RELATIONSHIP BETWEEN PEDAGOGICAL TRAINING COMPETENCIES AND LECTURE  DELIVERY BY KYAMBOGO UNIVERSITY TEACHING STAFF

INTRODUCTION

1.0 Introduction

This section 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

Teaching is almost as old as the age of human civilisation. As society become more civilised, culture and technology have grown over time, teaching strategies have advanced too. Technology changes have changed the way people teach and learn dramatically, and to deliver an effective lesson to the students, there is a need to be creative and innovative (Nina, 2018).  Pedagogical training has been perceived as one of the critical aspects in determining comprehensive preparation hence effective teaching and learning.  According to Postarreff et al. (2007) higher institutions of learning in a number of countries has been a challenge in recent years to develop the pedagogical thinking and skills of their academic staff as a way of improving their skills to improve on both preparation and content delivery.  Research conducted by Teshale (2018) indicated that most college instructors were not trained on pedagogical skills despite their willingness to be prepared; many of them resort to their approach of delivering, resulting in  lack of standard institutional practice. They further said that lack of pedagogical training has resulted into lack of lesson planning and evaluation mechanism, unclear delivery objectives, poor time management and other related challenges.

OECD (2012) explained that experts in a field such as teaching skills, assessment competencies and technology could improve the pedagogical skills of teachers through the provision of professional development opportunities. The skills provided should, however be aligned to the demand of the labour market. Okolie, Paul & Charles (2020) argued that teachers who undergo pedagogical training in addition to the prior PhD qualification tend to have better pedagogical competencies compared to those with a PhD without attending training on pedagogy. The training leads to the attainment of skills to be a better facilitator of theteaching-learning process. Michael (2013) finding from the investigation done in twenty universities in African revealed that only 20% of the sampled universities have structures in place for academic staff professional development. The implication is that despite the need for general professional staff development on performance improvement and specifically in the aspect of pedagogical skills, opportunities are not readily available to bridge the gaps.

Nakabugo (2008) found that the expansion of university education resulted in large classes with the related challenges of diversity in the students’ background, motivation and learning needs, which call for repositioning the role and pedagogical skills of the academic staff to suit the above situation. Further said that there was a need for the reflective practice among teachers to embrace the changed views of teaching and learning.  The observation made above with no doubt require pedagogical training on teaching staff as a way of transforming their attitude to appreciate relevant changes in the teaching and learning situations. . European Agency for Development in Special Needs Education (2010) advocates for the training of teachers on pedagogical skills as well as specialised knowledge across the member states as a way of promoting inclusive education.   This implies that training in pedagogical skills may  empower teachers to prepare and deliver well and to improve their capacity to handle individual differences in the learning environment.

Akullu, Okurut and Ssentamu (2014) acknowledge the role of training in improving the performance of lecturers. However, pedagogical abilitie haveHowever; pedagogical skills have not been givendue consideration in many countries when hiring lecturers. In light of the 21st-century demand on education, pedagogical skills require the teacher to employ constructivist strategies in the teaching and learning process. ,According to Makgato (2012), The constructivist approach employs varieties of strategies that promote active participation in the classroom. The active participation of learners is highly valued because it enhances the intrinsic motivation to learn, resulting in self-confidence among students opportunities for better learning outcomes (Dorit, 2016).

1.2 Background to the study

This section will present the background of the study from the historical, theoretical, conceptual and contextual perspectives.

1.2.1 Historical background

Pedagogy as a practice in education originated from the epistemological question of whether and how information could be transferred from the knowledgeable 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 & Martimore (2015) that pedagogy is derived from a Greek word literally meaning a man having responsibility of attending to a child. The term’s meaning has been translated and coined to suit individual perceptions 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 the transfer of knowledge and training the future labour force; to help develop critical consciousness, which leads to the transformation of the individual, learning environment and society at large (Abraham,2014). According to Manen (1994). The etymological roots of pedagogy do not refer to a teacher but a slave who cared for and accompanied a student to and from school.

According to Castells (2015), schools, for the most part, still view lesson delivery from a traditional perspective. However, 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 specialised language, or the inclination to avail themselves of the literature.   Milton 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 university professors received minimal or no training in educational theory and methodology (Campbell & Thomas, 2013).

