CHAPTER THREE

RESEACH METHODOLOGY

3.1 Introduction

This chapter presents the research methodology that guided the study. It inlcudeds the research design, sample size, sampling procedures, research instruments, procedure for data collection, data analysis and ethical consideration.

3.2 Research design

The study used a case study research design. A case study research design is a qualitative research method that focuses on in-depth exploration and analysis of a specific individual, group, event, or phenomenon. It involved conducting a detailed investigation of a particular case to ga

in insights, understand complex issues, and generate rich, context-specific data (Rashid et al., 2019).

A case study design was used so that the information about the practice of constructivist strategies in schools in Kayunga district can add more knowledge to existing information and this will be presented in chapter four of the dissertation. The information presented in the above chapter was collected from Schools in Kayunga. The researcher applied qualitative approaches in order to get information from the respondents.

3.3 Population

A population refers to any collection of specified group of human beings or of non-human entities such as objects, educational institutions, time units, geographical areas, and prices of wheat or salaries drawn by individuals (Suphanchaimat, 2021). The study population for this study included;

1. Head Teachers who supervise the teaching and learning
2. teachers who are tasked with the teaching and assessment of learners’ and
3. Pupils who are acted upon/taught.
4. Selected primary schools within Kayunga district.

3.3.1 Sample size

It is impossible to study the whole targeted population of the study and therefore the researcher took a sample of the population this is also further supported by Mugenda, (2003) who notes that a researcher should choose a sample out of the whole targeted population. A sample is a subset of the population that comprises members selected from the population. Using Krejcie and Morgan’s (1970) table for sample size determination approach, a sample size of 86 respondents was selected from the total population of 110 of both , leaners, Teachers and Head Teachers.

Table 1: Table for Determining Sample Size for a Finite population

Table showing the sample size of respondents

Source: Primary Data

3.4 Sampling procedure

In this study, the researcher used purposive sampling technique to choose respondents. Purposive sampling is a form of non-probability sampling in which a researcher relies on his or her own judgment when choosing members of the population to participate in the study (Ames, Glenton, & Lewin, 2019). White (2005) explains that in purposive sampling, the concern is to acquire in depth knowledge from those who are in position to give it, this sampling technique was used to access a particular group of people whose profile fits the context of this study.

3.4.1 Simple Random Sampling Technique (SRS)It is a probability sampling method where every individual or element in the population has an equal chance of being selected. This Technique used for selecting pupils since they are many.

3.5 Research instruments

These are data collection methods and tools. These included; interview guide, document review, focus group discussion guide and observation guide:

3.5.1 Interview guide

Interviews refer to a structured or semi-structured conversation between two or more individuals, typically conducted for the purpose of gathering information, exchanging ideas, or eliciting responses to specific questions (Odiya, 2009). Interviews are commonly used in research, journalism, recruitment, and various professional settings to collect qualitative or quantitative data, gain insights, and explore people’s perspectives and experiences (Yin, 2009). In an interview, one person takes on the role of the interviewer, who poses questions and guides the conversation, while the other person or people being interviewed are the respondents or interviewees, who provide answers and share their thoughts, knowledge, or opinions. The interviewer may use a predetermined set of questions or engage in a more flexible, open-ended conversation, depending on the purpose and nature of the interview (Yin, 2009). The study used interview guide to get response from teachers and Head teachers on the interview questions that was asked regarding the topic under investigation.

3.5.2 Documentary Review

Documentary review is a research method that involves the systematic and critical analysis of existing documents, such as reports, policy papers, and archives, to collect data and insights related to a specific research question (Karppinen, & Moe, 2019). It is a useful technique for researchers who want to investigate a particular topic or issue in-depth, but who do not have access to primary data sources, such as surveys or interviews (Karppinen, & Moe, 2019).

The process of documentary review typically involves a thorough examination of the available documents, with a focus on identifying relevant information and data. The researcher used various methods to analyze the documents, such as content analysis or discourse analysis, to identify patterns, themes, and key issues related to the research question (Dalglish, Khalid, & McMahon, 2020).

Overall, documentary review is a valuable research method that involves the critical analysis of existing documents to gather data and insights related to a specific research question. It can be used on its own or in conjunction with other research methods, and can help to provide a more comprehensive understanding of complex issues and topics (Tight, 2019).

In order to have a general understanding on teachers’ pedagogical skills in the teaching of English language in selected primary schools in Kayunga District. The researcher reviewed the lesson plans, time table, classroom environment, schemes of work, assessment records and learners ‘work books.

3.5.3 Focus group discussion

A focus group discussion is a qualitative research method that involves a group of individuals who share their experiences, beliefs, opinions, and attitudes on a particular topic or issue (Morgan, 1997). The goal of focus group discussions is to gain a deeper understanding of people’s perceptions and attitudes towards a specific topic. Focus groups are typically conducted by a trained moderator who facilitates the discussion among the participants. The moderator guides the discussion by asking open-ended questions, encouraging participants to share their thoughts and opinions, and ensuring that everyone has a chance to speak.  The focus group discussion can be used to gather information on a variety of topics, such as consumer behavior, product design, public opinion, and social issues (Rubin & Rubin, 2005). Focus group discussions are particularly useful when the researcher wants to explore the underlying reasons behind people’s attitudes and behaviors. One of the key advantages of focus group discussions is that they allow for the collection of rich, detailed data that can provide insights into people’s thoughts and feelings (Rubin & Rubin, 2005). Additionally, focus group discussions can be a cost-effective way to gather information from a large number of people in a relatively short period of time.

