THE USE OF TEACHERS’ PEDAGOGICAL SKILLS IN THE TEACHING OF ENGLISH LANGUAGE IN SELECTED SCHOOLS IN KAYUNGA

DISTRICT A CASE OF PRIMARY SCHOOLS IN

 KAYUNGA DISTRICT

ABSTRACT

This study was about the use of teacher’s pedagogical skills in the teaching of English language in selected schools in Kayunga District. The study was guided by the following objectives; to identify pedagogical skills that teachers use in the teaching of English language, to evaluate how effective teachers’ pedagogical skills are in the teaching of English language, to determine the extent to which teachers pedagogical skills influence the performance of learners in English language. A sample of 86 respondents was selected using Krejcie and Morgan (1970) table for sample size determination from a total population of 110 for teachers, learners and head teachers.

The case study research design was used because it focused on an in depth explorations and analysis of teachers use of pedagogical skills in the teaching of English language in selected schools in Kayunga district.

The study findings revealed that most teacher of Kayunga district use the following teaching approaches; questioning technique, demonstration method and inquiry-discovery method of teaching. Although teachers of English use appropriate methods of teaching English, they seem to lack adequate pedagogical content knowledge for effective teaching and both pedagogical competency and subject matter knowledge of teachers and yet are very important determinants of pupils’ academic performance.

This recommends that ;teaching need to undergo continuous professional development (CPD) teachers need to be facilitated and retooled with knowledge and skills in their pedagogical content areas, Teachers also need to use suitable pedagogical skills that utilize teaching-learning resources to enable pupils grasp concepts based on their surroundings. Finally teachers also need to share their experiences and inquire about daily experiences of pupils so as to enhance the use of appropriate teaching methods.

CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter includes the introduction, background information, statement of the problem, the purpose of the study, objectives of the study, research questions, scope of the study, significance of the study, operational definition of key terms in the topic, limitations of the study and delimitations.

1.1  Background

This section presented the Background of study in line to Historical, Contextual, conceptual and theoretical Background.

1.1.1 Historical Background

Pedagogy as a practice in education originated from the epistemological question of whether and how information or knowledge could be transferred from the other to an ignorant person (Enoch, Lindsey & Katherine, 2013). Pedagogy is both a Philosophical and scientific discipline originating from the two Greek words, “pais” meaning ‘a boy” and “agogus” meaning “a leader” literary referring to a leader of children (Rajendra & Sanothimi, 2021). The authors above agree with Watkins and Martimore (2015) to the effect that pedagogy is derived from Greek word literally meaning a man having a responsibility of attending to a child. The meaning of the term has been translated and coined to suit individual perception of a given society and tradition for example Paulo Freire, a Brazilian educationist came out with the term critical pedagogy to mean a transformation based approach to education. Its major concern is that education should go beyond transfer of knowledge and training the future labour force; to help developing critical consciousness, which leads to transformation of the individual, learning environment and society at large (Abraham, 2014). According to Manen, (1994), the etymological roots of pedagogy does not refer to a teacher, but a slave who cared for and accompanied a learners to and from school.

According to Castells (2015), schools for the most part still view lesson delivery from a traditional perspective. Outside of school the new generation of learners, frequently referred to as ‘digital natives’, have become tech savvy and as such the schools have not yet evolved in most of the ways that lesson is delivered. In light of these dramatic changes and because of the failure of schools to respond, prominent educational and media researchers are calling for the revision of traditional pen-and-paper curricula to include multiple media for the representation, production, and dissemination of knowledge (Cope & Kalantzis, 2000; Kress, 2003). Teaching the scholar how to teach is not a new concept.  Milton (1972) argued that even though significant research about learning has been published, faculty do not have the time, the familiarity with its specialized language, or the inclination to avail themselves of the literature.

Milton (1972) further, maintained that elementary principles of learning, especially in higher education, have been neglected, abandoned to an abiding faith in traditional methods, or periodically subjugated to innovative hunches, or in other words, they teach the way they were taught.  According to Russell (2012), American educators have noted that in comparison to primary and secondary teachers, most college and School professors received minimal or no training in educational theory and methodology.

Unfortunately, Teachers are regrettably unaware about the choice and use of pedagogical methods which are suitable for an education that relies more and more on higher level cognition and interpersonal abilities. This is because in many countries, in applying for a School teaching position, an applicant needs not to present any evidence of teaching ability, in the same line (Mulkeen, 2010). Indicates that pedagogical competence is not given much priority since teachers’ recruitment is based on academic performance and level. Without high-quality initial training, teachers largely teach the way they were taught. It is difficult for them to adapt and adopt learner-centered pedagogy (Zepeda, 2010).

