Teaching approaches and attainment of learning objectives in public secondary schools in Uganda, a case of public secondary schools in Iganga district.

Abstract

This study investigates the impact of various teaching approaches on the attainment of learners’ objectives in public secondary schools in Iganga District, Uganda. The research focused on three primary teaching methods: classroom discussions, demonstrations, and project-based learning (PBL). The objectives of the study were to determine the influence of classroom discussion on the attainment of learners’ objectives in public secondary schools in Iganga District, Uganda., to explore the effect of classroom demonstration on the attainment of learners’ objectives in public secondary schools in Iganga District, Uganda, to evaluate the impact of project-based learning on the attainment of learners’ objectives in public secondary schools in Iganga District, Uganda. Utilizing a cross-sectional survey design and a quantitative approach, the study involved 229 participants from the Education Department, head teachers, teachers, and learners, representing a population of 274.The findings reveal that classroom discussions are generally valued for enhancing subject comprehension and critical thinking among students. However, there is variability in perceptions regarding their impact on student motivation and communication skills. While discussions are acknowledged for boosting engagement, they do not uniformly improve motivation or communication across all contexts.Classroom demonstrations are found to be effective in clarifying complex concepts and increasing student engagement. Despite their overall positive reception, there is noted variability in their perceived effectiveness for practical skill enhancement and general learning outcomes. Effective demonstrations are critical for bridging theoretical concepts with practical applications, which enhances students' confidence in applying their knowledge.Project-based learning (PBL) is recognized for fostering creativity and improving student engagement and motivation. However, there is skepticism about its impact on problem-solving skills and interdisciplinary learning. The study emphasizes the need for well-structured PBL projects that align with educational objectives and integrate multiple subjects effectively.The study concludes with recommendations for enhancing teaching practices, including targeted professional development for teachers, structured frameworks for discussions, diversified demonstration methods, and comprehensive PBL training. These recommendations aim to improve teaching efficacy and better align educational practices with learners' objectives in the district.