Research consultancy in uganda
Research consultancy
At research consult Uganda we write quality problem statement like the one below;
problem statement
Ideally, ICT-driven instruction can enhance teaching and bring about desired outcomes, benefiting all stakeholders in the learning process (Ukah et al., 2020). However, despite the increasing investment in ICT within Uganda’s education sector (MoES, 2017), some teachers in government-aided secondary schools continue to resist adopting ICT for instructional management, preferring traditional teaching methods. Concerns about teacher effectiveness in managing instruction in these schools are growing (MoES, 2017). Evidence shows that secondary school teaching often fails to meet the standards set by the National Curriculum Development Centre (NCDC) and the Uganda National Examination Board (UNEB). Many teachers neglect to prepare lesson plans, schemes of work, or practical lessons for students (Omaali, D. Nabukeera, M., & Ejuu, 2021).
Poor-performing teachers not only fail to deliver expected results but may also negatively impact their colleagues’ work and reduce staff credibility (Yariv, 2011). If ineffective instructional management continues in government-aided secondary schools, it could result in higher student failure rates, increased absenteeism, and ultimately, a rise in dropout rates, with students potentially turning to delinquency. Although government-aided schools regularly organize workshops, seminars, and in-service training to equip teachers with best practices in lesson planning, curriculum implementation, and practical teaching techniques, instructional management remains a significant challenge.
The researcher questions whether the ineffective performance of teachers in government-aided secondary schools in Nakasongola District is due to their lack of adoption of ICT support systems in instructional planning, implementation, and assessment in the current digital era.