Intellectual competence and pedagogical competence are two different qualities. One cannot be an outstanding teacher without thorough knowledge of subject matter; but to possess that knowledge does not guarantee the ability to communicate it to a learners (Park, 2017).  Therefore, Teachers should be taught teaching methodology, classroom room control, marking etiquette, supervision and communication skills (Khisa & Lanyero, 2009).

Traditionally, the expertise in one’s own discipline has been the most respected feature of a primary school teacher. In recent years, however, there have been discussions about the need to improve primary school teachers’ pedagogical training and skills as well. As a consequence, training of primary school teachers has recently become a widespread trend in many countries. The lack of research in this field is noticeable, leading to a lack of adequate evidence of the impact of training on teaching. As Gilbert and Gibbs have highlighted, there is a need to establish the effectiveness of primary school education teachers’ training in improving primary school teaching. Evidence of impact is needed to guide educational development units to design their courses since earlier research in this field is rather descriptive than evaluative (Gilbert & Gibbs, 1999). An exception to this is a quantitative study conducted by Gibbs and Coffey (2004), in which they examined the impact of training of primary school teachers on approaches to teaching, teaching skills and approaches to learning of their learners.

1.1.2 Conceptual Perspective

Pedagogical training refers to a process of facilitating one with knowledge and skills of lesson delivery. Various scholars have interpreted pedagogy in different ways basing on the context and cultural background. The term pedagogy is used in education to mean strategies of instruction (Cuenca, 2010). Pedagogical skills are very critical part of the teaching profession at all levels. Rajendra and anothimi (2021) explained that pedagogy is closely linked to the tradition of Greek Philosophy and more particularly with the Socratic method of inquiry. Pedagogy in educational language has been used as a substitute for methods of instruction or techniques of teaching (Loughran, 2006). Child Australia (2017) defined pedagogy as what the teacher does to influence learning in another person.

Pedagogy is a scientific discipline with its own philosophical and scientific orientations borne between the 18^th and 20^th centuries. Because of its double stance, namely the theoretical and practical components, the discipline has continued to spark-off various interpretations and controversies (Ayeni, 2011). For instance, it has been defined in different ways, including the study of being a teacher or the process of teaching, strategies of instruction or style of instruction. Other scholars have used pedagogy in relation to the art and science of teaching children, or the theory and practice of education (Lakkeal, 2011). Pedagogy can also refer to the relationship between the teacher and the learners. Therefore, pedagogical content knowledge is the specialized didactic knowledge of the teacher, which illuminates the connection between subject matter and classroom knowhow (Jacob & Lefgren, 2014). Pedagogical content knowledge brings together these two critical elements of teaching content and pedagogy to describe the understanding and skills teachers and teacher educators need to transform the conceptual, factual, with appropriate examples, metaphors, and applications for a particular group of learners.

Pedagogical skills refer to the teacher’s knowledge of teaching. It includes the teacher’s subject matter knowledge, the repertoire of techniques and activities that the teacher employs in
teaching together with the theories, beliefs, principles, values and ideas (Shulman, 1987). Pedagogical knowledge and ability draws on content knowledge as well as other
sources of knowledge but in the process transforms it, since it is understood in relation to
knowledge of the learners, the curriculum, the teaching context and to teaching methods. Therefore, in this research pedagogical skills will be employed to mean teaching skills that the teachers use during lesson delivery. Teaching skills in this study include but not limited to; communication skills, listening skills, collaboration skills, adaptability skills, empathy and patience and other key characteristics of effective teaching include an engaging classroom presence, value in real-world learning, exchange of best practices and a lifelong love of learning (Darwis, Pasaribu, & Riskiono, 2020).

