Browsing by Author "Clare Atuhire"

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Contemporary Pedagogical Strategies and Learners’ Academic Achievement in National Teachers’ Colleges (NTCs) in Uganda
(East African Nature & Science Organization, 2025-09) Clare Atuhire; Sarah Kizza Nkambwe; Remigio Turyahabwe
The study examined the effect of contemporary pedagogical strategies, specifically problem-based learning and learning contracts, in National Teachers’ Colleges (NTCs) in Uganda. The objectives of the study were to: i) examine the effects of problem-based learning on academic achievement of learners in NTCs in Uganda & ii) analyse the effect of learning contracts on academic achievement of learners in NTCs in Uganda. The study adopted a cross-sectional design and was underpinned by pragmatist philosophy with an explanatory sequential type of mixed methods. Data was collected from 681 respondents with the help of questionnaires, Key informant interviews, and document review. Quantitative data was analysed using SPSS version 29 for statistical data, while qualitative data was analysed in themes to draw conclusions for the study. The results revealed that there was a strong positive relationship between learning contracts and completion rate, with a correlation of 0.71 at a p-value of <0.01. Learners in NTCs gained skills and values to enhance their ability to teach and learn in lower secondary schools (pedagogical skills). Further, there was a strong positive relationship between problembased learning and academic achievement of 0.31 with a p-value of < 0.01 on skills. It was concluded that Problem-based learning increased learner engagement and aided them to score better grades, while Learning contracts motivated learners in NTCs to do their coursework, project work, and research. The study recommended continuous professional development and support supervision to teacher trainers so as to enhance their skills in the implementation of contemporary pedagogical techniques, specifically problem-based techniques
Effect of Active Teaching and Learning Methodologies on the Academic Achievement of Learners in National Teachers’ Colleges in Uganda
(East African Nature & Science Organization, 2025) Clare Atuhire; Remigio Turyahabwe; Sarah Kizza Nkambwe
The study examined the effect of Active Teaching and Learning (ATL) methodologies on the academic achievement of learners in National Teachers’ Colleges (NTCs) in Uganda. The objectives of the study were two-fold: i) to examine the effects of learning stations on the academic achievement of learners in NTCs in Uganda, ii) to analyse the effect of project-based learning on the academic achievement of learners in NTCs in Uganda. The study adopted a cross sectional design and was underpinned by pragmatist philosophy with an explanatory sequential type of mixed methods approach. Tools for data collection included questionnaires, which were administered to lecturers and students. Interviews were held with selected Ministry of Education officials, institutional heads and Enable staff. Document review of academic award meeting minutes and portfolios was also done. Data was collected from 681 respondents. Quantitative data were analysed using SPSS version 29, while qualitative data was analysed in themes to draw conclusions for the study. Results revealed that there was a strong positive correlation between learning stations and skills learners acquire at learning stations at P<0.01. Further, there was a strong positive correlation between project-based learning and technological skills acquired by learners at P<0.01. It was concluded that, whereas the learning stations were appreciated for promoting peer support, they consumed a lot of time, especially for large classes, and required a lot of technical support from the teacher to learners. The study recommended continuous professional development for teacher trainers, which may help them to apply Active Teaching Learning methodologies effectively for better academic achievement.
Inclusive education strategies and learners’ academic achievement in national teachers’ colleges in Uganda
(Uganda Christian University, 2026-06-15) Clare Atuhire
This study examined the impact of inclusive education strategies on students’ academic achievement in NTCs in Uganda with a mind of identifying and recommending the best strategy for maximum implementation. The study was guided by three objectives, 1. To analyse the effects of active teaching and learning strategy on the academic achievement of learners in National Teachers’ colleges in Uganda, 2.To assess the effect of supportive learning environment strategy on learners’ academic achievement in NTCs in Uganda, 3. To examine the relationship between instructional technology strategy and academic achievement of learners in NTCs in Uganda. Data was collected through a five-Likert scale questionnaire with some open-ended questions, interviews and documentary review. The study adopted a cross-sectional design and was underpinned by pragmatism philosophy with explanatory sequential type of mixed methods. Data was collected from 681 population. Quantitative data was analyzed using SPSS version 29 for statistical data and qualitative data was analyzed in themes to draw conclusions for the study. Findings revealed that at p<.001 value with 2 level of significance, instructional technology had a strong positive correlation with academic achievement. Conducive learning environment had an average positive correlation. The study revealed that the highest relationship for inclusive education strategies was on skills with the average correlation. Among the ATL strategy, learning stations, problem-based learning, project-based learning and learning contracts, all the methods promoted critical thinking, pedagogical skills, problem solving among learners, however this depended on the extent to which they were efficiently applied in terms of preparation, implementation and follow up of activities. All NTCs had conducive learning environment in terms of space, light, and accessibility by all learners. However, the utilization of different technologies across all NTCs had improved to boost learning outcomes. The study recommended that MoES should allocate enough resources for the purchase of instructional technologies and ensure that IT capacity for teacher trainers was built, and the equipment is well maintained. Since this study revealed that ATL promoted quality content, better pedagogical skills, problem solving, and communication skills, teachers in NTCs should be aware that learners are having some content for their own learning.