK OF GOOD CANDIDATES – Appendix vii (b).............................................46

MATHEMATICS - SAMPLE WORK OF WEAK CANDIDATES – Appendix viiI (a)............................................47

MATHEMATICS - SAMPLE WORK OF WEAK CANDIDATES – Appendix viiI (a)............................................48

PLE 2018 PERFORMANCE BY DISTRICTS – Appendix ix............................................................................49

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FOREWORD

1

REPORT ON WORK OF CANDIDATES

ENGLISH

Qn. WHAT WAS REQUIRED

CANDIDATES’ WEAKNESS ADVICE TO TEACHERS

1 to 5 Filling in the blank space with a suitable word.

Some candidates failed to fill in the blank spaces with suitable words.

• Thorough teaching of the parts of speech i.e., Nouns, verbs, Adverbs, adjectives, prepositions, conjunctions, pronouns, interjections.

• Emphasize the need for the correct spelling of words.

• Use a systematic way of teaching tags, e.g. negative main sentence requires a positive question tag and vice versa

• Guide leaners to read and understand the instructions through regular practice.

6 to 15 Formation and transformation of words:

To use the correct form of the word given in brackets to complete the sentence.

• Failure to use the correct form of the words given in brackets to complete the sentences.

• During vocabulary lessons, guide learners on giving other forms of words and use those forms in sentences, for example smart = smartly, smartness.

• Encourage learners to read the sentence after they have written their answers to check for its correctness.

• Encourage learners to use a dictionary and read a variety of materials to enrich their vocabulary (extensive reading).

• Give learners opportunity to practice the vocabulary more often.

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18 to 20 Word order:

To rearrange the given words to form correct sentences.

Most candidates failed to rearrange the given words to form correct sentences.

• Guide leaners to master basic sentence patterns: Subject + Verb e.g., she came. Subject +Verb + Object e.g., She ate an orange.

• Help learners to formulate simple sentences adequately i.e. declarative, interrogative, exclamatory and imperative.

• Put emphasis on punctuation marks appropriately and allow learners to practice using them.

• Give learners ample opportunity to read and write different types of sentences.

• Give regular practice on rearranging words to form correct sentences.

21 and 22

One word for many

To rewrite the sentence giving one word for the underlined group of words.

• Most candidates failed to rewrite the sentence giving one word for the underlined group of words.

• Explain the vocabulary using a

variety of approaches/ methods: dictionary, glossary, thesaurus, opposites, synonyms etc.

• Emphasize the basic rule of writing words (capitalization, compound) words, written as one word, those written as two or more words and those that are hyphenated.

• Put emphasis on meanings of words in reference to context, parts of speech, tense and number.

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25 and 26

Homophones

To use each of the given words in sentences to show that you know the difference in their meaning.

• Some candidates failed to use each of the given words in sentences to show that they know the difference in their meaning.

• Other candidates failed to punctuate the sentences correctly.

• Guide learners to identify and differentiate homophones during the teaching of vocabulary.

• Encourage learners always to punctuate their sentences correctly.

• Give adequate exercises for practice.

29 and 30

To give the singular form of the given words.

• Failure to give the singular forms of the given words.

• Guide learners to detach articles (a and an) from singular forms of nouns when they are not in sentence forms.

• Help learners to understand the different ways plurals of countable nouns can be formed.

• Give adequate practice on formation of plurals of countable compound nouns that are:

i. written as one word e.g. washroom, timetable

ii. written as two words e.g. best man, head of state

iii. hyphenated e.g. brother-in-law, passer-by

iv. possessive eg. child’s toy, woman’s bag

31 to 50 Structures:

To rewrite the sentences as instructed in brackets.

• Some candidates failed to rewrite the sentences as instructed in the brackets:

• Conditionals (Qn.36) - candidates did not know the auxiliary verb to use to express the condition.

• In (Qn. 38) - Some candidates did not know how to use the structure in the given context. They misplaced both either and or.

• Guide learners to understand

all the recommended structures thoroughly and effectively.

• Give learners sufficient oral and written practice of the structures taught.

• Connect the teaching of structures to real-life situations.

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• For (Qn.39) - Many candidates did not understand the question and so failed to give the correct form of the verb to be used after the word avoid.

• Some candidates failed to write the given structures correctly. e.g. in Qn. 37 they wrote inorder instead of in order.

• Put emphasis on correct punctuations of words.

• Carry out research from different sources to teach different structures appropriately.

51 Comprehension:

To read the letter and then answer the questions that follow in full sentences.

• Candidates left out important information that could make their answers correct and to the point e.g. (i) 51 (f) some candidates wrote:

All P.7 teachers were given chance to brief the candidates after the head teacher. Instead of All P.7 teachers of Tuko Primary School.... 51 (j) most candidates left out either the school name or the year. A few left out both.

(ii) punctuated their answers e.g. 51(e) – Mr. Kato Joseph(,) the head teacher of Tuko Primary School(,) talked about the PLE timetable during the briefing. This means Mr. Kato Joseph is being addressed on what the head teacher did. Two commas are necessary.

• Use the recommended methods/procedure of teaching comprehension.

• Employ both low order and high order comprehension questions as you teach.

• Guide learners to give comprehensive (complete) answers after highlighting the key words in the question.

• Encourage learners to always punctuate their answers.

• Encourage learners to spell out proper nouns the way they have been given.

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52. Comprehension:

To read the poem and answer the questions that follow in full sentences.

• Most candidates failed to read the poem and answer the questions that followed in full sentences.

• Learners gave ambiguous responses to some questions e.g. 52 (f) Holidays are useful to believers in a way that they use them to praise and thank God. Is it holidays that is the antecedent of they or it is believers?

• Some candidates lifted e.g. 51 (g) instead of writing Friday/Saturday/Sunday, they copied what was given in the text i.e. Fridays/Saturdays/ Sundays.

• Guide learners on how to read and interpret poems: Following rhythm, assonance, alliteration; recitation plus actions. Punctuation and repetition are also important.

• Write simple poems and give leaners chances to write their own poems following the methodology of poem writing.

53. Comprehension:

To study the given information and answer the given questions in full sentences.

• Some candidates failed to study the given information and answer the given questions in full sentences

• Help learners to analyze and

interpret data given. • Expose learners to a variety of

texts for practice e.g. notices, adverts, tables, mark sheets, report cards, and other relevant documents, and set relevant questions for practice.

• Use of an integrated approach in teaching analysis and interpretation of data.

• Give adequate practice.

54. Composition:

(Dialogue)

To write down what Segula said.

• Candidates failed to write what Segula said.

• Some candidates failed to use polite language.

• Most of the candidates’ work had e.g. Good afternoon instead of Good afternoon Sir/Mr. Baguma.

• Failure to use everyday language to respond correctly to some of the statements like Thank you, young boy.

• Allow learners to act dialogues

in class regularly. • Encourage learners to use

polite languages as much as possible

• Be role models in the use of polite language.eg prepare an award for that leaner who uses polite language to encourage others.

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55. Composition Writing:

To write a composition about your plans after the Primary Leaving Examination.

• Some Candidates failed to write a composition about their plans after the Primary Leaving Examination

• Other candidates did not know what a composition should look like.

• Use all the language aspects recommended in the curriculum.

• Emphasize different types of composition e.g. narrative, imaginative, descriptive, persuasive, letter writing and dialogue, on regular basis.

• Emphasize the key components of any good composition i.e. - a title that should be

derived from the instructions

- an introduction - a body and - a conclusion.

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INTEGRATED SCIENCE

QN WHAT WAS REQUIRED WEAKNESS OF CANDIDATES ADVICE TO TEACHERS

8.