Lesson delivery is the process of conveying the educational content by facilitating learners to engage in different activities by the instructor. According to Ellano (2019), delivery techniques are very critical for a successful learning and should be taken seriously by the teacher. He added that the teacher should first approve that the learning environment is conducive before starting to deliver a lesson. Dabbs (2012) observed that lesson delivery is a very critical step in the process of learning and the following questions should be asked prior to the actual delivery in order to decide on appropriate strategy, will the lesson be teacher centered or learners centered, Is the lesson best suited for the group, what are the learners’ role and in addition, how will the lesson commence? According to MacDonald (2021), the teacher needs to have variety of teaching methods not only to deliver effectively but also to engage, motivate and reach every individual learners. According to him, delivery methods to use are determined by many factors such as the subject, learners and the time. Twadell et al., (2019) emphasized that for every learners to achieve self-efficacy the teacher needs to discard the idea of one-size fits all approach. Switching from traditional approach to proficiency-based mode of planning and delivery enhances the possibility of better learning outcome. Okon and Chukwurah (2020) observed that effective content delivery in the modern society is technology driven; averagely depend on the level of skills acquired by a teacher especially in the use of technology in teaching and learning. For this research therefore, lesson delivery will be used to mean the different ways the teacher uses to deliver knowledge to the learners which include but not limited to; Discussion: leaners and teachers engage in a conversation, sharing ideas, perspectives, and opinions, Demonstration: A teacher demonstrates a process or skill, showing learners how to do something, and explaining each step, Multimedia: A teacher uses videos, images, and other multimedia resources to deliver the lesson content, Group work: Learners work in small groups to complete a task, solve a problem, or share ideas, Hands-on learning: Learners engage in practical activities that allow them to experience the subject matter directly, such as science experiments or art projects, Independent study: Learners work independently on assignments, projects, or reading materials, with guidance and support from the teacher, Field trips: Learners visit a location related to the subject matter, such as a museum or a historical site, to gain first-hand experience and insights and Role-play: Learners act out scenarios, assuming different roles and perspectives, to develop their communication and problem-solving skills, (Ampofo, Onyango, & Ogola, 2019).

1.1.2 Theoretical background

The study was underpinned by Bandura’s Social Learning Theory (Bandura 1977). Bandura’s Social Learning Theory, also known as Social Cognitive Theory, proposes that learning occurs through observation, imitation, and the influence of external reinforcement. Here are the key components and principles of Bandura’s theory:

Observational Learning: Bandura emphasized the importance of observational learning, where individuals acquire new behaviors by observing others. This process involves paying attention to the model’s behavior, retaining the observed information in memory, reproducing the behavior, and being motivated to imitate it.

Modeling: Bandura introduced the concept of modeling, which involves observing and imitating the behavior of role models or significant others. Models can be real-life individuals or symbolic representations, such as characters in the media or literature. Through modeling, individuals can learn new behaviors, attitudes, and values.

Vicarious Reinforcement: Bandura argued that individuals can learn not only from direct experiences but also through vicarious reinforcement. Vicarious reinforcement occurs when an individual observes someone else being rewarded or punished for a behavior, which influences their motivation to imitate or avoid that behavior.

Self-efficacy: Bandura emphasized the role of self-efficacy beliefs in shaping behavior. Self-efficacy refers to an individual’s belief in their ability to successfully perform a specific task or behavior. Higher self-efficacy leads to greater motivation, effort, and persistence in achieving goals, while low self-efficacy can result in avoidance or reduced effort.

Reciprocal Determinism: Bandura proposed that behavior is influenced by the dynamic interplay between personal factors (e.g., cognitive processes, beliefs, personality), environmental factors (e.g., social norms, reinforcement), and the individual’s behavior itself. This concept of reciprocal determinism suggests that individuals both shape and are shaped by their environment.

Cognitive Processes: Bandura acknowledged the importance of cognitive processes in learning and behavior. Attention, memory, and thinking processes play a crucial role in observing and imitating behavior. Individuals actively interpret and make sense of the information they observe, which can influence their learning and subsequent behavior.

Bandura’s Social Learning Theory has had a significant impact on the field of psychology, particularly in areas such as education, socialization, and behavior change. It has provided valuable insights into how individuals acquire new behaviors, the role of observational learning, and the influence of social factors on behavior.

However, like any theory, it has certain limitations. Here are some of the key limitations of Bandura’s Social Learning Theory:

Oversimplification of behavior: Bandura’s theory suggests that behavior is primarily learned through observation and imitation. While observational learning is undoubtedly an essential aspect of human behavior, it is not the only factor that influences behavior. Biological, cognitive, and situational factors also play significant roles in shaping behavior (Koutroubas, & Galanakis, 2022).

Neglect of internal cognitive processes: Bandura’s theory focuses primarily on observable behaviors and the role of reinforcement in learning. It pays limited attention to the cognitive processes that occur within an individual, such as attention, memory, and decision-making. Cognitive processes can have a substantial impact on learning and behavior, and their omission is considered a limitation of the theory.

