PEDAGOGICAL TRAINING AND LESSON DELIVERY BY UNIVERSITY LECTURERS IN UGANDA: A CASE STUDY OF KYAMBOGO UNIVERSITY
SECTION ONE
INTRODUCTION
1.0 Introduction
This section presents the introduction, background to the study, problem statement, purpose, objectives, research questions, scope, significance, limitations, and definitions of key terms.
1.1 Background of the Study
Teaching is as old as human civilization itself. As societies evolve culturally and technologically, teaching methods and strategies have also advanced. Technological developments, in particular, have significantly transformed how teaching and learning occur. Effective lesson delivery today requires creativity and innovation (Nina, 2018).
Pedagogical training is widely regarded as a critical factor in ensuring effective teaching and learning. Postareff et al. (2007) note that higher education institutions worldwide have increasingly been challenged to enhance the pedagogical skills of their academic staff to improve both lesson preparation and delivery. However, studies such as Teshale (2018) reveal that many university instructors lack formal pedagogical training despite their willingness to acquire it. As a result, they often rely on personal teaching approaches, leading to inconsistencies in instructional quality.
The absence of pedagogical training has been linked to poor lesson planning, unclear instructional objectives, weak evaluation methods, and ineffective time management. OECD (2012) emphasizes that professional development in teaching skills, assessment techniques, and technology integration is essential for improving pedagogical competence. Furthermore, Okolie, Paul, and Charles (2020) argue that lecturers who undergo pedagogical training demonstrate stronger teaching competencies than those who rely solely on academic qualifications.
Despite the recognized importance of pedagogical training, opportunities for such development remain limited. Michael (2013) found that only about 20% of universities in Africa have structured programs for academic staff development. This gap highlights the need for more investment in training initiatives.
The expansion of university education has also led to larger class sizes and greater diversity among students, requiring lecturers to adapt their teaching methods (Nakabugo, 2008). This situation calls for enhanced pedagogical skills to address varied learning needs effectively. Additionally, pedagogical training supports inclusive education by equipping teachers with skills to manage diverse classrooms (European Agency, 2010).
Akullu, Okurut, and Ssentamu (2014) further note that while lecturers are often recruited based on academic qualifications, pedagogical competence is frequently overlooked. In the 21st century, effective teaching requires adopting constructivist approaches that promote active learner participation (Makgato, 2012). Such approaches enhance motivation, confidence, and learning outcomes (Dorit, 2016).
1.2 Background to the Study
1.2.1 Historical Perspective
Pedagogy originates from philosophical inquiries into how knowledge is transferred from one individual to another (Enoch et al., 2013). The term derives from the Greek words pais (child) and agogus (leader), referring to a guide of children (Rajendra & Sanothimi, 2021). Over time, the concept has evolved to include various interpretations, such as Paulo Freire’s “critical pedagogy,” which emphasizes transformative learning and societal change (Abraham, 2014).
1.2.2 Conceptual Perspective
This study considers pedagogical training as the independent variable and lesson delivery as the dependent variable. Pedagogical training involves equipping lecturers with the knowledge and skills necessary for effective teaching. Lesson delivery refers to the process of presenting educational content in a manner that engages learners.
Effective lesson delivery requires careful planning, appropriate teaching methods, and a conducive learning environment (Ellano, 2019). It also involves addressing key questions such as whether the lesson is learner-centered and how it accommodates students’ needs (Dabbs, 2012). Modern teaching emphasizes flexibility and the use of diverse instructional strategies (MacDonald, 2021).
1.2.3 Theoretical Perspective
This study is guided by constructivist learning theory, which posits that learners actively construct knowledge through experience and interaction (Bada & Olusegun, 2015). Constructivist approaches promote learner-centered teaching, collaboration, and critical thinking (Rajni & Veenu, 2017).
1.2.4 Contextual Perspective
Kyambogo University, established under the Universities and Other Tertiary Institutions Act (2001), is one of Uganda’s largest public universities. It was formed through the merger of several institutions and aims to provide practical and professional education.
Despite its growth, the university faces challenges such as inadequate staff development systems and limited training opportunities (Kasule & Neema, 2014). Increasing student enrollment further strains resources and highlights the need for improved pedagogical skills among lecturers.
1.3 Problem Statement
Effective teaching is measured by the extent to which students acquire knowledge and skills that enhance academic performance (Boikhutso, 2016). However, many university lecturers lack adequate preparation for lesson delivery, often teaching without proper planning or teaching aids (Tolera & Ziyn, 2017).
This results in teacher-centered approaches that limit student engagement, discourage participation, and hinder knowledge acquisition. Furthermore, recruitment practices prioritize academic qualifications over pedagogical competence (Akullu et al., 2014).
Given these challenges, this study seeks to examine the relationship between pedagogical training and effective lesson delivery among lecturers at Kyambogo University.
1.4 Purpose of the Study
The study aims to examine the relationship between pedagogical training and lesson delivery among lecturers at Kyambogo University.
1.5 Objectives of the Study
The study will:
i. Identify lesson delivery methods used by lecturers.
ii. Determine the influence of pedagogical training on lesson delivery.
iii. Assess the pedagogical training needs of lecturers.
1.6 Research Questions
i. What lesson delivery methods are used by lecturers?
ii. How does pedagogical training affect lesson delivery?
iii. What are the existing training needs among lecturers?
1.7 Scope of the Study
The study will focus on Kyambogo University and its Soroti and Bushenyi centers, examining pedagogical training and lesson delivery between 2019 and 2021.
1.8 Significance of the Study
The study will contribute to knowledge on the importance of pedagogical training and inform policymakers and stakeholders on improving teaching quality in universities.
1.9 Limitations of the Study
Potential challenges include limited funding, COVID-19 disruptions, and logistical difficulties in data collection.
1.10 Delimitations
The researcher will use cost-effective strategies such as online tools, local transport, and prior scheduling to overcome these challenges.
1.11 Definition of Key Terms
- Pedagogy: The art and science of teaching.
- Training: The process of acquiring knowledge and skills.
- Lesson Delivery: The act of presenting instructional content.
- University Lecturer: Academic staff responsible for teaching at a university.
SECTION TWO
REVIEW OF LITERATURE
This section reviews existing studies on pedagogical training and its influence on lesson delivery. It highlights the importance of combining subject knowledge with teaching skills to improve educational outcomes.
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter outlines the research design, sample size, sampling methods, data collection instruments, and analysis procedures.
3.2 Research Design
A descriptive case study design using both qualitative and quantitative approaches will be employed.
3.3 Sample Size
A total of 92 respondents will participate in the study.
3.4 Sampling Procedure
Purposive sampling will be used to select respondents with relevant knowledge.
3.5 Research Instruments
Data will be collected using questionnaires and observation methods.