To give a reason why a fuse is made of a thin wire.

Some candidates failed to give a reason why a fuse is made of a thin wire. They instead gave the function of a fuse.

• Help learners to physically

see the components of an electric circuit. Discuss their uses and how they are adapted to their functions.

• Help learners to understand why fuses are made of thin wires rather than just memorizing their function. “A thin fuse wire maintains a minimum resistance required to generate heat that can melt the fuse. If the fuse wires are thick, a high current flows through it and doesn’t melt the fuse.”

• Use different sizes of pipes to illustrate the concept of flow of current.

23.

To mention the part of a maize grain that absorbs and supplies food to the embryo.

Some candidates could not mention the correct part of a maize grain that absorbs and supplies food to the embryo. Majority mentioned endosperm instead of cotyledon.

• Help learners to understand

that a maize grain is a fruit but not a seed.

• Guide learners to name the parts of a maize grain and their function in comparison to that of a bean seed. Use boiled maize grain to show the different parts.

• Guide learners to clearly draw and label the parts of a maize grain.

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29.

To describe how a lunar eclipse is formed.

Some candidates could not describe how a lunar eclipse is formed. They had difficulty in identifying the correct positions of the three bodies; the sun, moon and the earth when a lunar eclipse is formed.


what an eclipse is and the different types of eclipse.

• Help learners to understand the relative positions of the sun, earth and the moon in the space.

• Help them to understand that the moon orbits the earth and the earth orbits the sun. When the earth comes between the sun and the moon and the three are in line, the moon which is relatively smaller than the earth is blocked from receiving sunlight. This is called lunar eclipse or eclipse of the moon.

• Use balls, oranges and any other local objects of different sizes to illustrate this phenomenon in class.

33.

To give a reason why eagles are referred to as birds of prey.

Some candidates had difficulty in explaining why eagles are referred to as birds of prey. They instead gave the characteristics of eagles such as having sharp claws and strong curved beak. Other candidates confused scavengers with birds of prey.


the meaning of the phrase ‘birds of prey’ i.e. birds that hunt, kill and feed on flesh.

• Help learners classify birds by looking at their beaks and feet to determine their feeding habits.

• Encourage group discussion on types of birds and their examples since this is an environmental topic.

• Clearly distinguish between scavengers and birds of prey i.e. whereas scavengers look for flesh of dead animals, birds of prey hunt and kill their prey.

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• Guide learners to draw beaks and feet of birds of prey.

38.

To give a reason why the lungs expand during breathing in.

Some candidates failed to give the correct reason why the lungs expand during breathing in. Many candidates simply gave the answer “for breathing”.

• Help learners to identify the

different parts of the respiratory system.

• Guide them to understand the functions of the different parts.

• Develop with your learners the respiratory model to help learners understand the process of breathing.

• Demonstrate the process of breathing in and out as learners observe and take note of what takes place in these processes.

• Help them to explain why the lungs expand during breathing in. (to create space for the air that is taken in) and why they contract during breathing out (to push out the air).

• Give project work on making models of the respiratory system.

42. (b)

To state any one method that can be used to separate the two liquids mixed in the glass container.

Some candidates failed to state one method that can be used to separate the two liquids in the glass container. Many of them gave wrong responses such as distillation /fractional distillation and filtration instead of decantation or separating funnel.

• Help learners see how the two

liquids settle when mixed practically.

• Demonstrate the separation of the two liquids using either the method of decantation or separating funnel.

• Help learners to understand the different methods of separating mixtures from local examples. Do this practically with your learners. For example; - Separating Funnel-

oil and water

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- Filtration-water and tea leaves, sand and water etc

- Decantation- obtaining clear water from muddy water

- Distillation – pure alcohol from fermented alcohol.

- Evaporation- obtaining salt grains from salt solution.

44. (a)

To write down any two causes of weathering of rocks.

Some candidates failed to write the causes of weathering of rocks. They instead wrote the types of weathering i.e. physical and chemical weathering.

• Clearly explain to your

learners the meaning of the following: - weathering - Types of weathering - Causes of weathering

• Help learners to understand that the different ways in which weathering occurs are the types i.e. -Physical/mechanical processes e.g. when running water carries rock particles and later breaks them into smaller particles. -Chemical reactions e.g. when acid rain breaks rock particles.

• Weathering is caused by extreme changes in temperature, plant roots wind, animals etc.

• Take learners to visit areas outside their classroom where these actions are likely to have occurred.

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44. (c)

To explain how living organisms in soil help to improve soil fertility.

Some candidates had difficulty in explaining how living organisms in soil help to improve soil fertility.

• Practically help learners to

identify the components of soil (both living and nonliving) i.e. Organic matter, water and microorganisms such as earth worms etc.

• Help learners to understand the importance of each of the components they have identified. For example ; - Water helps to transport

nutrients - Organic matter is used as

plant food - Microorganisms help to

decompose the organic matter to form humus.

46. (b)

To state the two causes of the human eye defect shown in the given diagram.

Some candidates failed to state clearly the causes of the human eye defect shown in the given diagram. They gave wrong responses such as ‘big eye ball, thick eyeball and thin eye ball’.

• Explain to learners the

meaning of eye defects, types of eye defects and how they affect an individual.

• Help learners to understand how the parts of the eye cause such defects.eg when the eyeball is short or is weak, refraction of rays is affected. This makes the images to be focused outside the retina. This defect is called long sightedness because the person cannot see near objects clearly. In shortsightedness, the eyeball is long or thick. This makes images to be focused in front of the retina

• Help them to understand how the different lenses are used to correct such eye defects.

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• Guide them to correctly show their understanding by drawing what happens when the lenses are used to correct the eye defects.

49. (d)

To explain how the reproduction in a tilapia is different from that of a parrot.

Some candidates failed to explain how the reproduction in a tilapia is different from that of a parrot. Other candidates were mixing the characteristics of mammals with those of birds in their explanation e.g. produce live young, while others stated this in terms of their environmental adaptations i.e. tilapia lives in water and birds in trees.

• In this topic of classification of

vertebrates, help learners to identify the classes of vertebrates and give variety of examples of animals under each class.

• Guide learners to understand the characteristics of vertebrates in terms of ; - Warm blooded and cold

blooded animals - Body characteristics - Reproduction

• Help learners to understand that reproduction is a process that involves different stages in the development of an organism.

• Using local examples, explain the two types of reproduction in vertebrates i.e. internal and external fertilization. Relate this to the parrot and a fish.

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55(b)

To state two ways in which an HIV positive pregnant woman can protect her unborn baby from getting HIV/AIDS.

Some candidates failed to state the ways in which an HIV positive pregnant woman can protect her unborn baby from getting HIV/AIDS. They misunderstood the question hence gave answers related to how a child who has already been born can be protected from HIV/AIDS.

• Guides learners to interpret

questions correctly before they answer them.

• .Emphasize to learners way of preventing HIV/AIDS at every stage of human development i.e. before birth, at birth and after birth.

• Use health personnel or people living positively with HIV/AIDS to talk to your learners about mother to child prevention of HIV/AIDS and other ways of preventing HIV/AIDS.

• Make continuous research on this topic in other to give accurate information about HIV/AIDS.

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SOCIAL STUDIES WITH RELIGIOUS EDUCATION

QN WHAT WAS REQUIRED CANDIDATES’ WEAKNESS ADVICE TO TEACHERS

2.

To name the system of government practiced in Uganda.

• Some Candidates failed to

name a system of government that is practiced in Uganda today.

• Guide learners to differentiate

between the political system and systems of government used in Uganda.

• Name types of Government for example: - Military government - Democratic government

• Put emphasis on multiparty and single party as political system of govt.

• Give advantages and disadvantages of each.

