The paper presents the results of the study conducted in three first-class urban Ugandan secondary schools. A multiple case-study investigation was considered appropriate because it was felt necessary to compare the performance of students in Computer Studies. This would add literature of the newly introduced subject in a developing country, like Uganda. The findings of the study revealed that few students had attained proficiency level (25.6 %) in the national Computer Studies examination in the previous five years (2006-2011). There was a gender disparity in the attainment of very high proficiency levels, with females at 4.6 per cent and males at 18.6 per cent. These findings have important policy implications, including the need for increased budgets for teacher training and curriculum development for both secondary and university education, and advocacy for the feminization of Computer Studies.
|Keywords:||Component, Learning Achievement, Computer Studies, Secondary Schools, Teacher Education, Performance|
Lecturer, Teacher Education and Development Studies, Curriculum Studies Section, Kyambogo University, Kampala, Uganda