However, focus group discussions also have some limitations. For example, the results may not be representative of the larger population, and the group dynamics can influence the results (Rubin & Rubin, 2005). Additionally, the moderator’s skills can also impact the quality of the data collected.

The focus group discussion will be subjected to the pupils who will be divided into groups of 10 to discuss a specific topic that will be presented to them.

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3.8 Validity and reliability

It is vital that the researcher ensures the validity and reliability of the research instruments. This was done by pretesting the data collection instruments using a few selected respondents from each category of the population to ensure that the questions are clear and in line with the research objectives.

3.8.1 Validity

Validity is defined as the extent to which results can be accurately interpreted and generalized to other populations (Oso & Onen, 2008). Onyinkwa, (2013) validity is defined as the degree to which results obtained by the research instrument correctly represented to the phenomenon understudy and Mugenda (1999) as the accuracy and meaningfulness of inferences which are based on the research results.

3.8.2 Reliability

According to Mugenda and Mugenda, (2003) reliability is the measure of the extent to which research instruments are able to provide the same results upon being tested repeatedly. Crobach’s coefficient alpha (a) as recommended by Amin, (2005, P.302) was used to test the reliability of the research instrument.

3.9 Data collection procedure

After formulation of data collection instruments, the researcher took the tools to the supervisor for approval. The researcher sought for an introductory letter from the office of the Head of Department of Education, Makerere University; this introductory letter was presented to the respondents of the School to obtain permission to conduct the study. Thereafter, the instruments were issued out to few selected respondents for pretesting. Pretesting helped the researcher to get the feedback on whether the respondents are able to interpret and answer the questions in line with research purpose.       

3.10 Data Analysis

Data analysis of qualitative data involves the systematic examination and interpretation of textual or non-numerical data to uncover patterns, themes, and insights. Qualitative data analysis aims to understand the meaning, context, and subjective experiences captured in the data (Stake, 1995). Here are some key steps and approaches in analyzing qualitative data:

Familiarization with the Data: the researcher began by immersing himself in the data to gain a comprehensive understanding of the content. This involved reading or listening to the data repeatedly, taking notes, and becoming familiar with the nuances, perspectives, and details captured in the data. The researcher also examined closely, and initial codes or labels that are assigned to capture different concepts, ideas, or patterns. This process involved breaking down the data into smaller units, identifying themes, and generating descriptive codes. The researcher also analyzed the themes and later the researcher also used Data Exploration and Interpretation.

3.11     Ethical Considerations

The researcher protected respondents against potentially harmful effects of participation, for example, stress, hunger and loss of self-esteem. To achieve this, participants were requested not to disclose their identity anywhere on the questionnaire. The respondents informed about the procedures of the study and they asked to make their decision to either participate or withdraw from participation. The researcher provided information on the purpose of the study, benefits of the study to the respondents, expected duration of participation and procedures that was used.

The researcher sought the consent of the participants and informed participants who would be willing to participate that their involvement in the study is purely voluntary. The willing participants were assured that the information that they would provide be used for not any other purpose except for this research. Information relating to the respondents to this study kept and not disclosed to any other persons and all information collected will be kept anonymous. Works of other scholars  always be cited by quoting the sources of information.

CHAPTER FOUR

PRESENTATION AN ANA ANAYSIS OF  STUDY FINDINGS

4.0 Introduction.

This chapter presents of the findings and analysis in line with the objectives of the study which included; to find out the pedagogical skills teachers use in the teaching of English language; to investigate how teachers, use the pedagogical skills in the teaching of English language in Primary schools in Kayunga district and to establish the extent to which teachers’ pedagogical skills influence performance of learners in English language in Primary schools in Kayunga district.

4.1 The pedagogical skills teachers use in the teaching of English language

This section presents the responses from the research instruments specifically the interviews, focus group discussion and observation.

The first study objective was to find out about the teachers use of pedagogical skills in the teaching of English language in Kayunga district.

In terms of teachers responses to the interview schedule regarding this objective depicted in table 4.1, respondent numbers of had this to say;

“In my teaching experience, I have always loved to ask open-ended questions in my classes. In other words, this one questions for which a variety of answers are acceptable. These kind of questions open- up students for example if you asked your pupils a question like; what advise you give to the government of Uganda about the problem of corruption ?. This kind of question would initiate active participation of the pupils in a threatening-way because most of the pupils would put up their hands in order to give their suggestions in a matter of seconds.

In addition, because of a variety of questions are acceptable, pupils are virtually assured of success- a concept called “self-efficacy”. This in turn increased motivation. This is particularly important for pupils who have a history of low achievement and a past record of failing to answer many questions that teachers commonly ask”.

The presentation below indicates the findings on the pedagogical skills teachers use in the teaching of English language

We do-I do, majority of the teachers asserted that they use We do-I do, while teaching English subject to the leaners. This was clearly presented by one of the teachers who asserted that;

 I always use I do we do teaching method since this approach helps me to connect well to my leaners and they are able to understand the English lessons I am teaching them. (Interview with teacher B, June 2023).

In the results found in the study it was discovered that many teachers used the teaching method of “We-I do-we do”.

