Cultural integrity and implementation of lower secondary school curriculum in Uganda. A case of selected schools in Fort portal city.

Abstract

The purpose of the study was to examine the influence of cultural integrity on implementation of the lower secondary school curriculum in Uganda. A case study of selected schools in Fort Portal City. The objectives were the influence of cultural identity on implementation of the lower secondary school curriculum in Uganda. A case study of selected schools in Fort Portal City, to establish the influence of cultural values on implementation of the lower secondary school curriculum in selected schools in Fort Portal City and to examine the influence of cultural norms on implementation of the lower secondary school curriculum in selected schools in Fort Portal City. The study adopted a cross-sectional research design and employed a mixed method research approach. Simple random sampling and purposive sampling were used to select 127 respondents who were drawn from a population of 200 individuals. The data was collected using self administered questionnaire and interview guide. Results for objective one showed that cultural identity has a low but positive significant influence on the implementation of the lower secondary school curriculum (β = 0.150) which means that as the recognition and integration of cultural identity increases, so does the effectiveness of curriculum implementation in lower secondary schools. The results for objective two showed that cultural values have a low but positive significant influence on the implementation of the lower secondary school curriculum (β = 0.230) which indicates that as the recognition and integration of cultural values increases, so does the effectiveness of curriculum implementation in lower secondary schools. And the results for objective The purpose of the study was to examine the influence of cultural integrity on implementation of the lower secondary school curriculum in Uganda. A case study of selected schools in Fort Portal City. The objectives were the influence of cultural identity on implementation of the lower secondary school curriculum in Uganda. A case study of selected schools in Fort Portal City, to establish the influence of cultural values on implementation of the lower secondary school curriculum in selected schools in Fort Portal City and to examine the influence of cultural norms on implementation of the lower secondary school curriculum in selected schools in Fort Portal City. The study adopted a cross-sectional research design and employed a mixed method research approach. Simple random sampling and purposive sampling were used to select 127 respondents who were drawn from a population of 200 individuals. The data was collected using self administered questionnaire and interview guide. Results for objective one showed that cultural identity has a low but positive significant influence on the implementation of the lower secondary school curriculum (β = 0.150) which means that as the recognition and integration of cultural identity increases, so does the effectiveness of curriculum implementation in lower secondary schools. The results for objective two showed that cultural values have a low but positive significant influence on the implementation of the lower secondary school curriculum (β = 0.230) which indicates that as the recognition and integration of cultural values increases, so does the effectiveness of curriculum implementation in lower secondary schools. And the results for objective three showed that cultural norms have low but positive significant influence on the implementation of the lower secondary school curriculum (β = 0.265) which indicates that as the recognition and integration of cultural norms increases, so does the effectiveness of curriculum implementation in lower secondary schools. For objective one the study recommended that school administrators should encourage teachers to embed local cultural narratives, songs, folklore and historical examples within their lessons. For objective two It was also recommended that PTA members should work closely with school staff to involve parents and cultural leaders in supporting the curriculum through storytelling, guest talks, or mentorship programs. For objective three PTA members should work closely with school staff to involve parents and cultural leaders in supporting the curriculum through storytelling, guest talks, or mentorship programs.three showed that cultural norms have low but positive significant influence on the implementation of the lower secondary school curriculum (β = 0.265) which indicates that as the recognition and integration of cultural norms increases, so does the effectiveness of curriculum implementation in lower secondary schools. For objective one the study recommended that school administrators should encourage teachers to embed local cultural narratives, songs, folklore and historical examples within their lessons. For objective two It was also recommended that PTA members should work closely with school staff to involve parents and cultural leaders in supporting the curriculum through storytelling, guest talks, or mentorship programs. For objective three PTA members should work closely with school staff to involve parents and cultural leaders in supporting the curriculum through storytelling, guest talks, or mentorship programs.