Prioritisation and Nationalisation of Teaching of Sciences in Ugandan Schools: Practitioners and Documentary Perspectives
Considerable investment in and prioritisation of teaching of sciences among secondary schools in Uganda have been made. But despite this, performance in sciences remains poor. We sought to understand why this is so, and to this end, the present study explores perceptions regarding reasons surroundin...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
ERRCD Forum
2022-01-01
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| Series: | Interdisciplinary Journal of Education Research |
| Subjects: | |
| Online Access: | https://pubs.ufs.ac.za/index.php/ijer/article/view/661 |
| _version_ | 1827878645832613888 |
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| author | Aloysius Rukundo Athanansio Bashaija |
| author_facet | Aloysius Rukundo Athanansio Bashaija |
| author_sort | Aloysius Rukundo |
| collection | DOAJ |
| description | Considerable investment in and prioritisation of teaching of sciences among secondary schools in Uganda have been made. But despite this, performance in sciences remains poor. We sought to understand why this is so, and to this end, the present study explores perceptions regarding reasons surrounding students’ poor performance in sciences. We used an exploratory case study to interview teachers of science, inspectors of schools, and a representative of the Uganda National Examinations Board. Also, documentary analysis was done for a deeper understanding of the study question. Qualitative analysis was employed in the identification of themes and sub-themes. In the findings, what our research suggested is that there is a combination of factors which have resulted in poor science results within schools – the quality of the teaching, the expectations and support of the school and the ability of the pupils themselves, although the quality of teaching seemed to be the major factor. Therefore, this would suggest that the teaching and learning of the sciences in Ugandan schools could benefit from adapting to new ways – teaching the necessary skills, developing the pupils’ scientific interest and skills, and improving facilities within the schools. Further inquiry could be channeled towards understanding apathy in the teaching and learning of sciences, support strategies in resource utilisation, and monitoring of the teaching-learning process. |
| first_indexed | 2024-03-12T17:54:35Z |
| format | Article |
| id | doaj.art-6fe133fbb9cd4412bce7651f0a3747db |
| institution | Directory Open Access Journal |
| issn | 2710-2114 2710-2122 |
| language | English |
| last_indexed | 2024-03-12T17:54:35Z |
| publishDate | 2022-01-01 |
| publisher | ERRCD Forum |
| record_format | Article |
| series | Interdisciplinary Journal of Education Research |
| spelling | doaj.art-6fe133fbb9cd4412bce7651f0a3747db2023-08-02T18:12:40ZengERRCD ForumInterdisciplinary Journal of Education Research2710-21142710-21222022-01-014152710.51986/ijer-2022.vol4.02624Prioritisation and Nationalisation of Teaching of Sciences in Ugandan Schools: Practitioners and Documentary PerspectivesAloysius Rukundo0Athanansio Bashaija1Mbarara University of Science and TechnologyKampala International UniversityConsiderable investment in and prioritisation of teaching of sciences among secondary schools in Uganda have been made. But despite this, performance in sciences remains poor. We sought to understand why this is so, and to this end, the present study explores perceptions regarding reasons surrounding students’ poor performance in sciences. We used an exploratory case study to interview teachers of science, inspectors of schools, and a representative of the Uganda National Examinations Board. Also, documentary analysis was done for a deeper understanding of the study question. Qualitative analysis was employed in the identification of themes and sub-themes. In the findings, what our research suggested is that there is a combination of factors which have resulted in poor science results within schools – the quality of the teaching, the expectations and support of the school and the ability of the pupils themselves, although the quality of teaching seemed to be the major factor. Therefore, this would suggest that the teaching and learning of the sciences in Ugandan schools could benefit from adapting to new ways – teaching the necessary skills, developing the pupils’ scientific interest and skills, and improving facilities within the schools. Further inquiry could be channeled towards understanding apathy in the teaching and learning of sciences, support strategies in resource utilisation, and monitoring of the teaching-learning process.https://pubs.ufs.ac.za/index.php/ijer/article/view/661priorityacademic performancescienceteachinglearningteacher-quality |
| spellingShingle | Aloysius Rukundo Athanansio Bashaija Prioritisation and Nationalisation of Teaching of Sciences in Ugandan Schools: Practitioners and Documentary Perspectives Interdisciplinary Journal of Education Research priority academic performance science teaching learning teacher-quality |
| title | Prioritisation and Nationalisation of Teaching of Sciences in Ugandan Schools: Practitioners and Documentary Perspectives |
| title_full | Prioritisation and Nationalisation of Teaching of Sciences in Ugandan Schools: Practitioners and Documentary Perspectives |
| title_fullStr | Prioritisation and Nationalisation of Teaching of Sciences in Ugandan Schools: Practitioners and Documentary Perspectives |
| title_full_unstemmed | Prioritisation and Nationalisation of Teaching of Sciences in Ugandan Schools: Practitioners and Documentary Perspectives |
| title_short | Prioritisation and Nationalisation of Teaching of Sciences in Ugandan Schools: Practitioners and Documentary Perspectives |
| title_sort | prioritisation and nationalisation of teaching of sciences in ugandan schools practitioners and documentary perspectives |
| topic | priority academic performance science teaching learning teacher-quality |
| url | https://pubs.ufs.ac.za/index.php/ijer/article/view/661 |
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