Title: Assessing the practicality of Activities of Integration in UNEB's Continuous Assessment framework
Authors: Dr. Arinaitwe Julius, Ahumuza Audrey, Asiimwe Isaac Kazaara
Volume: 10
Issue: 6
Pages: 232-242
Publication Date: 2026/06/28
Abstract:
This study assessed the practicality of Activities of Integration (AIs) within the Uganda National Examinations Board (UNEB) Continuous Assessment (CA) framework in secondary schools across Uganda. Employing a concurrent mixed-methods design, the study collected data from 240 teachers, 18 school administrators, and 480 students drawn from 30 purposively sampled secondary schools stratified by location (rural/urban) and ownership (government/private). Data collection instruments included structured Likert-scale questionnaires, semi-structured interview guides, and document review checklists. Univariate descriptive statistics revealed that only 34.6% of teachers reported consistently implementing AIs as prescribed, with a mean practicality score of 2.94 (SD = 0.71) on a 5-point scale - falling below the acceptable threshold of 3.5. Bivariate analyses using independent samples t-tests and chi-square tests demonstrated statistically significant differences in implementation levels between school types (t = 4.83, p < 0.001), with urban private schools outperforming rural government schools. Spearman rank correlations confirmed a moderate positive association between teacher experience and AI implementation scores (rs = 0.47, p < 0.01). Linear mixed-effects models, controlling for school-level clustering effects (ICC = 0.31), identified teacher professional development (? = 0.58, SE = 0.09, p < 0.001), resource availability (? = 0.44, SE = 0.11, p < 0.001), and class size (? = -0.21, SE = 0.07, p = 0.003) as significant predictors of AI practicality. The study concluded that while AIs represent a conceptually sound pedagogical tool, their practical implementation remains severely constrained by systemic resource deficits, inadequate teacher preparation, and structural inequities across school categories. The study recommended targeted professional development programs for teachers, equitable resource distribution by UNEB and the Ministry of Education, and contextual adaptation of AI guidelines to accommodate diverse school environments.