SESEMAT Pedagogical Approaches and Physics Teacher Effectiveness in Kigezi Sub-Region, Uganda
Main Article Content
Keywords
Active, motivation, contextual, collaborative, poor performance
Abstract
Effective physics teachers in secondary schools in Kigezi Sub-Region are a focus to improve the scientific skills, competences and students’ academic knowledge to the required content. There are however, increasing concerns among stake holders about teacher ineffectiveness which has caused dismal performance of students in science subjects particularly physics. The study investigated the influence of Secondary Science and Mathematics Teachers (SESEMAT) pedagogical approaches on physics teacher effectiveness in secondary schools in Kigezi Sub Region, Uganda. Guided by Cognitive Constructivist theory, the study adopts a perspective that views learning as an active process, where contexts of learners are fully considered and learners being motivated and then collaborative learning takes place. Out of a population of 620, a sample of 234 Physics teachers was drawn from secondary schools of Kigezi Sub- Region. Data collection tool comprised of a questionnaire. Collected data was analysed descriptively using statistical software programs SPSS and SPSS AMOS. The findings showed that physics teacher effectiveness is highly influenced by SESEMAT pedagogical approaches in all aspects. The analysis results of structural equation model (SEM)/path analysis showed that SESEMAT pedagogical approaches influenced teacher effectiveness. Hence the causal relationship between SESEMAT pedagogical approaches and teacher effectiveness was positive and significant. The tested hypotheses state that there is a significant influence of SESEMAT pedagogical approaches on physics teacher effectiveness. It was concluded that SESEMAT Pedagogical approaches (active learning, motivation of students, contextual learning, and collaborative learning) are important to physics teacher effectiveness. Therefore, it was recommended that Physics teachers in Kigezi Sub-Region should apply SESEMAT pedagogical approaches while teaching in a good environment for better performance of learners and skills acquisition.
References
Aithal, P. S., & Kumar, P. M. (2016). Student performance and learning outcomes in higher education institutions. International Journal of Scientific Research and Modern Education (IJSRME), 1, 674-684.
Andiema, N. C. (2016). Effect of Child Centred Methods on Teaching and Learning of Science Activities in Pre-Schools in Kenya. Journal of Education and Practice ,7(27).
Aykan, A., & Dursun, F. (2022). The Effect of Active Learning Techniques on Academic Performance and Learning Retention in Science Lesson: An Experimental Study. Journal of STEM Teacher Institutes, 2(1), 42-48.
Bada, H. A., Tengku Ariffin, T. F., & Nordin, H. B. (2020). The effectiveness of teachers in Nigerian secondary schools: The role of instructional leadership of principals. International Journal of Leadership in Education, 1-28.
Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.
Bain, K. (2004). What the best college teachers do. Harvard University Press.
Basic Education statistics of Uganda (BES). (2019). Annual report by Ministry of Education and Sports.
Berry, K., O’bryan, D., & Cummings, M. (2004). Teacher effectiveness and related characteristics: A systematic review. An International Journal of Nursing Educ. Scholarship, 1(1) 1-26.
Black, P., & Wiliam, D. (2003). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.
Chong, W. H., & Konge, C.A. (2012). Teacher collaborative learning and teacher self-efficacy: the case of lesson study. The journal of experimental education, 80(3), p 263 -283.https://doi.org/10.1080/00220973.2011.596854
Demirci, C. (2017). The Effect of Active Learning Approach on Attitudes of 7th Grade Students. International Journal of Instruction, 10(4) , p129 -144.
Dogani, B. (2023). Active learning and effective teaching strategies. International Journal of Advanced Natural Sciences and Engineering Research
Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching
and teacher education, 86, 102882.
Ferlazzo, L. (2015, September 14). Strategies for helping students motivate themselves. Retrieved October 6, 2016, from http://www.edutopia.org/blog/strategies-helping-students-motivate-themselves-larry-ferlazzo.
Gifkins, J. (2015). What is Active Learning and why is it important? E- international Relations.
Government of Uganda. (1992). Government White paper on the education policy review commission report.
Hoover, J. D., & Giambatista, R. C. (2009). Why have we neglected vicarious experiential learning?. In Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference (Vol. 36).
Khaefiatunnisa. (2015). The Effectiveness of Contextual Teaching and Learning in Improving Students' Reading Skill in Procedural Text (A Quasi-Experimental Study of the Second Grade Students at One Vocational School in Bandung), Journal of English and Education, 3(1), 80-95.
Kiwale, A. J & Muteti, C. M. (2020). Effectiveness of Teacher Motivation in Influencing Pupils’ Performance in Standard Seven National Examinations in Public and Private Primary Schools. International Journal of Innovative Research and development, 9(1).
Kodero, H. M., Misigo, B. L., Owino, E. A., & Simiyu, C. K. (2011). The salient characteristics of trained ineffective teachers in secondary schools in Kenya. Sage Open, 1(3), 2158244011434102.
Komakech, R. A., & Osuu, J. R. (2014). Uganda SESEMAT programme: Impact and challenges in its implementation. International Journal of Education and Research, 2(6), 133-146.
