Contemporary Pedagogical Strategies and Learners’ Academic Achievement in National Teachers’ Colleges (NTCs) in Uganda
Abstract
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 problem-based 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.
Downloads
References
Abugre, J. B., & Kpinpuo, S. D. (2017). Determinants of Academic Mentoring in Higher Education: Evidence from a Research University. Educational Process: International Journal, 6(2), 20–36. https://doi.org/10.22521/edupij.2017.62.2
Boaduo, N. A. P. (2010). School-based continuing professional teacher development: A study of alternative teacher development initiatives in the Eastern Cape. The African Symposium: An Online Journal of the African Educational Research Network, 10(2), December 2010.
Buluma, A. (2019). Utilization of Learner Centered Pedagogy in Teacher Education in Uganda. 9(2), 1–10. https://doi.org/10.9790/1959-0902020110
Canals, L. (2017). Instruments for gathering data. Qualitative Approaches to Research on Plurilingual Education / Enfocaments Qualitatius per a La Recerca En Educació Plurilingüe /
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London and New York, NY: Routledge Falmer.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Creswell, J.W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th Edition, SAGE Publications, Inc., London.
Evans D., Acosta A. M. (2020). Education in Africa: What are we learning? Center for Global Development. https://www.cgdev.org/publication/education-africa-what-are-we-learning
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, 5, 1-11.
Gogo, J. O., & Musonda, S. (2022). Influence of inclusive education strategies on learning outcomes in African primary schools. African Journal of Education Studies, 18(2), 45–58.
Kim, C. H. Y. (2023). Inclusive education in Singapore: A narrative inquiry of experiences of special educators in mainstream primary schools (PhD thesis). National Institute of Education, Nanyang Technological University.
Mugo, K.K., Gichanga, J.M., Gatebe, E. and Njogu, P.M. (2015). Assessment of the Safety and Health Hazards in Existing Dumpsites in Kenya. Proceedings of Sustainable Research and Innovation Conference, Nairobi, 6-8 May 2015, 46-49.
Pho, D. H., Nguyen, H. T., Nguyen, M., & Nguyen, T. T. N. (2021). The use of learning station method according to competency development for elementary students in Vietnam. Cogent Education, 8(1), 1870799.https://doi.org/10.1080/2331186X.2020.1870799
Schoonenboom, J., & Johnson, R. B. (2017). How to construct a mixed methods research design? Kölner Zeitschrift für Soziologie und Sozialpsychologie, 69(S2), 107–131. https://doi.org/10.1007/s11577-017-0454-1
Skutil, M., Lichtenbergová, I., & Říhová, E. (2018). Types and Forms of Evaluation at Primary School from the Viewpoint of Teachers. January 2018. https://doi.org/10.2991/iced-18.2018.4
Vick, T. N., Hoang, A. D., & Nguyen, H. T. (2017). The use of learning station method according to competency development for elementary students in Vietnam. Cogent Education, 8(1), 1870799. https://doi.org/10.1080/2331186X.2020.1870799
Vincent, K., & Sophia, K. (2024, October 16). Myths and inclusive education of children with disabilities in universities of Uganda. International Journal of Research and Innovation in Social Science, 2541–2549. https://dx.doi.org/10.47772/IJRISS.2024.8090211
Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848
Yeo, L. S., Neihart, M. F., Chong, W. H., & Huan, V. S. (2024). Inclusive education in Singapore primary school classrooms (Report No. OER 08/09 YLS). National Institute of Education. https://doi.org/10.32658/10497/27405
Copyright (c) 2025 Atuhire Clare, Sarah Kizza Nkambwe, PhD, Turyahabwe Remigio, PhD
This work is licensed under a Creative Commons Attribution 4.0 International License.