5. To name the element that gives detailed information about a map.

• Some candidates failed to

name the element that gives detailed information about a map.

• Guide learners to mention the

elements of a good map. • Guide learners how to use the

elements of a map in details • Draw some elements of a good

map such as a scale, compass direction.

• Guide learners to practice map work regularly.

9. To give the advantage of a nuclear family over an extended family.

• Candidates failed to give

the advantage of a nuclear family over extended family.

• Differentiate between a nuclear

family from an extended family. • Guide learners to list the

advantages and disadvantages of a nuclear family over an extended family.

• Learners should be guided on how to answer questions that require comparison.

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12. To name the type of budget shown in drawings.

• Candidates failed to name

the type of the budget drawn.

• Explain what a budget is

- name types of budgets - draw illustrations to show types of budgets

• Give advantages and disadvantages of each type of budget.

• Help learners to understand the different type of budget.

15. To state one way in which a national constitution promotes people’s rights


state anyone way in which a national constitution promotes people’s rights.

• Help learners to identify the

human rights in the National Constitution.

• Guide learners to relate the national constitution and human rights

• Help learners to understand existing laws in the communities e.g. school rules and regulations, family rules, commandments and pillars in religions

• Encourage learners to observe and practice human rights.

16 To explain how altitude influences climate of an area.


explain how altitude influences the climate of an area.

• Help learners to list the factors

that influence climate of an area. • Guide leaners to understand

how these factors influence the climate of an area.

• Help leaners differentiate between altitude and latitude.

• Cary out field trips to help leaners see and understand physically on the ground.

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26.

To give the meaning of population structure.


give the meaning of population structure. Others gave the meaning of population density.

• Explain the meaning of different

terms in population with clear illustrations.

• Guide learners to carry out project work on population structure at home and class.

30.

To mention a place where a wind sock is found.


mention any one place a wind sock is found.

. • Help learners to know that a

windsock is not a weather instrument.

• Guide learners to identify places where a wind sock is found

• Guide learners to identify some weather instruments and their uses.

41 (a)

To name the body responsible for organizing population census in Uganda.

• Many candidates failed to

name the body responsible for organizing population census in Uganda.

• Guide learners on various

government bodies and their roles.

• Guide learners to distinguish between the role of ministries and those of government bodies.

• Discuss roles of UBOS and UNBS - URA/UNRA, UNEB, NCDC and DES.

• Guide learners to write abbreviations correctly in full.

42 (a)

To mention the system of administration the French used in West Africa.


mention the system of administration the French used in West Africa.

• Guide learners on different

systems of administration used by the colonialists in different parts of Africa. E.g. Assimilation, Direct and indirect rule.

• Help the learners to name the countries in Africa where the different rules were applied. e.g. Senegal and Gambia used assimilation.

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• Help the learners to tell the difference that existed among the Administrative systems used.

42(b)

To give any two ways in which assimilation policy was implemented in West Africa.

• Most candidates failed to

give any two ways in which assimilation policy was implemented in West Africa.

• Explain to learners how

assimilation policy was implemented e.g. (i) Thorough teaching French

language. (ii) Preaching French culture in

churches (iii) Educating Africans for free

in French culture. • Guide learners to identify

advantages & disadvantages of each of the administration systems used by the colonialists in Africa.

44 (a)

To name the kingdom that replaced the Chwezi dynasty of Bunyoro Kitara.


name the kingdom that replaced the Chwezi dynasty of Bunyoro Kitara.

• Guide learners to know the

difference between Bunyoro-Kitara Empire and Bunyoro Kingdom.

• Guide learners to know that Bunyoro Kingdom came as a result of the collapse of the Bunyoro-Kitara Empire.

• Help learners to name other kingdoms that came up after the collapse of Bunyoro-Kitara empire e.g Buganda Kingdom and Tooro Kingdom.

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45(b)

• To name the homeland of the

ethnic group that entered East Africa using route Y.

• Most candidates failed to

name the homeland of the ethnic group that entered East Africa using route Y.

• Guide learners to know that the

Ngoni were under Bantu ethnic group that originated from Cameroon highlands.

• Guide learners to list different ethnic groups that entered EA.

• Help them name the tribes that belong to each ethnic group.

• Using the map of EA help the learners show the different routes different ethnic groups used while entering East Africa.

• Guide learners to make ground maps showing different routes.

46(a)

To state any two roles of security organs in Uganda.


state any two roles of security organs in Uganda.

• Guide learners to identify

different security organs in Uganda. e.g police, army, prisons etc.

• Discuss the roles of each security organ in Uganda.

• Help leaners understand importance of security organs

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52 (a)

EITHER: To mention any other religion practiced in Uganda apart from Christianity

• Many candidates failed to

mention any other religion practiced in Uganda apart from Christianity.

• Guide learners on the different

religions practiced in Uganda e.g. Islams, Budhism, Hinduism etc.

• Guide learners to differentiate between religion and religious denominations/sects, e.g. Protestants, Catholics, born again are denominations of Christianity.

55. (a)

EITHER To name the person being talked about in the quotation below: “He never changes no one can oppose Him or stop Him from doing what He wants to do … I tremble with fear before Him”. (Job 23:13-15)


name the person being talked about in the quotation.

• Teach learners using memory

verses. • Identify different quotations in

the Bible/Quran and use them to help learners understand.

• Guide learners to read and interpret Bible /Quran quotations correctly.

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MATHEMATICS


5.

To write the afternoon time shown on the given clock face in 24-hour clock.

Some candidates failed to read the time given and therefore could not express it in the 24- hour clock correctly.

• Using clock face, help

learners to read and write time in 12-hour clock.

• Emphasize to learners how ‘past’ and ‘to’ are used when reading time.

• Help learners to understand that in 24-hour clock, time is presented in 4 digits. Reading of time in the afternoon is continued from 12 noon to 13 hours until midnight.

• In calculation, 12 hours is added to the time in afternoon in order to convert it to 24-hours. For example; 2:00p.m. in 24 hours = 2 : 00 +12 :00 14 00hours

• Help learners to identify the tricky points (midday and midnight) of time in 24- hour clock.

• In the classroom setting, organize your learners in small groups to read time from clock faces in 12- hours and also write time in 24- hour clock.

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6.

To simplify 5k -2(3 - k)

Some candidates failed to simplify the given algebraic expression. Others failed to remove the brackets and collect the like terms.


what a bracket means in algebra. ( A bracket means a term outside multiplies those inside the bracket)

• Guide learners to understand the rules in multiplying integers i.e.

§ - × - = + § - × + = - § + × + =+

• Help learners to understand that when collecting like terms, the like term move with the integer sign in front of it. For example in ; 5k-2(3-k) 5k-6+2k 5k+2k-6 7k-6

• Give adequate practice on simplifying algebraic expressions where brackets are involved.

7.

To find the number of litres of petrol a car can use to cover 64 kilometres if the car uses 7 litres of petrol to cover a distance of 28 kilometres.

Some candidates had difficulty in finding the amount of petrol that can be used by a car to cover one km. They therefore could not find the number of litres that would be required to cover 64 km.


the ideas that relate to direct proportion. For example; the number of items one can buy will increase if the money increases. Also the number of litres of petrol will increase as the distance increases.

• Guide learners to apply the unitary method to work out questions that are in direct proportion (what happens to the other quantity if the first quantity is reduced to 1).

• Guide learners to always arrange their work in such a way that the item to be found

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appears last and the quantity to be found is on the right hand side as in; 28 km need 7 litres 1 km needs !"# litres ⸫ 64km requires !"#×64 16litres

• Use real life situations when teaching about proportions.

• Give learners adequate practice on questions relating to direct proportion to help them understand this concept.

