The effect of thematic curriculum on basic education in Uganda, a case study of primary schools in Katabi town council, Wakiso district.

Abstract

The study examined the extent to which thematic curriculum affects basic education in Katabi Town Council, Wakiso District, Uganda. Specifically, it determined the influence of pupil centered learning on basic education in primary schools, explored the effect of conceptual learning on basic education in primary schools, and evaluated the impact of collaborative learning on basic education in primary schools. The study adopted Constructivist Learning Theory and Human Capital Theory. The study adopted a cross-sectional research design, integrating adopted a mixed methods approach, which comprised of both quantitative and qualitative approaches; from a targeted study population of 303; a sample of 172 respondents were determined using Yamane’s formula. Survey and interview methods were used to collect data. Quantitative data was analyzed using both descriptive and inferential statistics, while qualitative data was analyzed using, thematic analysis. Correlation results indicated significant positive correlations between pupil-centered learning and quality of basic education (r: .686**; P-value < 0.01); conceptual learning and quality of basic education (r: .614**; P-value < 0.01); collaborative learning and quality of basic education, (r: .688**; P-value < 0.01). From the regression analysis results, thematic curriculum highly affects basic education by sixty eight percent. In conclusion, therefore, thematic curriculum in form of pupil-centered learning, conceptual learning and collaborative learning highly affects basic education in Katabi Town Council, Wakiso District. The study recommends the need for a shift in the teacher's role from an authority figure to a facilitator of learning, advocate and implement conceptual learning, provide digital tools such as interactive whiteboards, educational apps, and online platforms, ad for teachers to ensure students work together, practice listening, negotiating, and problem-solving, which are essential skills for both academic and personal growth. Future research should focus on other primary schools and other education institutions in Uganda and East Africa as a whole.