Master of Education and Curriculum Studies

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11951/2141

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    Exploring students’ perceptions of teaching methods for enhancing perception in the competence-based curriculum in Uganda: a case of Mengo Secondary School in Kaampala District, Uganda
    (Uganda Christian university, 2026-06-19) James Magambo Sabiiti
    study explored students’ perceptions of teaching methods under the Competence-Based Curriculum (CBC) at Mengo Secondary School in Kampala District, Uganda. The Competence-Based Curriculum waThiss introduced to promote learner-centred teaching approaches aimed at enhancing learner participation, motivation, critical thinking, and practical skills acquisition. However, concerns have been raised regarding the continued use of teacher-centred approaches, which may limit effective implementation of the curriculum. The purpose of the study was to explore students’ perceptions of teaching methods used under the Competence-Based Curriculum. A qualitative case study design was employed. Data were collected from students and teachers through interviews, focus group discussions, and classroom observations. Data were analyzed thematically. The findings revealed that learner-centred teaching methods, including group discussions, project work, classroom presentations, and practical activities, enhanced students’ classroom participation. The findings further indicated that interactive teaching approaches increased learner motivation by making learning more engaging and relevant to real-life experiences. In addition, practical and activity-based teaching methods were perceived to promote the acquisition of practical skills, problem-solving abilities, and collaborative competencies. However, challenges such as large class sizes, inadequate instructional materials, and limited time for practical activities constrained effective implementation of learner-centred approaches. The study concluded that students generally perceived learner-centred teaching methods positively and considered them important in achieving the goals of the Competence-Based Curriculum. The study recommends increased teacher support, continuous professional development, and provision of adequate instructional resources to strengthen effective CBC implementation.
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    Students' innovations in project based learning in secondary schools, Uganda: a case of Jinja College - Jinja City, Uganda
    (Uganda Christian University, 2026-06-17) Farouk Gole
    Project-Based Learning (PBL) is promoted under Uganda’s Competency-Based Curriculum to foster creativity, problem-solving, and innovation among secondary school students. This qualitative case study examined how PBL facilitated student innovation at Jinja College, focusing on specific projects such as solar phone chargers, water filtration systems, drip-irrigation kits, charcoal briquettes, reusable bags, handwashing facilities, and painted tyre seats. Data were collected from 25 purposively selected participants (teachers, student leaders, and administrators) through semi-structured interviews, focus group discussions, and classroom observations, and analysed thematically. Findings revealed that structured collaboration (clear roles, shared accountability, peer mentoring), real-world relevance (community needs and local materials), and iterative refinement produced diverse functional innovation products. The study concluded that deliberately scaffolded PBL effectively enhances student innovation and supports CBC goals. Recommendations were made to teachers, school administrators, the Ministry of Education and Sports, NCDC, and community partners to strengthen PBL implementation.
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    Instructional stratagies and literacy skills development among learners in selected primary schools in Mukono Central Division
    (Uganda Christian University, 2026-06-10) Violet Bbosa Nalunkuma
    This study explored the effect of the instructional strategies on the development of literacy for primary school learners in Mukono central division, Uganda. The inquiry focused on three objectives: examining the effectiveness of teaching methods; assessing the role of instructional materials; and evaluating how scaffolding practices support literacy growth. Using a qualitative multiple case study design, the research focused on two primary schools. Structured interviews were conducted with eight literacy teachers, four focus group discussions with thirty eight learners, twelve classroom observations, and document reviews. Findings indicated that activities like reading aloud, paired reading, or the Jolly Phonics (JP) approach had a positive effect on the development of phonemic awareness and fluency, but little effect on comprehension. The teacher created charts, phonic word cards and realia were helpful for engagement and building vocabulary, and however, they were not always available, of good quality or in sufficient quantity to be effective. Literacy development was supported with scaffolding techniques such as modeling, providing feedback and connecting lessons to real world experiences, but individual support was limited by large class sizes (average of eighty students per teacher) and set lesson times. The study also concludes that although instructional strategies have potential in improving the basic literacy skills, this is dependent on contextual challenges like class size, material availability and preparedness of the teacher. They suggest ongoing professional development in phonics and comprehension strategies, more funding to support a graded readers, smaller class sizes and a gradual and systematic integration of scaffolding techniques into regular classroom practice. In addition to these practical steps, the study provides empirical evidence from a resource limited context in Uganda and adds to Vygotsky's Sociocultural Theory by identifying contextual moderators for the application of the Zone of Proximal Development (ZPD).