9.

To use a protractor to measure the size of the given angle KLM.

Some candidates had difficulty in measuring accurately the size of the given angle. They lacked the skill of measuring angles using a protractor.


that a protractor has an inner and an outer scale. The use of these scales depends on the side from which the angle is measured.

• Help learners to tell whether a given angle is less or more than 900. This will help them read the angle from a correct scale of the protractor.

• Guide learners to follow the following procedure when measuring angles using protractors: § The baseline of the angle

should be on the zero degree line.

§ Before you begin to read the angle, make a choice of the scale to use. Make sure the scale you use starts from 00.

§ In case the line that determines the angle size is short, extend it to ensure accurate

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measurement of the angle.

• Give learners adequate

practice on drawing and measuring angles.

16.

To find the cost of 1 US dollar in Kenya shillings, given that 1 US dollar ( $) costs Uganda shillings (Ug.sh) 3,672 and 1 Kenya shilling (Ksh) costs Ug.sh 36.

Some candidates failed to find the cost of 1 US dollar in Kenya shillings. Other candidates failed to get the correct quotient of $,&!"$&

• Introduce your learners to

different foreign currencies. Help the learners to know the names and the symbols used.

• Help the learners to understand reasons for currency conversion i.e. purchasing power of different currencies.

• Guide learners to read exchange rates from a given table.

• Organize stalls in the classroom where learners participate in exchanging currencies of different countries.

• Guide learners to use long division in case of tricky divisions such as the ones in this question.

18.

To find the new taxi fare from Kampala to Mukono, if the old taxi fare of sh 3,000 was raised by 16"$%.

Some candidates failed to use the fractional percentage increase in working out the new fare from Kampala to Mukono. It was difficult for them to convert the percentage given in mixed numbers into common fraction.

• Guide learners in converting

percentages given in mixed numbers into fraction. For example changing 16"$% into common fraction would be; 16"$ ÷ '(('

)($ × '

'(( ='& • The increase would then be

worked out as follows; '&× 3,000 = sh 500

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hence the new fare is sh 3,000 + sh500 = sh 3,500

• Give learners adequate practice where use of percentages in mixed numbers is involved.

19.

To solve the inequality 3 – 2m < 15

Some candidates failed to solve the inequality. They did not know that the inequality sign is reversed when dividing both sides by a negative coefficient.

• Before learners are

introduced to inequality, guide them in solving simple equations.

• Help learners to read and understand the meaning of inequality symbols.

• Help learners to understand that in solving inequalities, the same procedures used in solving equations are followed except that the inequality sign is used all through instead of equal sign.

• Ensure that learners also take note of the fact that when dividing both sides of the inequality by a negative coefficient, the inequality sign is reversed.

24. (a)

To find the length of edge l of the given prism where the sum of all the edges is 96 cm.

Some candidates failed to find the length of edge l of the given prism. They interpreted 96 cm as the volume of the prism.


the properties of prisms i.e. edges, vertices and faces.

• Guide learners to make models of prisms using locally available materials e.g. sticks.

• Help them to identify the number of edges, faces and vertices of the prisms they have made. In the case of the cuboid learners should also identify the equal edges. You

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(b) To calculate the volume of the prism

Some candidates failed to calculate the volume of the prism after failing to calculate the length l of the prism.

can relate this concept to the classroom walls.

• Relate this to the question by adding all the edges. This should give the sum 96 cm i.e. 4(l +10 +8 ) = 96 cm 4l +40 + 32 = 96 cm 4l + 72 = 96 cm 4l + 72 – 72 = 96 -72 +,+ = "++ l = 6 cm

• Give learners adequate practice on questions related to such three dimensional figures.

27.

To find the weight of the sixth boy, given that the average weight of four boys is 56 kg. When two boys join the group, the average weight becomes 52 kg and that the sixth boy is 8 kg heavier than the fifth boy.

Some candidates failed to interpret the word problem question. They therefore could not work out the weight of the sixth boy.


the meaning of the term average and how it is expressed in mathematics. i.e. Average = -./01

2...46/789

• Guide learners to interpret the question step by step as in - total weight of 4 boys 4×56 =224 kg - total weight of 6 boys 6×52 =312 kg - Total weight of the two

boys 312kg – 224 =88kg ⸫ Let fifth boy weigh w kg,

hence, the sixth boy will weigh (w+8) kg

then, w +w+8 = 88 kg 2w + 8 = 88 kg 2w + 8- 8 =88-8 ":" = #(" w = 40 kg

26


The sixth boy’s weight is 40+8=48kg

• Give learners adequate practice on questions related to average in daily life.

30(a) (b)

To find how many years ago Kizito was three times as old as his sister, given that he is 38years and his sister is 24 years old. To find how old Kizito’s sister was then.

Some candidates had difficulty in forming a correct equation. They therefore could not find;

(a) How many years ago Kizito was three times as old as his sister.

(b) How old Kizito’s sister was then.

• Emphasize to the learners skills of analyzing word problem questions. For example phrases such as; “years ago” refers to the past and represents subtraction from the current age. “three times” means multiply by three. If Kizito was three times as old as his sister t years ago, then; Kizito was (38 – t ) years, the sister was (24 – t) years

• Help learners to understand that in order to make the ages balance, the younger person’s age be multiplied by 3 ie ‘three times as old’. In this case: (38– t) = 3(24 – t) This equation is then solved to find how many years ago Kizito was three time as old as his sister 38 – t = 72 – 3t 3t – t = 72 – 38 3t = 34 $/$ = $+$ ; = 17

• Give learners adequate practice on such word problem questions.

27


31. (a) (b)

To find the diameter of the cylindrical tank formed from the rectangular sheet of metal shown in the diagram below where the height of the tank is 100 cm.

To calculate the;

(i) area of the sheet needed to cover the base of the tank.

(ii) capacity of the tank.

Some candidates had difficulty in comprehending the given diagram. They seem to have had no idea that the rectangular sheet could form a cylindrical tank. Other candidates failed to calculate the area of sheet needed to cover the base of the tank and also the capacity of the tank.

• Practically show learners the

relationship between a cylinder and a rectangle. For example Use rectangular ‘manila’ papers and fold it to make cylinders as illustrated below.

• Similarly you could cut cylindrical tins to make rectangular sheets as shown.

• Help learners to understand the different types of cylinders (open ended, closed and hollow).

• Help them to relate the length of the sheet to circumference and width to height.

• Guide them in calculating the area of the sheet needed and the capacity of the tank using the appropriate formula.

32. (a) (b)

To represent the motorcyclist’s journey on the given graph. The motorcyclist travelled from town M to town G which are 150 km apart. The motorcyclist started the journey from M at 10:30 a.m., he was travelling at a speed of 25 km/h for 2 hours. He rested for 30 minutes and then continued at a speed of 50 km/h for the rest of the journey to town G. To find the time at which the motorcyclist reached town G

Some candidates could not represent the given information on the travel graph. They had a challenge in plotting the starting point and also the part of the journey from the resting time to town G. Other candidates failed to find the time at which the motorcyclist reached town G.


travel graphs by first explaining: (a) The axes of the graph.

The vertical axis represents the distance travelled in kilometres. The horizontal axis represents the time in hours.

(b) The scale of the graph. For example in the graph given, on the vertical axis each small square represents 2km and on the horizontal axis each small square represents 6 minutes. The middle bold line between the times in hours is 30minutes.

28


• Help learners to understand what speed actually means. For example, 25km/h means that the motor cyclist covers a distance of 25km in every one hour.

• Help learners to plot step by step and later join the points to form the motorcyclist’s journey.

• Give learners adequate practice on plotting such distance time problems.