This was specifically indicated by one of the female teachers who stated that;

“During lessons I normally participate with the pupils in the different activities, my participation enables even shy pupils to feel involved in the study and for the years that I have been a teacher pupil have always felt comfortable with this form of teaching”. (Interview with teacher D, June 2023).

In another response one of the male teachers from school A indicated that when I am teaching I prefer to use, we-do-I do;

“During the lessons I normally use I do we do teaching method specifically to encourage shy pupils to participate in the class, “this is because this is one of the most inclusive methods of teaching”. (Interview with Teacher E, June 2023).

In another finding the Deputy Head teacher responded that teachers in the school are requested to use a teaching method that is interactive and enables all leaners to participate in the study.

The deputy head teacher from school A also indicated that;

“Pupils are from different Backgrounds some are shy, others are confident, some are reserved, all this has an impact on how they participate in class, therefore using We do-I do, is imperative in making the classroom inclusive and interactive”. (Interview with Deputy Head teacher from school A, June 2023).

The findings further revealed that;

“We do-I do, is a very good teaching method as it enables the teachers to have a feeling of what the leaners are perceiving”. As indicated by the female English teacher. (Interview with teacher D , June 2023)

The study relatedly found that many teachers use the “We do-I do” teaching method, especially when teaching English. This method involves teachers actively participating with their learners in various activities during lessons. Teachers believe that this approach helps them connect with their learners and makes it easier for them to understand the English lessons.

Several teachers mentioned that using “We do-I do” encourages shy learners to participate and provides hands-on knowledge. It is considered an inclusive teaching method, particularly beneficial for leaners from diverse backgrounds with varying levels of confidence.

Both the head teacher and deputy head teacher emphasized the importance of interactive teaching methods like “We do-I do” to ensure classroom inclusivity and active participation among learners.

The study therefore revealed that “We do-I do” is a highly regarded teaching method among educators, as it promotes teacher-learner interaction, inclusivity, and a better understanding of learners’ needs.

Question and answer; In the findings in the study, it was revealed that question and answer is used by the teachers in the school. This view was also shared by one of the male teachers who indicated that;

“During the English language lessons, I normally use question and answer, however I face a challenge were some learners are shy and they fear to ask questions during the lessons, this also affects their individual contribution in classroom, due to this gap I therefore adopted more approaches of teaching and not to specifically lean on one”. (interview teacher C, june 2023).

One of the other teachers further stated that;

“When I use question and answer learners become interactive as even the ones who fear talking in class gain courage to ask since they all feel engaged. It also enhances their confidence in what they believe in”.

The results in the study further indicates that; one of the elderly male teachers of class primary three indicated that;

“Ever since I qualified as a teacher, I have been using question and answer during this process I ask the pupils questions of what I have taught and they respond. they are also free to ask me any question regarding the topic I have taught them”. (interview with teacher C, June 2023)

In another response one of the teachers further indicated using question and answer approach learners normally pay attention because they understand that they are involved.

The study results further show that; one of the “Head Teachers revealed;

In school B primary school, we encourage teachers to always use question and answer so that pupils are able to test their understanding of what the teacher has taught”. (Interview with head teacher C, June 2023).

The use of question and answer is one of the ways through which we assess learners, this enables us to understand if the learners have grasped what has been taught by the teacher or not.

In case the leaners are given a specific question when they fail to answer we are able to change the approach to teach them so that they understand what we are teaching them”. (interview with teacher B, June 2023).

As noted by the male head teacher in school C.

Question and answer approach is one of the cheapest ways of also assessing the competence of the teachers, in this the teachers are able to understand his weakness and strengths so as to revise the approach of teaching. One of the teachers further noted;

“When I use question and answer I am able to understand the best way to teach my leaners and also know their areas of weakness in this I am able to have a firm knowledge on their areas of strength so as I am able to choose on the best approach to address”.(Interview with teacher D , june 2023)

The study found that many teachers use the question and answer approach during English language lessons. This method encourages learners interaction and engagement, even among shy learners. Teachers believe that it enhances learners’ confidence and helps them test their understanding of the material.

Teachers emphasized that question and answer sessions allow them to assess learners’ comprehension and adapt their teaching methods accordingly. It also serves as a way for teachers to identify their own strengths and weaknesses in teaching, helping them choose the most effective approaches for their learners.

The head teachers in the schools mentioned that they encourage the use of the question and answer approach to assess both learners understanding and teacher competence. This method is seen as an effective and cost-efficient way to improve teaching and tailor instruction to learners’ needs.

Demonstration; In the findings of the study, it was revealed that most of the teachers used demonstration.

I use demonstration in the classroom during English lessons because through this I am able to connect with the leaners, this was specifically mentioned by one of the teachers, (Interview with teacher A, June 2023).

In another study one of the teachers asserted that through the use of demonstration leaners are able to physically understand what is being taught and in future they are able to understand better the study.

While another male teacher indicated that;

“demonstration helps me to connect to my learners well and this approach also enables the learners to feel free to express themselves during the English lessons”. (Interview with teacher D, June 2023).

During the interview one of the teachers intimated that;

“when I am in English lesson and I use demonstration to teach for example doing verbs like run, jump, sit, and stand among others, in this I make leaners to run so that the understand clearly the meaning of running, other doing verbs like clapping hands, walking, sitting, standing all I teach them through demonstration”. (Interview with teacher B, June 2023)

The study found that most teachers use the demonstration method during English lessons. Teachers believe that this approach helps them connect with their learners and allows learners to physically understand the concepts being taught. It enables learners to express themselves more freely during English lessons.