Changes in higher education (HE), including funding in Ugandan universities and competition amongst institutions, increased use of technology and a shift to learner-centred education, are combining to modify the roles of both universities and staff. The changing environment is forcing higher education institutions (HEI) to rethink their practices in teaching, research and knowledge management; students learn at different rates and are on different levels even at the same ages, implying that lecturers cannot treat all students the same (Ssekamwa & Lugumba, 2010). Unfortunately, lecturers are regrettably ignorant about the choice and use of pedagogical methods  suitable for education that depends more and more onhigher-level cognition and interpersonal abilities. This is because in many countries, in applying for a university teaching position, an applicant needs not present any evidence of teaching ability. A PhD or its equivalent is the key criterion usually required to show scholarly competence, but nothing is needed to demonstrate pedagogical competence, competence in the very skills one is expected to use on the job. At the same time, universities recruit first-class graduates as lecturers, concerns have arisen over their capacity to pass on knowledge to students (Mulkeen, 2010). Without high-quality initial training, teachers they predominantly teach the way they were taught. As a result, it is difficult for them to adapt and adopt learner-centred pedagogy (Zepeda, 2010).

The Uganda New Vision Daily Newspaper editorial asserts that ‘being a genius does not necessarily make one a good tutor’. This indicates that intellectual competence and pedagogical competence are two different qualities. Furthermore, one cannot be an outstanding lecturer without a thorough knowledge of the subject matter, but to possess that knowledge does not guarantee the ability to communicate it to a student.  Therefore lecturers should be taught teaching methodology, lecture room control, marking etiquette, and research supervision and communication skills. Similarly, it explains that if undergraduate education is to be enhanced, faculty members, academic and students affairs administrators must devise ways to deliver undergraduate education that is as comprehensive and integrated as the ways students learn (Khisa & Lanyero, 2009).

In Africa, most of the countries lack the necessary infrastructure, and that is why they have not been able to make the Teachers’ profession comfortable Gredler (2014) contends that some countries, especially in Sub-Saharan Africa like Niger, northern parts of Nigeria, Chad and Mauritania these areas are so remote. They do not have the electricity to use in the facilitation of effective teaching methods, and therefore sometimes, the universities can deliver the lectures to the students.

1.2.2 Conceptual background

The study considered pedagogical training as an independent variable and lesson delivery as a dependent variable. Pedagogical training refers to a process of facilitating one with knowledge and skills of lesson delivery. Various scholars have interpreted pedagogy in different ways based on the context and cultural background. The term pedagogy is used in education to mean strategies of instruction (Cuenca, 2010). Pedagogical skills is a very critical part of the teaching profession at all level. Rajendra & Sanothimi (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; Manen, 1991). 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 concerning 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 student. Conceptually, it is due to the relationship of pedagogy to children that some scholars prefer andragogy (the art and science of helping adults learn) when referring to teaching in higher education. However,  Campbell & Malkus (2011) used critical pedagogy to refer to teaching adults. If pedagogy is viewed as focusing on transmitting content in a teacher-controlled environment and andragogy on facilitating the acquisition of and critical thinking about content and application in real life (Zhang, 2012), then both are relevant to higher education. Therefore pedagogical content knowledge is, according to Jacob & Lefgren, (2014) the specialised didactic knowledge of the teacher, which illuminates the connection between subject matter and classroom know-how. 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 students.

Lesson delivery conveys the educational content by facilitating students to engage in different activities by the instructor. According to Ellano (2019), delivery techniques are very critical for successful learning and should be taken seriously by the teacher. He added that the teacher should first be proved that the learning environment is conducive before starting to deliver a lesson. The observation made above is correct, the way a lesson is delivered dramatically impact the learning process. It can either attract and retain their interest and engagement in the lesson or discourage them resulting into lack of interest.

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-centred or students centred, Is the lesson best suited for the group, What are the students’ role? In addition, how will the lesson commence? According to MacDonald (2021), the teacher needs to have a variety of teaching methods to deliver effectively and engage, motivate, and reach every individual student. According to him, delivery methods to use is determined by many factors such as the subject, students and the time. Twadell, Onuscheck, Reibel & Gobble, (2019) emphasised that for every student to achieve self-efficacy, the teacher needs to discard the idea of one-size-fits all approach. Switching from the traditional approach to proficiency-based model of planning and delivery enhances the possibility of better learning outcomes.  Okon & Chukwurah (2020) observed that effective content delivery in modern society is technology driven; it averagely depend on the level of skills acquired by a lecturer, especially in the use of technology in teaching and learning.