29

GENERAL COMMENTS

Uganda National Examinations Board appreciates the good work the teachers do in their schools. In order to improve further learners’ performance, the following recommendations have been made:

1. Head teachers and management committees need to be sensitized on the importance of the report on work of candidates during briefing for registration of candidates and PLE briefing at district.

2. Head teachers and subject teachers should avoid reliance on examinations that are set by commercial

examinations bureaus. These examinations do not help much in improving instruction. The teachers are encouraged to prepare their individual evaluation test.

3. Teachers should try as much as possible to use practical methods of teaching such as field or nature

walk, demonstration, group work, projects etc. 4. Embrace technology by using documentaries and video recording where skill trainings are involved.

For example, giving First Aid. 5. Head teachers and subject teachers are encouraged to use resource persons especially in health

related topics. This approach can improve learners understanding. 6. The District Education Officers/ District Inspectors of Schools should try to address the knowledge gap

in teachers by regularly organizing for them some refresher courses. Head teachers should work with CCTs identify areas of need for such professional courses.

7. Teachers are advised to get the content of their lessons from the curriculum rather than the text books.

This will help them know what is necessary for the class. They should as well avoid reliance on one particular text book for teaching.

8. Develop language competences in the learners by encouraging them to read story books, conduct

spelling games and handwriting competitions among learners. 9. Head teachers should ensure that the teaching of Religious Education is done as recommended by

the curriculum. Drilling the candidates on how to answer questions will not develop in them the required competences.

10. Teachers are encouraged to use the environment and locally available materials in their teaching as

much as possible. While teaching try to draw examples from the learners environment to enable them see the application what they learn in daily life

11. The school management should ensure the availability and effective use of the formal and informal

teaching/ learning materials.

30

For example: MATHEMATICS • Recommended text books • The curriculum for each class. • Mathematical instrument sets for each child in upper class • Chalk board drawing sets for teachers and learners use. • Graph and square books • Enough note books for pupils and teachers.

SOCIAL STUDIES

• Recommended text books • The curriculum for each class • Atlas, Globe and Wall maps • Teacher made charts • Weather instruments • Ground maps • Resource persons

INTEGRATED SCIENCE

• Recommended text books • The curriculum for each class • Simple assorted chemicals and apparatus • Real objects in the environment such as plants, insects, animals etc. • Teacher made charts • Models • Specimen • Documentaries • Resource persons.

ENGLISH

• Recommended text books • The curriculum for each class • Class readers • Dictionary • Flash cards • Workbooks/ cards • Audio tapes and players • Resource persons

31

COMPARISON OF GOOD AND WEAK CANDIDATE’S WORK

ENGLISH

Good candidate’s work shows the following points: (see Appendix i (a) and (b))

§ All the answers to the questions are correct. § The answers are neatly written. § Prepositions are correctly placed. § Homophones are correctly understood. § Punctuations are correctly placed. § Sentences are written in correct grammar

Weak candidate’s work shows the following points: (see Appendix ii (a) and (b))

§ Most the answers are wrong. § The answers have no meaning. § The answers show that the candidate have little understanding about what is required in the

questions. § Most answers are incomplete and others are grammatically wrong.

INTEGRATED SCIENCE

Good candidate’s work shows the following points: (see Appendix iii (a) and (b))

§ All answers to the question are correct. § The answers are neatly written. § The answers are expressed in clear language. § Candidate has good understanding about the topics.

Weak candidate’s work shows the following points: (see Appendix iv (a) and (b))

§ All answers to the questions are wrong. § The answers written shows lack of understanding of the questions.

SOCIAL STUDIES WITH RELIGIOUS EDUCATION

Good candidate’s work shows the following points: (see Appendix v (a) & (b))

§ All answers to the questions are correct. § The answers are neatly written and in clear language. § Good understanding about game parks, budget and citizenship education.

Weak candidate’s work shows the following points: (see Appendix vi (a) and (b))

§ Wrong answers in the questions.

32

§ Lacks of understanding of the questions. § The candidate has some good ideas that have been misplaced.

MATHEMATICS

Good candidate’s work shows the following points: (see Appendix vii (a) and (b))

§ Neat and well laid out work. § § Proper understanding of the concepts of about 3-dimensional figures, time, direct proportion and

simplifying algebra. § A systematically worked out the questions in numbers 5 to 7 and also the length of edge l and later

the volume of the prism. § Correct units were used in each of the questions.

Weak candidate’s work shows the following points: (see Appendix viii (a) and (b))

§ Lack of knowledge of what should be done. § Wrong calculation in each of the questions.

33

ENGLISH - SAMPLE WORK OF GOOD CANDIDATES – Appendix i (a)

34

ENGLISH - SAMPLE WORK OF GOOD CANDIDATES – Appendix i (b)

35

ENGLISH - SAMPLE WORK OF WEAK CANDIDATES – Appendix ii (a)

36

ENGLISH - SAMPLE WORK OF WEAK CANDIDATES – Appendix ii (b)

37

SCIENCE - SAMPLE WORK OF GOOD CANDIDATES – Appendix iii (a)

38

SCIENCE - SAMPLE WORK OF GOOD CANDIDATES – Appendix iii (b)

39

SCIENCE - SAMPLE WORK OF WEAK CANDIDATES – Appendix iv (a)

40

SCIENCE - SAMPLE WORK OF WEAK CANDIDATES – Appendix iv (b)

41

SST - SAMPLE WORK OF GOOD CANDIDATES – Appendix v (a)

42

SST - SAMPLE WORK OF GOOD CANDIDATES – Appendix v (b)

43

SST - SAMPLE WORK OF WEAK CANDIDATES – Appendix vi (a)

44

SST - SAMPLE WORK OF WEAK CANDIDATES – Appendix vi (b)

45

MATHEMATICS - SAMPLE WORK OF GOOD CANDIDATES – Appendix vii (a)

46

MATHEMATICS - SAMPLE WORK OF GOOD CANDIDATES – Appendix vii (b)

47

MATHEMATICS - SAMPLE WORK OF WEAK CANDIDATES – Appendix viiI (a)

48

MATHEMATICS - SAMPLE WORK OF WEAK CANDIDATES – Appendix viiI (a)