Teachers mentioned using demonstration for teaching various concepts, including verbs like running, clapping hands, walking, sitting, and standing. By physically demonstrating these actions, teachers aim to enhance learners’ understanding and engagement with the material.

I use pictures; The study results revealed that teachers use pictures. In the response from one of the teachers he intimated that;

“I use pictures in my classroom for example the body parts, different objects used in the community where the leaners like this is to enable the leaners have a good understanding of what is being taught so that they are at par with what is being taught”. (interview with teacher D, June 2023).

The head teacher also emphasized that;

“we provide teachers with pictures of objects that are specifically found in the communities here to facilitate better teaching and learning by the leaners from their teachers”. (interview with teacher D, June 2023).

In the response on the use of pictures in class room one of the teachers further noted that;

“I normally use charts in the class so as to enable the learners be in position to understand what is being taught in class”. (interview with Teacher A, june 2023)

In response to the use of pictures as a mode of teaching it was further revealed by one of the female teachers that;

“Pictures have a way of making leaners more interested in what they are learning since some of the pictures are very interesting especially for domestic animals and domestic tools”. (interview with teacher D, June 2023).

The head teacher from School B also further revealed that

“I always ensure that during lessons especially for lower classes the teachers have the pictures to show leaners so that they can understand better”. (Interview with Teacher B, June 2023).

However contrary to the teacher’s indication that they use picture during the documentary review and focus group discussion with the pupils it was observed that they were no pictures in classrooms visited.

This also further indicates that the teachers perhaps just keep the pictures in the Libraries, stores or staff rooms and just go with it during lessons, this may not be effective since the teachers do not leave for the leaners pictures on the walls inform of charts in the classroom and the only time, they come in Contact with the pictures is only when there is.

The head teachers also further acknowledged having pictures for all classes is quite expensive and the school does not have enough resources since it is UPE funded, this limits the school ability to use pictures whenever the lessons of English is carried out and another factor is that pictures cannot be used for all the classes.

During the interview the head teachers also further acknowledged;

“that though the use pictures in classes is important in the learning of English subject they have failed to implement it fully because the use of pictures in classes requires some bit financial resources to print the pictures in the manila paper and lack of money is one of the challenges we face at this school”. (Interview with Head teacher of school B, June 2023).

In the response on the use of pictures, it was revealed that;

“In fact when used to teach P.3 I used pictures according to the day of the week, this really helped me in enhancing the performance of learners in English language subject, however I have a challenge of few text books this somehow limits me”. (Interview with teacher C, 2023).

The study found that teachers use pictures as a teaching aid in the classroom. They employ pictures to help learners understand various concepts, such as body parts, community objects, and charts. Pictures are seen as a way to make learning more engaging and interesting for learners, especially for topics like domestic animals and tools.

However, there are challenges related to the use of pictures. It was revealed that some teachers may keep the pictures in staff rooms, Library or store and only use them during lessons, which may not be as effective as having pictures on classroom walls for constant reference. Additionally, the availability of pictures for all classes can be limited due to financial constraints, as printing pictures on manila paper requires resources that some schools, especially UPE funded ones, may not have readily available.

Despite these challenges, teachers recognize the value of using pictures in English language instruction. They believe that when implemented effectively, pictures can enhance learners’ performance and understanding of the subject, even though resource limitations may pose obstacles.

I use stories during lessons; Findings from the study revealed that some of the teachers used stories during teaching of English lessons.

During the interview one of the teachers acknowledged that; during the lessons she uses stories to be able to connect to the leaners so that they understand what she is teaching;

“When I use stories, I am able to connect with my leaners deep because the stories I give them are something I draw from their community and therefore this resonates with them very well”. (Interview with teacher C, June 2023).

However, most of the stories are also presented inform of pictures this therefore enhances better learning among leaners.

On regarding to the use of stories in the learning of English lessons the Head teacher asserted that;

“We encourage our teachers to connect to the leaners in different ways like use of stories to enhance, however we also encourage

them to back up stories with pictures to give the learners a better understanding of what is happening”.(Interview with  head teacher C, june 2023).

The study also further indicates that during English lessons the teachers who used stories always experienced better performance among leaners, this also further indicates that there is always a better way to enhance better performance.

Another teacher who uses stories further indicated that; during the lessons when I use stories to draw attention of the leaners,

“I normally draw diagrams in the black board to accompany them, this is to enable the leaners have a better understanding of what we are talking about in the study and therefore they can understand what is being taught”. (Interview with teacher B, june 2023).

He further stated that;

Stories have helped me to be in position to connect with my leaners and even shy leaners participate during the lessons, as give them stories I also encourage them to narrate their stories in line with what they experience at home as it increases their concentration in class and participation,(Interview with teacher B, June 2023).

The study found that some teachers incorporate stories into their English lessons as a teaching strategy. They believe that using stories helps them connect with learners and make the lessons more relatable. These stories often draw from the learners’ community experiences, making the content resonate with them.

Additionally, many teachers complement their stories with pictures to enhance learners’ understanding further. This combination of storytelling and visual aids is seen as an effective way to engage learners and improve their comprehension.

The study also revealed that teachers who use stories in their lessons often observe better performance among their learners. Stories help create a conducive learning environment, encourage participation from shy learners, and improve concentration in class.

The use of stories in English lessons is viewed positively by teachers as it facilitates better communication, engagement, and learning outcomes for learners, especially when combined with visual aids.

