Teachers' Perceptions of the Implementation of Group Learning in Selected Primary Schools in Uganda

Abstract

This study explores teachers' perceptions regarding the implementation of group learning pedagogy in primary schools in Uganda, guided by Vygotsky’s Social Constructivist Theory, Bandura’s Social Learning Theory, and Piaget’s Constructivist Theory. A qualitative exploratory case study design was employed, utilizing interviews, lesson observations, and lesson plan analyses to gather comprehensive insights from eight teachers across both government-aided and private primary schools. The research reveals that while teachers recognize the pedagogical value of group learning, their implementation approaches are significantly influenced by contextual constraints and personal beliefs about effective instruction. Teachers reported employing diverse implementation approaches; with scaffold group tasks emerging as the most consistently used implementation approach due to its perceived effectiveness in addressing academic diversity and promoting conceptual mastery. However, more interactive approaches like role-play scenarios saw limited adoption, primarily due to perceived time constraints and doubts about their academic relevance. The findings highlight a complex interplay between teacher intentions and classroom realities. Teachers emphasized goals of inclusive participation and peer-assisted learning, yet faced challenges in managing diverse learner abilities, group dynamics, and resource limitations. Notably, implementation varied across subjects, with science classes demonstrating more comprehensive facilitation due to the natural alignment between collaborative learning and inquiry-based approaches. A gap emerged between teachers' recognition of group learning's social benefits and their actual classroom practices, which often prioritized academic outcomes over the development of collaborative skills. Teachers also lacked training in teaching collaborative skills, and schools provided little support for teachers to use group learning in different subjects and classes. These insights underscore the need for targeted professional development that addresses both the pedagogical and practical dimensions of group learning implementation. Recommendations include context-sensitive training programs to enhance teachers' group implementation skills, school-level support for collaborative learning environments, and further research to explore sustainable implementation models for resource-constrained settings. The study contributes to ongoing discussions about adapting learner-centred pedagogies in primary education systems facing significant structural challenges