1.2.3 Theoretical background

The study will use two theories, the constructivist theory and the Bandura’s Social Learning Theory

1.2.4 Constructivist theory

The theoretical framework upon which pedagogical training is based will be guided by the constructivist theory of learning. The central focus of constructivism is that human constructs their own knowledge and meaning from experiences gained from things they perceived and learn from the social environment (Bada & Olusegun 2015). Constructivist theory emphasised that a child learns better and enjoy the learning process when they are actively involved.

A constructivist learning environment promotes democracy; there is maximum interaction. The teaching is learner-centred, and the teacher act as a facilitator of the learning process. Rajni & Veenu (2017) claimed that we are now living in the 21^st century where technology and innovation require children to develop scientific thinking, and this can only be possible by changing the teaching approach from teacher centeredness to a constructive approach.

1.2.5 Bandura’s Social Learning Theory

The study will use Bandura’s Social Learning Theory. According to social learning theory, behaviours can also be learned through observation and modelling.

This theory believes that children learn by observing the actions of others, including parents and peers.  The social learning theory furthermore indicates that students develop new skills and acquire further information. Therefore, concerning this study, students in the University can learn by a teacher who demonstrates and has knowledge on the specific subject topic.

This theory will therefore be of relevance in pedagogical training and lesson delivery by university lecturers in Uganda: The following are some of the strengths of this theory concerning this study;

One of the primary strengths of this theory is its flexibility to explain differences in a lecturers’ ability to deliver the lesson and behaviour or learning. In addition, the environmental or societal aspect of social learning theory says that students’ learn in a social context. This reinforces the idea that when there is a change in the students’ environment, the students’ behaviour may change.

1.2.4 Contextual background

Kyambogo University is the second-largest public University in Uganda, established by the Universities and Other Tertiary Institutions Act 2001. Its establishment was a result of a merger of former Uganda Polytechnic Kyambogo (UPK), the Institute of Teacher Education, Kyambogo (ITEK), and the Uganda National Institute of Special Education (UNISE). The establishment of Kyambogo University was aimed at producing a highly and practically skilled work force for service to Society, strengthen and expand vocational studies, initiate and promote innovations in education and technology among others (Statutory instruments supplement, 2003). The vision of the UUniversity is to be a center of academic and professional excellence. Since its inception, Kyambogo University has experience numerous changes in terms of leadership, academic programmes staffing, students’ enrollment, society demand for appropriate education, and others (Namubiru, Onen & Oonyu, 2017).  According to Kasule & Neema (2014), Kyambogo University lacks a coherent staff development system resulting in insufficient staff training and development funds, lack of PhD training capacity, and inappropriate training and development policy.

The increase in the enrolment of students, in particular is an opportunity as well as a challenge to the great institutions. It is an opportunity because it enables the University to generate income, especially from the private students. It is, however, a challenge in terms of the space, teaching and learning resources, diversity of students background as well as learning needs which require University management to focus on academic staff development continuously. .  Kasule & Neema (2014) recommended that there was the need for induction training for newly recruited lecturers, organising workshops and seminars for enhancing skills for mentorship and couching among staff at the faculty level.

The observation made above is right; academic staff needs to be empowered not only to use modern technology and conduct research in order to be able to identify the emerging gaps in society but also enhance their pedagogical skills in line with the modern approach to enable them promote the vision of being the center of academic and professional excellence.  The increased students’ enrolment coupled with the demand for quality education calls for shift from traditional teaching approach of teacher centeredness to the constructivist approach where students’ active involvement strategies are emphasised.

Despite the Government’s initiatives to improve the quality of teaching and learning at the university level, the quality of pedagogical practices in Kyambogo university remains poor (ESAPR, 2014). The poor quality of pedagogical approaches in Kyambogo university is manifested through teachers” lack of planning for lessons (DES, 2012; UNEB, 2015), using mainly teacher-centred methods of teaching instead of learner-centred approaches (DES, 2012), and administering tests and assignments that are not planned to measure learning achievements. Furthermore, learner assessments are geared towards passing examinations. At the same time, other objectives of the curriculum such as promotion of moral values, practical skills and participation in social and cultural activities are not catered for (KYU records, 2014) and it appears teacher professional development strategies are generally lacking in the Kyambogo University (Kagolo, 2014; MoES, 2014). If quality of pedagogical practices is not addressed, dropout and failure rates in Kyambogo University are likely to increase; subsequently, resulting into wastage of resources dedicated to education and the under-development of the country’s human resources.

