Ordinary Level 2015 November Analysis

This report presents pass rate statistics for the November 2015 Ordinary Level examination results. The year under review had no subject reseats as a result of examination leakages. However, in Mathematics there were isolated cases of malpractice in Harare and Seke where 41 individuals were implicated and of these, 14 were registered Mathematics candidates with ZIMSEC. As a result, the 14 registered candidates had their results for the above mentioned subject cancelled and they will not be allowed to sit for any ZIMSEC examination for the coming two years.

The grade cut-off points for all the subjects were comparable to those of the previous years. Therefore, any rise or fall in candidate performance would be attributable to teaching and learning processes in schools.

The statistics were analyzed and presented by candidate type and gender. Provincial pass rates are presented by subject and gender. Year- on- year comparisons were made to show trends in pass rates.

2.0 National Pass Rates

This section reveals national pass rates by candidate type, gender and location. It also presents a comparative analysis of the November 2014 and 2015 examination results.

Table 1: National Pass Rate by Candidate Type: Grade C or Better

The table reflects that the total number of all candidates who sat for the November 2015 O level examination was 310 917. School candidates who wrote five or more subjects were 156 418 and 43 581 obtained Grade C or better in 5 or more subjects, yielding 27, 86 % pass rate. Private candidates who wrote 5 or more subjects were 23 235, and 2791 obtained Grade C or better in 5 or more subjects, which also translates into a percentage pass rate of 12,01.

Table 2: National Pass Rate by Candidate Type: Grade E or Better

The table reflects that of the 176 657 school candidates, 156 418 wrote 5 subjects and above resulting in 79 457 passing 5 or more subjects with a grade E or better. This translated to a pass rate of 50, 79%. For private candidates, a total of 9 055 passed at least 5 subjects, yielding a pass rate of 38, 97% at grade E or better.

Candidates who obtain a grade E in a subject are considered to have passed and are given a certificate grade. Candidates who obtain a grade C in a subject are considered to have passed the subject with a credit.

Table 3: National Pass Rate by Gender and Candidate Type

The table shows that the total number of female candidates was 167 659 and, of these, 92 559 wrote 5 or more subjects with 21 464 passing 5 or more subjects, thus translating to a percentage pass rate of 23, 18%. The total number of female school candidates was 87 967 of these 79 372 wrote 5 or more subjects and 20 098 obtained 5 or more subjects giving us a percentage pass rate of 25.33%. There were 79 692 private female candidates of which 13 187 wrote 5 or more subjects resulting in 1 366 obtaining 5 or more subjects yielding a pass rate of 10.35%.

The total number of male candidates was 143 251 and of these 87 094 wrote 5 or more subjects and 24 918 passed 5 or more subjects translating to a percentage pass rate of 28, 61. The total number of male school candidates was 88 685 and 77 046 wrote 5 or more subjects and 23 483 passed 5 or more subjects translating to percentage pass rate of        30, 47. Male private candidates were 54 566 and 10 048 wrote 5 or more subjects and of these 1 425 obtained 5 or more subjects resulting in a percentage pass rate of 14, 18.

The results show that males performed better than females. The overall pass rate for males was 28, 61% and that of females was 23, 8%. A similar trend was observed in the November 2014 examinations where male candidates performed better than females.

3.0 Year on Year Comparisons of National Pass Rates for School Candidates

Table 4: Pass Rate Trends over 5 years

The table and the graph above show national pass rates for school candidates from 2012 to 2015. A notable increase is from 2014 to 2015 where the pass rate increased by 5, 48%.

Table 5: Year on Year Comparisons of national pass rates by candidate type for 2014 to 2015

The results shown in the table and the graph reflect that examination results for November 2015 were better than those for November 2014. In the November 2015 examinations, pass rate of 27, 86% was recorded for school candidates as compared to 22, 38% for the same type of candidates in 2014. Therefore, there was a rise of 5, 48 percentage points from the November 2014 results. The same scenario is also noticeable on private candidates. The rise in the pass rates for the November 2015 examinations could be attributed to a number of factors, such as the Education Development Fund (EDF), the then Education Transition Fund (ETF) where in 2011 and 2012 all secondary schools received textbook kits. There was a one to one textbook-pupil ratio and these resources were used from Form 1 up to Form 4. The cohort of learners who used these books from Form 1 to Form 4 were those who wrote examinations in 2015. These learners had all the basic textbooks from Form 1 to Form 4. In addition to the EDF programme, the Ministry of Primary and Secondary Education mounted workshops in provinces, districts and even at cluster level through the Better Schools Programme. All these efforts were meant to improve teaching and learning processes in schools. The issue of having qualified teachers in secondary schools cannot be ignored as a contributing factor to improved learner performance during the November 2015 examinations.