Limited emphasis on biological factors: Bandura’s theory places minimal emphasis on the influence of biological factors on learning and behavior. While the theory acknowledges the role of reinforcement, it does not adequately address how biological factors, such as genetics, neurobiology, and hormones, can interact with environmental factors to shape behavior.

Lack of attention to individual differences: The theory does not sufficiently account for the fact that individuals may vary in their susceptibility to observational learning and the effects of reinforcement. People have unique cognitive abilities, personality traits, and past experiences that can influence their learning and behavior in different ways. Bandura’s theory does not adequately address these individual differences. Limited applicability to complex behaviors: Bandura’s theory has been primarily applied to explain relatively simple behaviors, such as aggression and prosocial behavior. However, it may not fully account for more complex behaviors or those that involve higher-order cognitive processes. The theory’s focus on direct observation and imitation may not adequately explain behaviors that require abstract thinking, problem-solving, or creativity. Lack of consideration for cultural factors: Bandura’s theory does not explicitly address the influence of cultural factors on learning and behavior. Cultural norms, values, and socialization practices can significantly shape how individuals learn and engage in behaviors. The theory’s universalistic perspective does not adequately account for the cultural variability in social learning processes.

It is important to note that while these limitations exist, Bandura’s Social Learning Theory still provides valuable insights into learning and behavior. Researchers have expanded and refined the theory over time, integrating other perspectives to address some of these limitations and enhance our understanding of human behavior.

1.1.3 Contextual Background

Since 2018,the number of primary seven who fail English language has been steadily rising from seventeen percent to nineteen percent in 2020.This translate into a downward trend in the Academic performance of the pupils (Kayunga District Education Report 2021).This state of affair implies that a number of factors such as Pupils home background, class size, the learning environment ,availability of teaching –learning resources and several others indicate that there is a serious a problem regarding  the teaching and  learning of English language in Kayunga district.

The researcher was cognizant that some of the factors identified above could be responsible for this down ward trend in academic performance, he concurs with Moscovi &Evance who contend that there is need to improve on Teachers’ pedagogical skills in Kayunga district since most Pupils in Kayunga face challenges of reading and writing English. It’s against this background that this Study endeavored to investigate the use of Teachers’ pedagogical skills in the teaching of English in Kayunga district.

From the analysis it is evident that there is still large number of pupils in Kayunga district primary schools who fail to obtain Division one and Division two academic grades. This shows that there is still a gap in the teaching of English. According to Moscoviz, & Evans, (2022). Indicates that there is need to improve on the teachers’ pedagogical skills in Kayunga district since most of the pupils in Kayunga face challenges in reading and writing. It’s against this background that this study investigated into the use the teachers’ pedagogical skills in the teaching of English language in selected schools in Kayunga district.

1.3 Problem statement

The success of any teaching process is measured by the extent to which the knowledge, values and skills acquired by the learners is translated into good academic performance (Baikhutso, 2016, Nicolalde,et al,2017).Globally there is an ongoing debate on the best pedagogical approach for imparting Knowledge to Learners. As earlier highlighted in the contextual background, the academic performance of pupils seems to suggest that a number of factors are contributing to this state of poor performance. It’s possible that classroom practices of Teachers in Kayunga district is the likely cause of this poor performance.

Tolera and Ziyn (2017) contend that teachers have a tendency of teaching without prior planning and preparations without creating an appropriate learning environment and not using appropriate pedagogical approaches. Such poor classroom practices generally yield limited learning. It is against this background that the Researcher endeavored to investigate whether it is lack of appropriate pedagogical skills of teachers in Kayunga district that is the major cause of pupils’ academic performance. This is a major problem because learners who can’t express themselves well, read, write will be denied lifetime opportunities because of the examination-driven system of education in this country.

According to Tolera and  Ziyn (2017), Teachers have a tendency of teaching without preparing lesson plans, use of relevant teaching and learning resources. Such poor pedagogical practices are likely to result into limited knowledge acquisition leading to poor performance on the side of the learners. Therefore, the poor performance of pupils and the likely poor pedagogical approaches used by teachers have warranted the investigation into Teachers ‘use of pedagogical skills to the teaching of English in primary schools in Kayunga district.

1.4 Purpose of the study

The purpose of the study was to determine whether the kinds of pedagogical skills that teachers majorly use in Kayunga district is the major cause of pupils’ poor performance.

