Pedagogical Practices and Learners' Performance in Uganda

Immaculate Asobasi Omal

ISBN 10: 6200317917 / ISBN 13: 9786200317919

Verlag: LAP LAMBERT Academic Publishing Sep 2019, 2019

Beschreibung

Neuware -This research was conducted in the field of pedagogy. The study specifically looked at 'Pedagogical practices and Learners' performance in Upper Primary education in Uganda: A case of Wakiso District.' It was a cross-sectional study that largely covered District officials, Head teachers, teachers and learners. One of the findings that the study revealed is that; Teaching follows giving detailed notes to learners in all subjects prepared with lesson plans. But unfortunately, the teaching methods used are largely exam-driven in regard to teaching learners how to approach and pass questions as opposed to understanding content. One respondent reiterated that, ¿¿. for us here our teaching approach doesn¿t have presentations, we only have presentations in dance and drama sessions.we teach so that our learners pass their final examinations at primary seven.' The study concluded that, current teaching methods used are only meant for learners to pass examinations rather than for learning. The recommendation is that, there is need for more learner involvement during the learning process.Books on Demand GmbH, Überseering 33, 22297 Hamburg 104 pp. Englisch. Bestandsnummer des Verkäufers 9786200317919

Bibliografische Details

Titel: Pedagogical Practices and Learners' ...

Verlag: LAP LAMBERT Academic Publishing Sep 2019

Erscheinungsdatum: 2019

Einband: Taschenbuch

Zustand: Neu

Über diesen Titel

Inhaltsangabe:

This research was conducted in the field of pedagogy. The study specifically looked at "Pedagogical practices and Learners' performance in Upper Primary education in Uganda: A case of Wakiso District." It was a cross-sectional study that largely covered District officials, Head teachers, teachers and learners. One of the findings that the study revealed is that; Teaching follows giving detailed notes to learners in all subjects prepared with lesson plans. But unfortunately, the teaching methods used are largely exam-driven in regard to teaching learners how to approach and pass questions as opposed to understanding content. One respondent reiterated that, “…. for us here our teaching approach doesn’t have presentations, we only have presentations in dance and drama sessions...we teach so that our learners pass their final examinations at primary seven." The study concluded that, current teaching methods used are only meant for learners to pass examinations rather than for learning. The recommendation is that, there is need for more learner involvement during the learning process.