Use of real objects; The findings in the study revealed that most of the teachers used real objects during the teaching of English lesson.

In response to the use of real objects in the study it was revealed by one of the male teachers that;

“I use real objects like for example when am teaching about a ball I make sure that we make a ball as this enables leaners to have a good understanding of what we are talking about and they do not forget what has been taught in that manner”. (interview with teacher A, june 2023)..

While another teacher in school B intimated that;

 ” the use of real objects has enabled me connect better with the leaners and most of the things I taught using real objects they have not forgotten”.  (interview with teacher B, june 2023).

On findings out if the teachers used objects, one of the female teachers also stated that real objects are rear so the teachers cannot find them this has also made it difficult for the teachers in this school to use real objects during lessons.

During the study the head teacher of school B also indicated that;

“I normally encourage the teachers to use real objects where possible since the community that these leaners come from is mainly rural and they have objects all around”. (Interview with head teacher from school B, June 2023)

While on the same note another male teacher noted that;

“I would like to use real objects during the teaching lessons however the school does not provide to us the real objects to use for educational purposes”. (Interview with teacher C, June 2023)

On the same note one of the other Head teachers also noted that;

“we would like our teachers to use real objects during the study however it is very expensive for the school to afford since we are universal primary school”. (Interview with head teachers A, June 2023).

The study found that many teachers use real objects as teaching aids during their English lessons. Using real objects, such as making a ball to teach about it, is seen as an effective way to help learners understand and remember the content. Teachers believe that this approach enhances their connection with learners and leads to better retention of the material.

However, some teachers mentioned challenges related to the availability and affordability of real objects. They noted that real objects can be scarce and expensive for the school, especially in rural communities. While teachers express a desire to use real objects, practical constraints can limit their ability to do so.

The use of real objects in English lessons is considered beneficial for learners understanding and engagement. However, challenges related to the availability and cost of real objects can hinder their widespread use in schools, particularly in rural areas.

Trial and error method; During the interview it was revealed that some teachers are using trial and error method. In response to the use of trial-and-error method it was revealed by the Head teacher that; teachers use this method to have a better understanding of the ability of the learners.

Still on the subject matter of trial and error it was revealed by one of the teachers of primary school B that;

“teachers have adopted trial and error since it is a cheap method which does not require much resources”. (Teacher D, June 2023).

One of the English teachers of School C asserts that “I use trial error method because most methods of teaching are expensive and the school can’t afford charts”.

The study findings further show that;

One of the teachers responded to the fact that trial and error method is used at primary school A, to cater for better understanding of the leaner’s capabilities, so to evaluate the best method of teaching them to improve their performance”. (Teacher from school C, June 2023)

The study results further show that Trial and error method was adopted by many teachers of English in primary six however, though the method works well in other classes, it can’t work in other levels while teaching English.

While carrying out the study one of the female teacher from school C indicated that;

“I have been using trial and error method for most of my teaching career, however it has enabled me to have a better understanding of learners’ weakness and strengths”. (Teacher F, June 2023)

The study result also indicated that another female head teacher noted that;

trial and error method is imperative to enhance teachers better understanding of their pupils”. (Teacher C, June 2023)

Mark pupils’ books; The findings in the study reveals that teachers mark leaners books. In response to this findings one of the teachers asserted that;

“I normally mark learners books every day and after I do corrections so that they know what they are missing”. (Teacher G, June 2023)

The study revealed that some teachers use the trial and error method in their teaching. This approach is adopted because it is considered cost-effective and doesn’t require many resources. Teachers use trial and error to gain a better understanding of their learners’ abilities and evaluate the most effective teaching methods to improve learners’ performance, while trial and error is employed by many teachers, the study also found that it may not be suitable for all levels when teaching English. Some teachers have found it beneficial for assessing learners’ weaknesses and strengths, allowing for a more tailored approach to teaching. Additionally, the study noted that teachers regularly mark learners’ books and provide corrections to help learners identify their mistakes and areas needing improvement.

The trial and error method is used by some teachers as a cost-effective way to assess learners capabilities and improve teaching methods. Teachers also mark learners’ books to provide feedback for better learning outcomes.

4.2 How teachers, use the pedagogical skills in the teaching of English language

Regular assessment of learners; The findings in the study reveals that teachers normally use regular assessment of learners

In line to the response on regular assessment one of the teachers indicated that;

“I normally give the leaners daily home works to take home and answer from there, so as to determine if they have understood what I have taught them in class, this is essential in that I am able to determine their concentration in class”. (interview with teacher F, 2023).

While a female teacher from school B asserted that;

“I give leaners weekly tests on the key activities we have covered to determine if they have understood what I have taught in class”, (interview with teacher D, June 2023)

In the study the results further revealed that, one of the male teachers of school B stated that;

“I normally group leaners in different groups by specifically recognizing those who do not normally stay together then I bring them together then I watch their concentration this enables me to learn how they have caught up with my teaching”. (Interview with Teacher F, june 2023).

In findings further on the teacher’s response on regular assessment of leaners; a female English teacher of school A indicated that;

“I view every pupil as a singular person by reviewing their exercise books, this helps to understand the leaners weak areas and areas of strength so I will understand what to do for that specific person”. (Interview with teacher G, June 2023).

