Predictive validity of the Uganda Advanced Certificate of Education on academic performance of undergraduate students at Makerere University

Abstract

This study sought to examine the predictive validity of the Uganda Advanced Certificate of Education on Students‟ Performance at Makerere University. The specific objectives of the study include; (i) to examine content validity of UACE in predicting and its impact on academic performance of undergraduate students, (ii) to examine criterion validity of UACE in predicting academic performance of undergraduate students and (iii) to examine consequential validity of the UACE Scores as predicator of academic performance among undergraduate students at Makerere University. The study employed cross-sectional survey design with a population of 17,022 with a sample of 150 students selected from 5 colleges. The study employed only quantitative methods to collect data which included questionnaire. Quantitative data was analysed using Statistical Package for Social Sciences (SPSS). The results of this study revealed that UACE certification process ensures students ready for university. As long as students are screened into undergraduate and graduate courses through the admission tests, studying the influences of these tests on the future achievement of these students is of utmost importance. The results of this study concluded that content validity is related to student‟s pre-entry examinations. Similarly, their data suggested an association between validity on student‟s pre-entry examinations; presents on each experience UACE experience provides practical experience for future careers. “A” level attainment and career objective can vary according to the type of higher education institution and the area of study. This study recommends that male and female learners should be equally encouraged to improve in their studies as they showed no significant difference in the relationship between their Advanced Certificate of Education and academic performance. Appropriate actions by the government and other stakeholders aimed at improving academic achievement for girls should therefore be applied to boys as well, to avoid gender disparity in academic achievement.