Effect of In-Service Training on Teachers’ Effective Facilitation of Planning Students’ Project-Based Learning Activities

Alfred Buluma; Cotrida Namata; Rose Atugonza

doi:10.37284/eajes.8.4.4230

Alfred Buluma Makerere University
Cotrida Namata Makerere University
Rose Atugonza Makerere University

DOI: https://doi.org/10.37284/eajes.8.4.4230

Keywords: Competency-Based Ccurriulum, In-Service Training, Project-Based Learning

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Abstract

Project-Based Learning (PBL) is at the core of the rolled-out Competency-Based Curriculum (CBC) in the secondary schools in Uganda. Teachers at the centre of implementing CBC studied and trained in a knowledge-based one. Hence, their success in facilitating CBC is dependent on the retooling received through the various in-service training programs. Consequently, this study was conducted to investigate the effectiveness of in-service training on the successful facilitation of planning of project-based learning among teachers in selected Government-aided secondary schools in Mubende Municipality-Mubende District. The study adopted an embedded mixed research design. Data was collected from 152 teachers and 60 lower secondary school students. Data was collected using self-administered questionnaires (SAQ), interviews, and documentary review. Descriptive data were generated from the Statistical Package for Social Sciences (SPSS). Study findings indicate a significant positive relationship between in-service training and effective planning of project-based learning. We recommend the need to design continuous professional development programs to facilitate retooling of teachers as Uganda rolls out CBC at the different levels of education. Designed programs should be complemented by the provision of regular in-service training for all in-service teachers in order to successfully adopt PBL and CBC in Uganda.

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