In the findings of the study the head teacher’s response was that;

“I normally check on the teachers’ schedules and also follow up on the work the they have done, the head teacher further reiterated that;

“I randomly go to any class to check if the teacher has done the assessment of the learners’ work, if I get the assessment I normally have a discussion with thee teacher in the staff room, (Head Teacher from school C, June 2023).

Consider the size of the class; The findings revealed that teachers consider class size in the designing an appropriate teaching method.

The findings from the study further indicated that; consideration of class size is imperative in the pedagogy this was specifically stressed by one of the teachers who indicated;

“when I am going to teacher before I select the method of teaching, I consider the class size due to limited equipment’s there is some teaching methods that require charts however if the class size is big and they are few this will affect the learners’ concentration in class will eventually be low”. (Head teacher from school B, June 2023).

In response to class size one of the teachers of school B mention that;

“when the class size is small, I normally give text books to leaners because learning materials like text books are few and therefore their use is only dependent to class”.( Interview with teacher B, June 2023).

While another teacher also stressed that;

“Most classes in the lower primary like primary four and three have many leaners where one has to choose a specific teaching method that is able to manage the large numbers of leaners effectively to enable them learn”.(interview with teacher June ,2023)

The study revealed that teachers frequently engage in the regular assessment of learners to monitor their progress and understanding. Various assessment methods are employed, such as daily homework, weekly tests, and observing learners’ concentration in class. Teachers view each learners individually by reviewing their exercise books to identify areas of strength and weakness. Additionally, the head teacher plays a role in ensuring that assessments are conducted by checking teachers’ schedules and randomly visiting classrooms to confirm the assessment of learners’ work.

Furthermore, class size is taken into consideration when selecting appropriate teaching methods. Large class sizes may limit the use of certain teaching methods that require specific resources, such as charts or textbooks. Teachers adapt their teaching methods to effectively manage larger classes and ensure a conducive learning environment.

The study indicates that teachers prioritize regular assessment of learners and adjust their teaching methods based on class size to provide effective education and improve learners’ learning experiences.

Use of teaching aids; On the findings out if the teachers used teaching aides during the lessons Most of the teachers stated that they do use teaching aides only twice a week.

On the response to the number of times the teachers used teaching aids majority of the teachers’ assert that they used teaching aides only twice a week; “

As evidenced by one of the teachers who asserted that;

“I use teaching aides only twice a week because the school has few of them.(interview with teacher G,June ,2023)

While another female teacher of upper primary classes asserted that;

 “I use teaching aides only once a month because the school provides us with few and we share as teachers so I wait when another teacher has used then I also get hold of it then use it to my classes, so every class I teach gets only once a week chance to have a teaching aid used in their lessons”.(interview with teacher E,June ,2023)

On response to the frequency on the use of teaching aid it was reported by; another male aged English teacher asserted that;

“I have not been using teaching aides for a long time because my school has not provided me with one”. (interview with Teacher B, June 2023)

The study findings Teachers asserted that;

“the head teachers promised to give us teaching aids but they have not yet delivered them”. (Teacher D, June 2023)

The study results further show that most of the respondents have the view that; “teaching aides are expensive and the schools cannot afford.

This was also further strengthened by the observation of the classroom for primary seven learners whose class did not have any teaching aid.

This finding also contradicted the response from another teacher who had reported that he uses teaching aid in class, it is therefore it is evident enough that the study found most teachers use teaching aids only sparingly, typically once or twice a week. This limited use is due to several factors, including the scarcity of teaching aids in schools. Teachers mentioned that schools provide a limited number of teaching aids, which they have to share among themselves. Consequently, each class may only have access to teaching aids once a week or even less frequently. Furthermore, some teachers reported not using teaching aids for an extended period because their schools had not provided them with any. This lack of access to teaching aids was also observed in certain classrooms. The study’s findings suggest that teaching aids are perceived as expensive, and many schools in Kayunga district do not have sufficient teaching aids available for classroom use. This limited availability of teaching aids impacts their frequency of use in lessons.

Following schemes of work; On finding out if the teachers followed schemes of work, it was revealed that schools ensured that teachers made schemes of work.

In finding out if the school followed schemes of work; it was revealed by the Head teacher of school B that;

“I ensure that the teachers make schemes of work for the whole terms and I ensure that they adhere to it as this enables the school to discover the areas that need improvement and plan proactively”. (Interview with Teacher B, June 2023).

On findings in the study if schemes of work are implemented, one of the Head teachers revealed that;

“I do reveal the review teachers’ lessons plans weekly”. (Interview with Head Teacher from school C, June, 2023).

In the study it was further revealed that the Head teachers review Head teachers lesson plans weekly and other review monthly.

Relatedly in the findings of the study, it revealed also that though the schemes of work are reviewed, some teachers did not know how to prepare schemes of work in line with the syllabus. The study found that schools place importance on the creation and adherence to schemes of work by teachers. Head teachers are actively involved in ensuring that teachers develop comprehensive schemes of work for entire terms. These schemes of work serve as a proactive planning tool to identify areas that may require improvement. Additionally, the study revealed that head teachers regularly review teachers’ lesson plans, with some conducting weekly reviews while others do so monthly. This ongoing review process ensures that teachers are following the established schemes of work.

The study also noted a challenge, where some teachers were not familiar with how to prepare schemes of work in alignment with the established syllabus and curricullum. This suggests a need for additional training or support to help teachers effectively create and implement schemes of work based on the curriculum.

