Exploring effects of teachers‟ perception towards standardized tests: A case study of primary schools in Soroti municipal council, Uganda

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Fulgence Swai Saronga

Second Supervisor/Advisor

Dr. Nicholas Wachira


Institute for Educational Development, East Africa


The purpose of the study was to explore the effects of teachers‟ perception towards standardized tests within government aided primary schools of Soroti Municipal Council in Eastern region, Uganda. A researcher used qualitative approach and case study design was adopted whereby data collected revealed what people thought, experienced and believed rather than prior prejudice, assumptions that bias data collection, analysis to research conclusion. Data was collected using qualitative methods and tools of survey, interview, document analysis and questionnaires, interview guide, document analysis protocol respectively. A total number of 18 respondents that comprised 02 head teachers, 08 primary seven teachers and 08 pupils participated in providing data for this study. The findings revealed that teachers hold positive perception towards standardized tests and standardized tests have caused numerous adverse effects such as examination malpractice, discriminate teaching, corporal punishments, signing of performance agreements, gross non adherence to timetables and national calendar among many injustices of standardized tests to the curriculum, learners and teachers‟ practices. It is recommended that UNEB should start conducting continuous assessments alongside standardized tests and use its results during final grading of standardized tests takers. This could reduce effects of standardized tests and make the learners enjoy teaching/learning as they will have holidays, learn all subjects in the curriculum and protected from examination malpractices. Future researchers should likewise decide if and what degree a relationship exists between teachers' gender, experience and capability on one hand and teachers' perception towards ST on the other since 60% of the teacher participants in this study were male.

This document is available in the relevant AKU library