49

PLE 2018 PERFORMANCE BY DISTRICTS – Appendix ix

THEUGANDANATIONALEXAMINATIONSBOARDPLE2018DIVISIONALSCOREDISTRIBUTIONTABLEBYDISTRICT/MUNICIPALITY

DIVISION1 DIVISION2 DIVISION3 DIVISION4 DIVISIONU DIVISIONX

M F TOTAL M F TOTAL M F TOTAL M F TOTAL M F TOTAL M F TOTAL TOTAL

ABIM52 16 68 466 298 764 148 117 265 123 107 230 24 43 67 13 6 19 1413

4.9% 54.8% 19.0% 16.5% 4.8% 1.3%

ADJUMANI112 47 159 867 402 1269 975 606 1581 977 523 1500 352 330 682 31 28 59 5250

3.1% 24.4% 30.5% 28.9% 13.1% 1.1%

AGAGO50 28 78 650 288 938 518 367 885 593 349 942 230 323 553 10 26 36 3432

2.3% 27.6% 26.1% 27.7% 16.3% 1.0%

ALEBTONG105 42 147 878 549 1427 598 559 1157 558 465 1023 349 380 729 17 17 34 4517

3.3% 31.8% 25.8% 22.8% 16.3% 0.8%

AMOLATAR102 44 146 545 385 930 265 257 522 273 216 489 144 157 301 4 14 18 2406

6.1% 38.9% 21.9% 20.5% 12.6% 0.7%

AMUDAT0 1 1 52 29 81 40 46 86 46 51 97 26 12 38 2 2 4 307

0.3% 26.7% 28.4% 32.0% 12.5% 1.3%

AMURIA98 30 128 913 661 1574 839 841 1680 752 700 1452 284 408 692 33 34 67 5593

2.3% 28.5% 30.4% 26.3% 12.5% 1.2%

AMURU36 7 43 739 271 1010 494 322 816 494 280 774 172 154 326 31 18 49 3018

1.4% 34.0% 27.5% 26.1% 11.0% 1.6%

APAC192 85 277 1362 1021 2383 551 647 1198 425 374 799 213 272 485 39 18 57 5199

5.4% 46.3% 23.3% 15.5% 9.4% 1.1%

ARUA307 127 434 2496 1397 3893 2146 1755 3901 2222 1376 3598 980 896 1876 211 146 357 14059

3.2% 28.4% 28.5% 26.3% 13.7% 2.5%

BUDAKA108 63 171 882 716 1598 552 620 1172 393 491 884 304 336 640 18 33 51 4516

3.8% 35.8% 26.2% 19.8% 14.3% 1.1%

BUDUDA 72 41 113 475 456 931 281 337 618 276 407 683 183 277 460 48 84 132 2937

50




4.0% 33.2% 22.0% 24.3% 16.4% 4.5%

BUGIRI163 94 257 1146 1040 2186 786 865 1651 573 708 1281 349 473 822 25 48 73 6270

4.1% 35.3% 26.6% 20.7% 13.3% 1.2%

BUHWEJU125 87 212 446 594 1040 164 248 412 69 117 186 38 63 101 10 19 29 1980

10.9% 53.3% 21.1% 9.5% 5.2% 1.5%

BUIKWE765 740 1505 2096 2530 4626 735 1055 1790 617 784 1401 399 513 912 74 111 185 10419

14.7% 45.2% 17.5% 13.7% 8.9% 1.8%

BUKEDEA136 92 228 1056 905 1961 469 570 1039 204 296 500 36 62 98 9 9 18 3844

6.0% 51.3% 27.2% 13.1% 2.6% 0.5%

BUKOMANSIMBI153 188 341 659 826 1485 244 396 640 249 322 571 116 159 275 55 61 116 3428

10.3% 44.8% 19.3% 17.2% 8.3% 3.4%

BUKWO46 23 69 292 355 647 200 263 463 308 310 618 165 206 371 4 7 11 2179

3.2% 29.8% 21.4% 28.5% 17.1% 0.5%

BULAMBULI46 21 67 442 364 806 367 405 772 250 348 598 114 126 240 10 39 49 2532

2.7% 32.5% 31.1% 24.1% 9.7% 1.9%

BULIISA55 21 76 376 235 611 188 181 369 141 117 258 42 81 123 7 4 11 1448

5.3% 42.5% 25.7% 18.0% 8.6% 0.8%

BUNDIBUGYO183 142 325 1173 1073 2246 385 427 812 328 310 638 94 72 166 61 86 147 4334

7.8% 53.6% 19.4% 15.2% 4.0% 3.4%

BUNYANGABU210 173 383 745 952 1697 207 322 529 156 184 340 54 92 146 41 58 99 3194

12.4% 54.8% 17.1% 11.0% 4.7% 3.1%

BUSHENYI829 809 1638 1276 1603 2879 289 449 738 163 214 377 74 95 169 21 42 63 5864

28.2% 49.6% 12.7% 6.5% 2.9% 1.1%

BUSIA292 209 501 1520 1481 3001 582 759 1341 419 508 927 204 248 452 47 69 116 6338

8.1% 48.2% 21.6% 14.9% 7.3% 1.8%

BUTALEJA 107 62 169 876 731 1607 555 603 1158 419 430 849 268 263 531 62 102 164 4478

51




3.9% 37.3% 26.8% 19.7% 12.3% 3.7%

BUTAMBALA137 129 266 714 871 1585 325 460 785 226 267 493 147 157 304 55 60 115 3548

7.7% 46.2% 22.9% 13.9% 8.9% 3.2%

BUTEBO58 27 85 483 406 889 256 292 548 203 191 394 116 126 242 10 23 33 2191

3.9% 41.2% 25.4% 18.0% 11.2% 1.5%

BUVUMA8 3 11 127 87 214 82 77 159 65 82 147 15 39 54 14 8 22 607

1.9% 36.6% 27.2% 24.2% 9.2% 3.6%

BUYENDE137 68 205 1022 890 1912 492 642 1134 329 325 654 169 221 390 30 49 79 4374

4.8% 44.5% 26.4% 15.2% 9.1% 1.8%

DOKOLO152 74 226 724 458 1182 399 441 840 373 293 666 173 182 355 11 12 23 3292

6.9% 36.2% 25.7% 20.4% 10.9% 0.7%

GOMBA149 163 312 680 859 1539 314 490 804 285 383 668 200 283 483 56 67 123 3929

8.2% 40.4% 21.1% 17.6% 12.7% 3.1%

GULU317 225 542 1326 1260 2586 543 564 1107 416 355 771 122 180 302 23 34 57 5365

10.2% 48.7% 20.9% 14.5% 5.7% 1.1%

HOIMA530 514 1044 1708 1722 3430 881 1112 1993 659 879 1538 426 601 1027 134 152 286 9318

11.6% 38.0% 22.1% 17.0% 11.4% 3.1%

IBANDA490 396 886 1152 1280 2432 371 660 1031 214 327 541 103 195 298 59 76 135 5323

17.1% 46.9% 19.9% 10.4% 5.7% 2.5%

IGANGA636 536 1172 2402 2683 5085 1069 1645 2714 786 1083 1869 567 778 1345 87 125 212 12397

9.6% 41.7% 22.3% 15.3% 11.0% 1.7%

ISINGIRO425 291 716 1644 1617 3261 841 1129 1970 495 770 1265 295 523 818 82 104 186 8216

8.9% 40.6% 24.5% 15.8% 10.2% 2.3%

JINJA608 444 1052 2401 2840 5241 797 1296 2093 563 832 1395 283 433 716 68 94 162 10659

10.0% 49.9% 19.9% 13.3% 6.8% 1.5%

KAABONG 16 1 17 425 122 547 216 117 333 188 104 292 13 37 50 15 5 20 1259

52




1.4% 44.1% 26.9% 23.6% 4.0% 1.6%

KABALE442 399 841 920 855 1775 446 723 1169 273 362 635 83 186 269 41 53 94 4783

17.9% 37.9% 24.9% 13.5% 5.7% 2.0%

KABAROLE554 589 1143 1437 1801 3238 238 324 562 124 159 283 35 69 104 42 65 107 5437

21.4% 60.8% 10.5% 5.3% 2.0% 2.0%

