Teaching Methods and Teachers’ Effectiveness in Selected Secondary Schools in Adjumani District Uganda

ABSTRACT The study investigated the relationship between the level of teaching methods and the level of teachers’ effectiveness in selected secondary schools in Adjumani District Uganda. The problem in this study was teachers’ effectiveness which needed to be solved for improvement of standards of teaching, students’ academic performance and growth of human capital as well as achievement of broader aims and goals of education. The objectives of the study: to establish the level of teaching methods; to establish the level of teachers’ effectiveness and to establish the relationship between teaching methods and teachers’ effectiveness. Methodology: descriptive correlational survey research design was used with quantitative approach. Population used in this study was 951 students in senior four class. The sample size was 273 determined by using Slovin’s formula. Sampling was done at schools level and students level by purposive and simple random sampling. Data analysis: frequency and percentage distribution were used to determine the profile of the respondents; the mean and standard deviation were computed for the level of teaching methods and the level of teachers’ effectiveness. An item analysis based on the mean scores and ranks was done. Interpretation of data was based on set numerical values and interpretations. Pearson moment correlation and coefficient of determination were used to test the hypothesis at 0.05 level of significance for 95% certainty of prediction. Findings: field work was ranked the best teaching method; time management was ranked best indicator of teachers’ effectiveness; level of teaching methods (overall mean = 3.10) and level of teachers’ effectiveness (overall mean = 3.05) were high; there was positive significant correlation of level of teaching methods on level of teachers’ effectiveness (r= 0.676, Sig = 0.000); and forty six percent (46%) of the differences on teachers’ effectiveness was attributable to differences in the dimensions of teaching methods under study. Conclusions: field work was not emphasized in schools for exploiting the riches of their environment; time was not managed very strictly for achieving teaching effectiveness; levels of teaching methods and teachers’ effectiveness were not very high; there was significant relationship between level of teaching methods and level of teachers effectiveness; and the level of teaching methods had significant influence on the level of teachers’ effectiveness. Recommendations: field work should be emphasized in schools for exploiting the riches of their environment; time should be managed very strictly in order to achieve teaching effectiveness; Ministry of Education and Sports should regularly organise seminars, workshops and training programmes to help teachers improve their teaching knowledge; the use of teacher-centered methods should be decisively reduced in favour of activity-based methods.

TABLE OF CONTENTS

Declaration

Approval

Dedication

Acknowledgement iv

Table of contents v

Acronyms vii

List of tables VIII

Abstract ix

CHAPTER ONE: INTRODUCTION 1

1.1. Background 1

1.1.1 Historical perspective 1

1.1.2 Theoretical perspective 6

1.1.3 Conceptual perspective 9

1.1.4 Contextual perspective 11

1.2 Statement of the problem 15

1.3 Purpose of the study 16

1.4 Research objectives 16

1.5 Research questions 16

1.6 Hypothesis 16

1.7 Scope 16

Geographical scope 16

Content scope 17

1.8 Significance of the study 17

CHAPTER TWO: LITERATURE REVIEW 19

2.0 Introduction 19

2.1 Theoretical review 19

2.2 Conceptual framework 22

2.3 Related Literature 25

CHAPTER THREE: METHODOLOGY 43

3.0 Introduction 43

3.1 Research design 43

3.2 Research population 43

3.3 Sample size 43

3.4 Sampling procedure 44

3.5 Research instrument 44

V

3.6 Validity and reliability of the research instruments 45

3.7 Data gathering procedure 45

3.8 Data analysis 46

3.9 Ethical consideration 47

3.10 Limitations of the study 47

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND

INTERPRETATION 48

4.1 Introduction 48

4.2 The profile of the respondents 48

4.3 Level of teaching methods 51

4.4 Level of teachers’ effectiveness 55

4.5 Relationship between the level of teaching methods

and level of teachers’ effectiveness 64

CHAPTER FIVE: DISCUSSION, CONCLUSIONS AND

RECOMMENDATIONS 67

5.1 Introduction 67

5.2 Discussion 67

5.3 Conclusions 72

5.4 Recommendations 74

5.5 Areas for Further Research 76

References 77

Appendices 82

Appendix I: Introduction Letter 82

Appendix II: Research Instrument 83

Appendix III: Slovin’s Formula 87

Appendix IV: Content Validity Index (CVI) 88

Appendix V: Reliability: Cronbach Alpha Value 89

Appendix VI: List of secondary schools under study 90

AppendixVll: Researcher’s Curriculum Vitae 91