Engaging with leaners; On finding out on How teachers, use the pedagogical skills in the teaching of English language, it was revealed that most of the teachers acknowledged that they engage with learners.

One of the teachers indicated that;

“For me in order to fully understand my leaners I engage with them, this enables me to understand what they have learnt and what they have not understood”. (Interview with Teacher G, June 2023).

The response from one of the Head teachers also indicated that;

“At our school we encourage teachers to engage with the leaners for better understanding of one another”. (Interview with Teacher June 2023)

The findings in the study further indicates that; one of the teachers of school A, asserted that;

“on Fridays we create groups of people and we make teachers engage with different groups to understand what teachers go through”. (Interview with Teacher D, June 2023).

The study revealed that many teachers actively engage with their learners as part of their pedagogical approach to teaching English language. They view this engagement as a valuable means of understanding what their learners have learned and where they may need further support.  Furthermore, the study found that schools and head teachers encourage teachers to engage with learners as a way of fostering better mutual understanding. In some cases, teachers are organized into groups on Fridays to interact with different groups of learners, enhancing their understanding of the learners’ perspectives and needs.

In a nutshell therefore engaging with learners is seen as an effective pedagogical practice among teachers, fostering better communication and understanding between teachers and learners.

Consulting fellow teachers; The study findings reveals that some teachers indicate that they consult their fellow teachers.

On the response towards consulting of fellow teachers it was revealed that;

“I normally consult my fellow teachers to give me advice on the teaching and I assess their applicability then I apply it”. (Interview with Teacher F, June 2023).

The study results indicate that most teachers consult fellow teachers to improve their teaching skills, this was clearly indicated by the Head teacher who stated that;

“we encourage teachers to work together by consult one another and because of this we have made sure that teachers who teach similar subjects form groups and discuss with one another”.(interview with Head teacher from school A, June, 2023).

While on the same note the female teachers of school A indicated that; “we have a WhatsApp group of English teachers in this group we discuss matters relating to our subject and so the teachers in both upper primary and those in lower primary share ideas”. (Interview with Teacher A, June, 2023).

The results in the study indicates that most of the respondents’ assert that;

“working in groups and consulting one another is imperative in developing teachers’ pedagogy since when teachers discuss with one another they are able to get better pedagogical skills”.(Interview with  Teacher B,  June 2023)

In finding out if the teachers consult one another; teachers in school A primary school asserted that;

“we in school A primary school we organize teacher meetings every Friday in the staff room where we discuss our subjects and pedagogical practices every week”. (Interview with Teacher B, June 2023).

The study results further show that in school B;

“meeting between teachers was not done since teachers claimed they were busy to have the time to do departmental meetings weekly however they intimated that they meet departmentally monthly”. (Interview with Teacher D, June 2023).

The study found that many teachers actively engage in consulting their fellow teachers to improve their teaching skills and pedagogy. Teachers mentioned that they consult their colleagues to seek advice and assess the applicability of new teaching approaches.

Additionally, schools encourage teachers to work together and form groups, particularly those teaching similar subjects. These groups provide a platform for teachers to discuss and share ideas, fostering collaboration and professional development. Teachers believe that working in groups and consulting one another is essential for enhancing their pedagogical skills and overall teaching effectiveness. Some schools organize regular teacher meetings to facilitate these discussions, while others may hold departmental meetings on a monthly basis.

In the study consulting fellow teachers and engaging in collaborative discussions are seen as valuable practices for improving teaching skills and pedagogy among educators.

Reviews lesson plans; In the study most of the respondents assert that they reviewed their lessons whether they were successful or not.

In response to lesson reviews one of the Head teachers of school B indicated that;

“I normally review teachers lesson plans weekly as we make plans for the next week to assess our preparedness and determine our success for the future lessons”.( Head Teacher from school B,June,2023)

The study results further indicate that; in response to the female head teacher of the primary school A, it was asserted that;

 “I normally review lessons plans on monthly basis so as to plan”. While another head teacher acknowledged to reviewing lesson plans termly”,(interview with Head teacher from school A,june,2023.)

The study revealed that most head teachers actively review the lesson plans of their teachers. These reviews occur with varying frequencies, with some head teachers conducting weekly reviews to assess preparedness and plan for the following week. Others may review lesson plans on a monthly or termly basis. The purpose of these reviews is to ensure that teachers are adequately prepared for their lessons and to assess the success of previous lessons. This process helps in maintaining teaching standards and improving the overall quality of education in the schools.

Head teachers play an active role in Approving the lesson plans and the Schemes of Work of their teachers, with the frequency of Approvals varying from weekly to monthly or termly. This practice is essential for effective planning and ensuring quality teaching.

Teacher writes correction; On findings out about how teachers, use the pedagogical skills in the teaching of English language. The results indicate that one of the teachers asserted that;

 “I normally mark my leaners books and give them corrections this helps me to understand them better”,(interview with Teacher F,june,2023)

In relation to the above this view was also shared by one of the teachers who indicated that;

“after I have given the pupils homework, I wait for their return of the home work then I mark and give them corrections for what they failed”. (interview with Teacher F, June, 2023).

The findings further results indicated that one of the teachers of school A asserted;

“I normally write correction for the leaners”. (Interview with Teacher C, June 2023).

The study found that many teachers actively use pedagogical skills in teaching English, particularly in the context of providing corrections and feedback to learners. Teachers mentioned that they mark learners’ books, provide corrections, and wait for the return of homework assignments to assess and address areas where learners may need improvement. This approach is seen as valuable in enhancing the teachers’ understanding of their learners and helping learners learn from their mistakes.