KABERAMAIDO47 11 58 718 522 1240 658 690 1348 614 535 1149 161 211 372 6 2 8 4175

1.4% 29.8% 32.3% 27.6% 8.9% 0.2%

KAGADI243 182 425 1097 1118 2215 574 653 1227 426 517 943 212 321 533 76 78 154 5497

8.0% 41.5% 23.0% 17.6% 10.0% 2.8%

KAKUMIRO108 102 210 652 600 1252 442 568 1010 413 534 947 153 340 493 42 65 107 4019

5.4% 32.0% 25.8% 24.2% 12.6% 2.7%

KALANGALA56 33 89 100 131 231 19 24 43 6 9 15 2 3 5 2 1 3 386

23.2% 60.3% 11.2% 3.9% 1.3% 0.8%

KALIRO152 117 269 856 846 1702 525 705 1230 371 431 802 262 348 610 16 40 56 4669

5.8% 36.9% 26.7% 17.4% 13.2% 1.2%

KALUNGU367 510 877 975 1491 2466 294 469 763 245 307 552 119 141 260 45 70 115 5033

17.8% 50.1% 15.5% 11.2% 5.3% 2.3%

KAMPALA4343 4279 8622 6360 7776 14136 1532 1914 3446 911 1251 2162 352 386 738 142 184 326 29430

29.6% 48.6% 11.8% 7.4% 2.5% 1.1%

KAMULI486 400 886 2237 2424 4661 1243 1636 2879 862 1128 1990 521 786 1307 65 100 165 11888

7.6% 39.8% 24.6% 17.0% 11.1% 1.4%

KAMWENGE366 232 598 1275 1160 2435 586 789 1375 351 471 822 142 253 395 63 62 125 5750

10.6% 43.3% 24.4% 14.6% 7.0% 2.2%

KANUNGU275 180 455 858 862 1720 674 871 1545 361 509 870 94 215 309 36 36 72 4971

9.3% 35.1% 31.5% 17.8% 6.3% 1.4%

KAPCHORWA 101 62 163 428 440 868 265 304 569 337 421 758 188 313 501 14 13 27 2886

53




5.7% 30.4% 19.9% 26.5% 17.5% 0.9%

KASESE738 566 1304 2704 2840 5544 1144 1631 2775 781 983 1764 287 388 675 114 150 264 12326

10.8% 46.0% 23.0% 14.6% 5.6% 2.1%

KATAKWI51 42 93 529 505 1034 313 264 577 192 201 393 66 53 119 18 7 25 2241

4.2% 46.7% 26.0% 17.7% 5.4% 1.1%

KAYUNGA306 260 566 1323 1387 2710 712 920 1632 533 722 1255 445 584 1029 72 128 200 7392

7.9% 37.7% 22.7% 17.4% 14.3% 2.7%

KIBAALE74 54 128 333 357 690 210 289 499 183 263 446 125 153 278 9 4 13 2054

6.3% 33.8% 24.4% 21.9% 13.6% 0.6%

KIBOGA136 98 234 519 601 1120 304 382 686 264 382 646 129 196 325 42 45 87 3098

7.8% 37.2% 22.8% 21.5% 10.8% 2.8%

KIBUKU178 81 259 989 944 1933 417 480 897 309 292 601 138 168 306 12 10 22 4018

6.5% 48.4% 22.4% 15.0% 7.7% 0.5%

KIRUHURA305 215 520 1375 1415 2790 600 890 1490 301 466 767 94 165 259 54 80 134 5960

8.9% 47.9% 25.6% 13.2% 4.4% 2.2%

KIRYANDONGO332 144 476 1360 961 2321 587 635 1222 398 406 804 106 135 241 30 39 69 5133

9.4% 45.8% 24.1% 15.9% 4.8% 1.3%

KISORO268 164 432 863 797 1660 637 865 1502 388 536 924 212 514 726 62 46 108 5352

8.2% 31.7% 28.6% 17.6% 13.8% 2.0%

KITGUM97 56 153 562 466 1028 434 355 789 623 388 1011 271 297 568 27 39 66 3615

4.3% 29.0% 22.2% 28.5% 16.0% 1.8%

KOBOKO160 61 221 801 440 1241 479 375 854 350 274 624 107 126 233 33 36 69 3242

7.0% 39.1% 26.9% 19.7% 7.3% 2.1%

KOLE184 86 270 874 634 1508 417 386 803 296 267 563 116 163 279 11 12 23 3446

7.9% 44.1% 23.5% 16.4% 8.2% 0.7%

KOTIDO 42 10 52 312 130 442 102 96 198 69 54 123 18 22 40 17 9 26 881

54




6.1% 51.7% 23.2% 14.4% 4.7% 3.0%

KUMI220 177 397 972 806 1778 750 735 1485 526 575 1101 221 282 503 16 20 36 5300

7.5% 33.8% 28.2% 20.9% 9.6% 0.7%

KWEEN29 10 39 312 295 607 247 305 552 303 394 697 159 248 407 4 6 10 2312

1.7% 26.4% 24.0% 30.3% 17.7% 0.4%

KYANKWANZI105 112 217 524 605 1129 296 417 713 286 339 625 212 318 530 51 67 118 3332

6.8% 35.1% 22.2% 19.4% 16.5% 3.5%

KYEGEGWA165 90 255 960 933 1893 378 456 834 239 341 580 113 162 275 36 37 73 3910

6.6% 49.3% 21.7% 15.1% 7.2% 1.9%

KYENJOJO244 215 459 1779 2113 3892 542 679 1221 317 395 712 56 68 124 15 25 40 6448

7.2% 60.7% 19.1% 11.1% 1.9% 0.6%

KYOTERA529 533 1062 1070 1398 2468 295 490 785 232 377 609 108 177 285 39 46 85 5294

20.4% 47.4% 15.1% 11.7% 5.5% 1.6%

LAMWO37 23 60 412 224 636 439 342 781 502 290 792 119 162 281 19 18 37 2587

2.4% 24.9% 30.6% 31.1% 11.0% 1.4%

LIRA612 416 1028 1876 1779 3655 705 872 1577 630 591 1221 326 457 783 43 56 99 8363

12.4% 44.2% 19.1% 14.8% 9.5% 1.2%

LUUKA133 116 249 1093 1225 2318 620 798 1418 417 553 970 282 388 670 38 67 105 5730

4.4% 41.2% 25.2% 17.2% 11.9% 1.8%

LUWEERO842 771 1613 2686 3299 5985 968 1438 2406 710 881 1591 317 447 764 119 172 291 12650

13.1% 48.4% 19.5% 12.9% 6.2% 2.3%

LWENGO510 479 989 1187 1468 2655 484 807 1291 415 624 1039 209 314 523 83 104 187 6684

15.2% 40.9% 19.9% 16.0% 8.0% 2.8%

LYANTONDE177 121 298 467 505 972 142 197 339 57 96 153 22 36 58 7 15 22 1842

16.4% 53.4% 18.6% 8.4% 3.2% 1.2%

MANAFWA 73 48 121 435 334 769 377 459 836 387 468 855 225 232 457 23 33 56 3094

55




4.0% 25.3% 27.5% 28.1% 15.0% 1.8%

MARACHA36 13 49 662 245 907 453 359 812 313 185 498 87 75 162 37 37 74 2502

2.0% 37.4% 33.4% 20.5% 6.7% 3.0%

MASAKA1200 1234 2434 1222 1649 2871 379 524 903 259 338 597 170 157 327 33 55 88 7220

34.1% 40.3% 12.7% 8.4% 4.6% 1.2%

MASINDI217 153 370 1342 1324 2666 536 638 1174 313 412 725 105 124 229 24 39 63 5227

7.2% 51.6% 22.7% 14.0% 4.4% 1.2%

MAYUGE277 214 491 1760 1560 3320 913 1151 2064 744 920 1664 554 749 1303 111 150 261 9103

5.6% 37.5% 23.3% 18.8% 14.7% 2.9%

MBALE555 445 1000 1885 2106 3991 970 1200 2170 809 1221 2030 472 656 1128 59 100 159 10478

9.7% 38.7% 21.0% 19.7% 10.9% 1.5%