Laraib, N. J. (2014). The Impact of Effective Teaching Strategies on the Students’ Academic Performance and Learning Outcome, Munich, GRIN Verlag, https://www.grin.com/document/300046.
Le, H., Janssen, J., & Wubbles, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48 (1), 103 -122. https://doi.org/10.1080/0305764X.2016.1259389.
Loes, C. N., & Pascarella, E. T. (2017). Collaborative learning and critical thinking: Testing the link. The Journal of Higher Education, 88(5), 726-753.
Mascolo, M. F., & Fischer, K. W. (2005). Constructivist theories. Cambridge Encyclopedia of Child Development, pp. 49-63. Cambridge, England: Cambridge University Press.
Mathesz, M. J. (2014). An historical perspective to examine how federal policy influenced the definition and evaluation of teacher effectiveness since 1950.
Mattson, K. (2005). Why "Active Learning" can be perilous to the profession. Academe, 91(1), 23-26. [Online] Available: http://aaup.org/AAUP/CMS_Templates/AcademeTemplates/AcademeArticle.aspx?NRMODE
Miller, C. J., & Metz, M. J. (2014). A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers. Advances in physiology education, 38(3), 246-252.
Ministry of Education and Sports (MOES). (2006). Teaching guidelines for science and mathematics teachers in secondary schools. ISBN 9970 575-00-7. SESEMAT project, Uganda.
Ministry of Education and Sports (MOES). (2016). Report on performance in science and mathematics.
Mitchel, K. J., Robinson, D.Z., Plake, B. S., & Knowels, K. T.(eds). (2001). Testing teacher candidates: The role of licensure tests in improving teacher quality. Washington, DC: National Academy Press.
Mugizi, W., Katuramu, A.O, Dafiewhare, A.O. (2021). Student-centred approach and student engagement at a private university in Western Uganda. Educational Journal, 10(5), pp.193 -203.
Muijs, D., & Reynolds, D. (2011). Effective teaching: evidence and practice. Sage 3rd ed. London:
OECD (2005). Teachers matter. Paris: OECD.
OECD (2009). Creating effective teaching and learning environment. First results from TALIS.
Ofoegbu, F.I. (2004). "Teacher motivation: a factor for classroom effectiveness and school improvement in Nigeria." College Student Journal, 38 (1), pp. 81+. Gale Academic OneFile, link.gale.com/apps/doc/A115034778/AONE?
u=anon~aececbad&sid=googleScholar&xid=a6422920.
Patton, M.Q. (2014). Qualitative research and evaluation methods (3rd Ed). Thousand Oaks, C.A: Sage.
Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul.
PISA, (2014). Performance in international student assessment. Retrieved on 3rdJuly, 2014 from http://www.oecd.org.
Pritchett, C. (2008). Implementation of the Ford PAS Web-Based Curriculum. In Handbook of Research on Instructional Systems and Technology (pp. 670-681). IGI Global.
Reynolds, D., Muijs, D., & Treharne, D. (2003). Teacher evaluation and teacher effectiveness in the United Kingdom. Journal of Personnel Evaluation in Education, 17, 83-100.
Robson, K. (2017). Review of the literature on the Reggio Emilia approach to education with a focus on the principle of the environment as the third teacher. The International Journal of Holistic Early Learning and Development, 4, 35-44.
Roza, A. S., Rafli, Z., & Rahmat, A. (2019). The Implementation of contextual teaching learning (CTL) to improve the students’ speaking ability in Islamic studies course. International Journal of Applied Linguistics and English Literature, 8(4), 45-50.
Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. ScienceDirect, 42, 159-171.
Surdin (2017). The effect of contextual teaching and learning (CTL) models on learning outcomes of social sciences of the material of forms the face of the earth on class Vii of Junior high school. International Journal of Education and
Research, 6(3), 57 – 64.
Tandon, T. (2017). Constructivist approach: A child cantered pedagogy. EDULIGHT, Journal, 6(11), 1-3.
Taylor, P. G. (2000). Changing Expectations: Preparing students for Flexible Learning. The International Journal of Academic Development, 5(2), 107–115.
Theobald, M. A. (2006). Increasing student motivation: Strategies for middle and high school teachers. Thousand Oaks, CA: Corwin Press.
Tinkamanyire, D. (2010, April 13). New science policy unfair, New Vision, p.3.
UNEB (2016 -2018). Report on poor performance in science on Uganda Certificate examination results.
UNESCO. (2017). A report on recommendation on science and scientific researchers.
Wim, J. C.M. (2013). Measuring teaching quality in several European countries. An international journal of research, policy and practice, 25(3), 295 – 311. https://doi.org/10.1080/09243453.2013794845.
Wood, R. (2019). Students’ motivation to engage with science learning activities through the lens of self-determination theory: Results from a single-case school-based study. EURASIA Journal of Mathematics, Science and Technology Education, 15(7), em1718.
Yaser A. O (2016). Effectiveness of active learning strategy in improving the acoustic awareness skills and understanding what is heard by the basic stage students in Jordan. Academic Journals Vol. 11(20), pp. 1896-1905.