Encouraging English conversation in class room; The findings indicate that the teachers encourage discussion in English language in class. The findings of the study indicate that teachers encourage discussion in classrooms in English language as this makes leaners to gain a deeper knowledge on the subject and enhance their performance.

While the head teachers of schools Intimated that;

“for us we encourage speaking English and normally we give someone speaking in vernacular a born or a sack which helps in engaging learners more in the targeted Language and also we have Debates on every Fridays also as a way of targeting English speaking”. (Interview with  Head Teachers , June 2023).

The study found that teachers actively encourage English conversation and discussions in the classroom. They believe that fostering discussions in English helps learners gain a deeper understanding of the subject and improve their overall performance. Additionally, Head teachers support this practice by promoting the use of English and discouraging the use of vernacular languages, reinforcing the importance of English language proficiency in the learning environment.

Studying what is in community; The respondents indicated that there is a relationship between what is studied in class and what is in the community. The respondents indicated that they ensure that there is a relationship between what is studied in class and what is in the community

“for example in the community they make chairs so we also teach learners how to make chairs”. (Interview with Teacher G, June 2023).

The study found that respondents acknowledge a relationship between the curriculum taught in the classroom and the practical aspects of the community. Teachers make efforts to ensure that what is taught in class aligns with the real-life skills and knowledge relevant to the community. For example, if the community is known for making chairs, baking bread, bicycle repair teachers incorporate lessons on chair-making to connect classroom learning with practical skills applicable in the community. This approach aims to make education more relevant and useful for the learners within their local context.

On the related development, Learners asserted that they;

“ yes we practice daily activities in school like making football, digging, slashing and cleaning, Art and Crafts,Modelling,Debates,communial activities” (interview with pupils,june,2023).

4.3 Teachers’ pedagogical skills influence performance of learners in English language in Primary schools in  Kayunga district.

Leaners can read text books themselves. In the study the respondents indicated that learners can read the text books themselves. In the study one of the teachers asserted that there is positive influence of learning English subject by learners for example;

“Due to the English that learners are taught in this school it has made them able to revise text books by themselves hence accelerating their learning ability”. (Interview with Teacher B, June 2023)

While on the same note other teachers stated that;

 “learners can read newspapers themselves in this school, writing News in the Weekly School Magazine in children’s voice”. (Interview with Teacher G, June 2023).

The findings in the study further reveals that learners being taught English is imperative for them to read for themselves this adjusts their knowledge and improve their vocabulary.

The study found that respondents believe that learners are capable of reading textbooks and newspapers by themselves. Learning English has a positive influence on their ability to read and comprehend written materials independently. Teachers mentioned that teaching English in the school has empowered learners to revise textbooks and read newspapers on their own, which not only enhances their learning ability but also improves their vocabulary and knowledge. This highlights the importance of English language instruction in enabling learners to become independent readers and learners.

Learners are able to ask questions by themselves; The study results indicate that through the teaching of English properly learners are able to ask questions for what they have not understood.

One of the findings in the study indicates that a teacher from school A asserted that;

“learners in my school can ask questions by raising their hands in class”(Interview with teacher E, June 2023)

While another teacher from school A stated that;

“When leaners understand English properly, they are able to express themselves freely without fear and those who donot understand English always fear to raise up their hands in class (Interview with teacher H, june 2023)

While the head teacher from school A stated that;

“we are encouraging proficiency in English among learners since this enables them to learn faster”. (Interview with Head TeacherA, ,june 2023).

The study results show that when English is taught effectively, learners become confident in asking questions for clarification. Teachers mentioned that in schools where English is properly understood, learners feel comfortable raising their hands in class to ask questions.

Additionally, the study found that proficiency in English encourages learners to express themselves freely without fear, while those who struggle with English may be more hesitant to participate. The head teacher from one of the schools emphasized the importance of promoting English proficiency among learners, as it not only facilitates faster learning but also helps learners become more confident in expressing themselves and asking questions.

Learn easily learn other subjects; The results further revealed that the respondents asserted that learners easily learn other subjects like Maths , science and reading among other subjects. In the study one of the teachers stated that;

“when learners have good understanding of English language, they are able to learn other subjects easily”. (Interview with Teacher G, june 2023)

The female head teacher also indicated that;

 “those who perform well in English also perform well in other subjects”. (Interview with Teacher A, june 2023).

English subject becomes easy for the learners. The findings in the study indicates that when English language is taught well to the learners, they find it easy in the longrun.

The findings in the study indicates that;

“English subject becomes easy for learners through the right pedagogical practices”. (Interview with Teacher C, june 2023).

The study results also indicates that the Head teacher reported that;

“when learners speak English often, they later on find the subject easy for them”. (Interview with Head Teacher C, june 2023).

The study results further show that; one of the head teachers indicated that;

“Through the better pedagogical skill the learners are able to have better understanding of English”(interview with Teacher H, june 2023).

The study results indicate that when English language is effectively taught using appropriate pedagogical practices, learners find the subject easier to comprehend in the long run. Teachers and head teachers agree that when learners are encouraged to speak English regularly and when teachers employ better pedagogical skills, learners experience a better understanding of the English language. This highlights the significance of effective teaching methods and consistent practice in improving English language learning outcomes for learners.