MBARARA1601 1363 2964 2460 3064 5524 597 831 1428 223 362 585 75 84 159 49 63 112 10772

27.8% 51.8% 13.4% 5.5% 1.5% 1.0%

MITOOMA379 382 761 999 1220 2219 261 372 633 114 133 247 46 55 101 23 37 60 4021

19.2% 56.0% 16.0% 6.2% 2.5% 1.5%

MITYANA468 418 886 1552 1899 3451 664 900 1564 578 738 1316 357 481 838 108 121 229 8284

11.0% 42.8% 19.4% 16.3% 10.4% 2.8%

MOROTO87 36 123 209 135 344 55 44 99 36 30 66 10 13 23 6 3 9 664

18.8% 52.5% 15.1% 10.1% 3.5% 1.4%

MOYO20 14 34 603 290 893 579 417 996 434 329 763 88 116 204 8 6 14 2904

1.2% 30.9% 34.5% 26.4% 7.1% 0.5%

MPIGI400 349 749 1457 1844 3301 638 870 1508 446 572 1018 183 216 399 78 108 186 7161

10.7% 47.3% 21.6% 14.6% 5.7% 2.6%

MUBENDE476 343 819 2088 2181 4269 977 1343 2320 901 1128 2029 611 830 1441 137 173 310 11188

7.5% 39.2% 21.3% 18.7% 13.2% 2.8%

MUKONO 1822 1870 3692 3611 4343 7954 1093 1627 2720 756 1077 1833 461 519 980 187 235 422 17601

56




21.5% 46.3% 15.8% 10.7% 5.7% 2.4%

NAKAPIRIPIRIT25 1 26 234 91 325 90 64 154 50 38 88 12 14 26 17 7 24 643

4.2% 52.5% 24.9% 14.2% 4.2% 3.7%

NAKASEKE306 217 523 943 1121 2064 327 471 798 244 284 528 56 100 156 63 60 123 4192

12.9% 50.7% 19.6% 13.0% 3.8% 2.9%

NAKASONGOLA189 174 363 679 913 1592 378 552 930 248 384 632 183 281 464 71 105 176 4157

9.1% 40.0% 23.4% 15.9% 11.7% 4.2%

NAMAYINGO113 68 181 723 527 1250 432 470 902 347 330 677 174 202 376 32 23 55 3441

5.3% 36.9% 26.6% 20.0% 11.1% 1.6%

NAMISINDWA75 30 105 525 485 1010 495 523 1018 495 523 1018 329 378 707 29 62 91 3949

2.7% 26.2% 26.4% 26.4% 18.3% 2.3%

NAMUTUMBA220 150 370 930 919 1849 597 736 1333 412 508 920 204 294 498 29 37 66 5036

7.4% 37.2% 26.8% 18.5% 10.0% 1.3%

NAPAK28 23 51 248 159 407 92 54 146 52 49 101 9 14 23 14 7 21 749

7.0% 55.9% 20.1% 13.9% 3.2% 2.8%

NEBBI29 7 36 549 239 788 554 305 859 581 256 837 121 113 234 40 32 72 2826

1.3% 28.6% 31.2% 30.4% 8.5% 2.5%

NGORA56 52 108 577 573 1150 423 550 973 343 452 795 132 169 301 7 13 20 3347

3.2% 34.6% 29.2% 23.9% 9.0% 0.6%

NTOROKO54 26 80 283 279 562 48 58 106 22 36 58 6 1 7 13 13 26 839

9.8% 69.1% 13.0% 7.1% 0.9% 3.1%

NTUNGAMO767 663 1430 2181 2420 4601 884 1331 2215 522 719 1241 270 461 731 52 63 115 10333

14.0% 45.0% 21.7% 12.1% 7.2% 1.1%

NWOYA38 11 49 429 226 655 346 269 615 363 272 635 120 188 308 11 18 29 2291

2.2% 29.0% 27.2% 28.1% 13.6% 1.3%

OMORO 65 51 116 672 407 1079 396 333 729 401 290 691 178 163 341 21 16 37 2993

57




3.9% 36.5% 24.7% 23.4% 11.5% 1.2%

OTUKE22 15 37 356 187 543 224 206 430 203 157 360 88 81 169 16 13 29 1568

2.4% 35.3% 27.9% 23.4% 11.0% 1.8%

OYAM147 59 206 1148 732 1880 774 706 1480 851 574 1425 341 402 743 25 33 58 5792

3.6% 32.8% 25.8% 24.9% 13.0% 1.0%

PADER47 28 75 620 286 906 507 395 902 609 387 996 272 313 585 22 26 48 3512

2.2% 26.2% 26.0% 28.8% 16.9% 1.4%

PAKWACH26 4 30 425 184 609 274 176 450 281 117 398 57 65 122 32 18 50 1659

1.9% 37.8% 28.0% 24.7% 7.6% 3.0%

PALLISA73 28 101 858 697 1555 785 713 1498 621 716 1337 376 437 813 29 39 68 5372

1.9% 29.3% 28.2% 25.2% 15.3% 1.3%

RAKAI290 266 556 919 1130 2049 382 602 984 298 496 794 177 246 423 103 125 228 5034

11.6% 42.6% 20.5% 16.5% 8.8% 4.5%

RUBANDA153 130 283 569 596 1165 412 625 1037 230 397 627 126 234 360 58 54 112 3584

8.2% 33.6% 29.9% 18.1% 10.4% 3.1%

RUBIRIZI334 230 564 590 711 1301 92 153 245 47 49 96 19 20 39 15 11 26 2271

25.1% 58.0% 10.9% 4.3% 1.7% 1.1%

RUKIGA99 62 161 402 437 839 234 339 573 96 169 265 42 102 144 15 18 33 2015

8.1% 42.3% 28.9% 13.4% 7.3% 1.6%

RUKUNGIRI634 574 1208 1465 1728 3193 698 1021 1719 313 516 829 78 176 254 38 59 97 7300

16.8% 44.3% 23.9% 11.5% 3.5% 1.3%

SERERE89 63 152 827 744 1571 706 857 1563 715 769 1484 267 422 689 21 13 34 5493

2.8% 28.8% 28.6% 27.2% 12.6% 0.6%

SHEEMA799 693 1492 1358 1587 2945 310 448 758 176 246 422 69 90 159 25 36 61 5837

25.8% 51.0% 13.1% 7.3% 2.8% 1.0%

SIRONKO 54 43 97 620 597 1217 691 816 1507 587 774 1361 233 377 610 18 44 62 4854

58




2.0% 25.4% 31.4% 28.4% 12.7% 1.3%

SOROTI281 263 544 1203 1162 2365 793 882 1675 628 686 1314 190 269 459 21 19 40 6397

8.6% 37.2% 26.3% 20.7% 7.2% 0.6%

SSEMBABULE287 254 541 941 1124 2065 398 558 956 306 440 746 119 239 358 95 96 191 4857

11.6% 44.3% 20.5% 16.0% 7.7% 3.9%

TORORO339 259 598 1444 1299 2743 1284 1324 2608 1157 1330 2487 717 902 1619 98 167 265 10320

5.9% 27.3% 25.9% 24.7% 16.1% 2.6%

WAKISO6459 6325 12784 10524 12926 23450 2786 3673 6459 1967 2612 4579 937 941 1878 339 380 719 49869

26.0% 47.7% 13.1% 9.3% 3.8% 1.4%

YUMBE58 26 84 990 429 1419 868 557 1425 976 451 1427 481 346 827 104 78 182 5364

1.6% 27.4% 27.5% 27.5% 16.0% 3.4%

ZOMBO36 13 49 368 233 601 358 202 560 374 186 560 136 78 214 34 30 64 2048

2.4% 30.3% 28.2% 28.2% 10.8% 3.1%

NATIONALTOTAL

41824 35749 77573 135916 137752 273668 65012 77420 142432 51273 56328 107601 24388 31816 56204 5478 6772 12250 669728

11.8% 41.6% 21.7% 16.4% 8.5% 1.8%

NB:Thesefiguresdonotincludecandidateswhoseresultsarewithheld

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