Table 6: Year on Year Comparison of School Candidates by Gender 2014-2015

Results reflected in the table and the graph reveal that male candidates performed better than female candidates in both the November 2014 and 2015 examination sessions. The difference in performance was significant across the examination sessions under comparison. The reasons could be attributed to biological factors were issues to do with maturity come into play. Another notable factor is that female learners engage in domestic chores after school more than their male counterparts and thus retards them in studying. There is need for research to be conducted to establish why male candidates perform better than female candidates.

3.0 Subject Pass Rates:

Table 7: Subject Pass Rates by Candidate Type

#cf7b79 -moz-use-text-color #cf7b79 #cf7b79; background: #c0504d none repeat scroll 0% 0%; padding: 0in 5.4pt;" valign="top" width="75">Subject code	#cf7b79 -moz-use-text-color; background: #c0504d none repeat scroll 0% 0%; padding: 0in 5.4pt;" valign="top" width="143">Subject name	#cf7b79 -moz-use-text-color; background: #c0504d none repeat scroll 0% 0%; padding: 0in 5.4pt;" valign="top" width="130">Candidates Status		#cf7b79 -moz-use-text-color; background: #c0504d none repeat scroll 0% 0%; padding: 0in 5.4pt;" valign="top" width="95">Candidates who took the exam	#cf7b79 -moz-use-text-color; background: #c0504d none repeat scroll 0% 0%; padding: 0in 5.4pt;" valign="top" width="85">Grade C or better per Subject	#cf7b79 #cf7b79 #cf7b79 -moz-use-text-color; background: #c0504d none repeat scroll 0% 0%; padding: 0in 5.4pt;" valign="top" width="111">% percentage pass rate of candidates who got Grade C or better
#cf7b79 #cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 16.75pt;" valign="top" width="75">1122	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 16.75pt;" valign="top" width="143">ENGLISH LANGUAGE	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 16.75pt;" valign="top" width="130">School Candidates		#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 16.75pt;" valign="top" width="95">164 867	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 16.75pt;" valign="top" width="85">44829	#cf7b79 #cf7b79 -moz-use-text-color; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 16.75pt;" valign="top" width="111">27,19
		#cf7b79; padding: 0in 5.4pt; height: 10.05pt;" valign="top" width="130">Private Candidates		#cf7b79; padding: 0in 5.4pt; height: 10.05pt;" valign="top" width="95">68 632	#cf7b79; padding: 0in 5.4pt; height: 10.05pt;" valign="top" width="85">17 878	#cf7b79 #cf7b79 -moz-use-text-color; padding: 0in 5.4pt; height: 10.05pt;" valign="top" width="111">26,05
#cf7b79 #cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 7.55pt;" valign="top" width="75">2013	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 7.55pt;" valign="top" width="143">LITERATURE IN ENGLISH	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 7.55pt;" valign="top" width="130">School Candidates		#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 7.55pt;" valign="top" width="95">12 097	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 7.55pt;" valign="top" width="85">6 077	#cf7b79 #cf7b79 -moz-use-text-color; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 7.55pt;" valign="top" width="111">55,96
		#cf7b79; padding: 0in 5.4pt; height: 5.85pt;" valign="top" width="130">Private Candidates		#cf7b79; padding: 0in 5.4pt; height: 5.85pt;" valign="top" width="95">373	#cf7b79; padding: 0in 5.4pt; height: 5.85pt;" valign="top" width="85">121	#cf7b79 #cf7b79 -moz-use-text-color; padding: 0in 5.4pt; height: 5.85pt;" valign="top" width="111">32,44
#cf7b79 #cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 10.05pt;" valign="top" width="75">2042	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 10.05pt;" valign="top" width="143">RELIGIOUS STUDIES A	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 10.05pt;" valign="top" width="130">School Candidates		#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 10.05pt;" valign="top" width="95">31 719	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 10.05pt;" valign="top" width="85">18 644	#cf7b79 #cf7b79 -moz-use-text-color; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 10.05pt;" valign="top" width="111">58,78
		#cf7b79; padding: 0in 5.4pt; height: 4.2pt;" valign="top" width="130">Private Candidates		#cf7b79; padding: 0in 5.4pt; height: 4.2pt;" valign="top" width="95">5 114	#cf7b79; padding: 0in 5.4pt; height: 4.2pt;" valign="top" width="85">2 403	#cf7b79 #cf7b79 -moz-use-text-color; padding: 0in 5.4pt; height: 4.2pt;" valign="top" width="111">46,99
#cf7b79 #cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 6.7pt;" valign="top" width="75">2043	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 6.7pt;" valign="top" width="143">RELIGIOUS STUDIES B	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 6.7pt;" valign="top" width="130">School Candidates		#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 6.7pt;" valign="top" width="95">7 074	#cf7b79; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 6.7pt;" valign="top" width="85">3 940	#cf7b79 #cf7b79 -moz-use-text-color; background: #efd3d2 none repeat scroll 0% 0%; padding: 0in 5.4pt; height: 6.7pt;" valign="top" width="111">58,7
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