1.5 Objectives of the study

This study was guided by the following objectives:

1. To find out the pedagogical skills teachers use in the teaching of English language.
2. To investigate how teachers, use the pedagogical skills in the teaching of English language in Primary schools in Kayunga district

• To establish the extent to which teachers’ pedagogical skills influence performance of learners in English language in Primary schools in Kayunga district.

1.6 Research questions

This research answered the following questions:

1. What are the pedagogical skills teachers use in the teaching of English language?
2. How do teachers use the pedagogical skills when teaching English language in Primary schools in Kayunga district?

• To what extent do teachers’ pedagogical skills influence performance of learners in English language in Primary schools in Kayunga district?

1.7 Scope of the Study

This considered scope in terms of geographical, content and time scope.

1.7.1    Geographical scope

This study was carried out in the selected Primary Schools in Kayunga District.

This examined how teachers use of pedagogical skills in teaching English language impacts on pupils’ academic performance in Kayunga district. The study was carried out in Sokoso primary school in Galiraya  sub county in Kayunga district.

1.7.2    Content scope

It examined English teachers’ pedagogical skills, to determine the English teachers’, use of the pedagogical skills and the extent to which English teachers’ pedagogical skills influence performance of learners in English language in Primary schools in Kayunga district

1.7.3 Time scope

This research process ran from 2020 to 2023.

1.8 Significance of the study

The study was intended to examine whether the kinds of pedagogical skills that teachers use to teach English language are the major cause of pupils’ poor academic performance. Generally there is scanty literature on the importance of pedagogical skills for effective delivery in Ugandan schools and Kayunga in particular.

To this end, the study aims at providing knowledge about the importance of Pedagogical skills in enhancing the quality of teaching and learning in schools.

In addition, this study will guide and inform teachers of English the most appropriate Pedagogical skills to use in the Primary schools.

Furthermore, information generated from this study will enable Head teachers supervise teachers of English more effectively to use the recommended Pedagogical skills in their classrooms.

Policy makers can use information generated by this study to formulate policies about the teaching of English in schools.

1.9 Limitations of the study

The researcher encounterd the following challenges during the course of data collection;

Inadequate resources limited the process of data collection because Kayunga district is big district and covering all the schools was difficult for the researcher.

The fear of COVID-19 by people posed a challenge especially, when using interviews since most people feard contact with others.

Distances between different schools in Kayunga district may made it difficult to contact the entire group of respondents. This affected the quality of the process of data collection and production of the report. Domestic and administrative responsibility of respondents would affect their commitment and interest in this study. This eventually affected the quality of the research report.

1.10 Delimitations

The researcher borrowed funds from some of the family members and friends and participated in agricultural activities to generate supplementary income to support the cost of typing, printing and binding the proposal and final dissertation and transport, The researcher used a Boda Boda where possible to reach some respondents within the same location to minimize the cost of transport.

Questionnaire were sent online to an identified and responsible acquaintance to help print, seek permission from Dean of the respective learning centers, distribute questionnaire, collect and return them through available and reliable means.

Online applications such as zoom, e-mail and telephone calls were used for consultation with the supervisors and interviewing some respondents after scheduling the time. The purpose of the study was shared with respondents in order to increase their commitment. Prior consultation through phone call and time was scheduled to cater for those with very limited time due to domestic and administrative engagement.

1.11 Definition of key terms

Critical pedagogy; Critical pedagogy is an educational approach and philosophy that emphasizes the development of critical thinking skills, social justice, and a deep understanding of societal issues. It challenges traditional methods of education by encouraging learners to question, analyze, and critique the existing social and cultural norms.

Pedagogy; Pedagogy refers to the method and practice of teaching, especially as an academic discipline or theoretical concept. It encompasses the strategies, techniques, and approaches used by educators to facilitate learning and promote the intellectual, social, and emotional development of learners. Pedagogy involves understanding how learners learn best and designing instructional methods and activities accordingly. It also includes the assessment of learning outcomes and the continuous improvement of teaching methods based on research and experience. Pedagogy can vary depending on the subject matter, the age and level of the learners, and the educational context in which it is applied.

Learners; Learners are individuals who are actively engaged in the process of acquiring knowledge, skills, attitudes, or values. In an educational context, learners are learners or pupils who participate in formal or informal learning experiences, such as schools, colleges, universities, or other educational settings. However, the concept of learners is not limited to formal education; it also includes individuals involved in self-directed learning, online courses, workshops, or any other form of educational activity.