1.3 Problem statement

The success of any teaching process is measured by the extent of students’ knowledge and skills, resulting in better academic performance (Boikhutso, 2016: Nicolalde et al., 2017). Adequate preparation before the actual content delivery has been observed as  determining an effective lesson delivery (Straessle, 2014). According to Tolera & Ziyn (2017), University lecturers hardly prepare before teaching. They teach without a lesson plan, relevant teaching and learning resources, there is poor lecture room control and the lecture is dominated by teacher-centered approach. This consequently leads to a situation where lecturing become an arrangement of transfer of knowledge from the already prepared content, limited observance and care for students’ individual differences, lack of opportunity for students to share their personal experiences in relation to the curriculum. These results into limited active participation, lack of interest among students, inadequate knowledge and skills acquisition, lack of content ownership and promotion of dependency attitude among students. Akullu, Okurut, & Sentamu (2014) observed that lecturers in many countries are hired based on academic qualification and performance, emphasis is on content knowledge but not pedagogical competencies. In a study on the opportunity to learn pedagogical knowledge and teacher preparation for delivery, Johannes et al. (2017) found that learning is instrumental in determining the quality of the teacher’s performance. It improved the teacher’s ability to plan, link the theories to the learning situation and reflect on the practice. Anjali (2016) found that pedagogical training is of paramount importance in enhancing the teacher’s competencies since it does do not only positively affect the teaching competency but also influence the teacher to develop a positive attitude towards the teaching profession. Therefore, through this study, the researcher intends to investigate the relationship between pedagogical training and the effectiveness of lesson delivery among Kyambogo university lectures.

1.4 Purpose of the study

The purpose of this study is to examine the relationship between pedagogical training competencies and lecture  delivery by Kyambogo University lecturers

1.5 Objectives of the study

The following objectives will guide this study:

1. To establish the different lesson delivery modes and activities undertaken by Kyambogo university lecturers
2. To determine the extent to which pedagogical training affects the level of lesson delivery   by lecturers

• Establish the existing pedagogical training needs among the lecturers at Kyambogo University

1.6 Research questions

This research will answer the following questions:

1. What are the forms of lesson delivery and activities undertaken by Kyambogo University Lecturers?
2. To what extent has pedagogical training affected the quality of lesson delivery by lecturers at Kyambogo University?

• What are the current pedagogical training needs among lecturers at Kyambogo University?

1.7 Scope of the Study

This will consider scope in terms of geographical, content and time scope.

1.7.1    Geographical scope

This study will be carried out in Kyambogo University and the two learning centres of Soroti and Bushenyi. The University is selected for the study because there is need to improve the skills of the academic staff with the view of enhancing the quality of knowledge and skills of her graduates.

1.7.2    Content scope

It examines pedagogical training and lesson delivery among university lecturers.  Pedagogical training here focuses on lecture delivery skills used in the teaching and learning process. On the other hand, preparation will address the challenges of inadequate and ineffective planning prompt in order to enhance performance in the University learning environment and make learning attractive to the students.

1.7.3 Time scope

This research process run from 2019 to 2021.

1.8 Significance of the study

This study is intended to examine the level of pedagogical training and its effects on lesson delivery    and delivery among Kyambogo University lecturers. The researcher realised that there is limited information available to elucidate the importance of pedagogical training on lesson delivery in Uganda’s Universities and Kyambogo University in particular. In fact, most studies carried out on the value of pedagogical training in teaching and learning process in Universities are not zeroed down to Kyambogo University.

This research will provide additional information to the body of knowledge regarding the importance of pedagogical training in improving the quality of teaching and learning in Universities. This will contribute immensely to enhancing the capacity of policymakers in the education sector and other interested stakeholders to address the challenges facing our education system in general and Kyambogo University specifically. This, therefore, will also influence different stakeholders in different parts of Uganda to adopt key information, which is necessary for the successful implementation of the new lower Secondary curriculum.

1.9 Limitations of the study

The researcher anticipates encountering the following challenges during the course of data collection. Inadequate funding, interruption due to Covid-19 and its related consequences such as lockdown and avoidance of face to face contact, processing data, typing, printing, and binding the dissertation, which may delay the research process and submission of the final dissertation. Distances between Kyambogo University and the two learning centres (Bushenyi and Soroti) coupled with scattered respondents in these centers may make it difficult to contact the entire group of respondents. This may affect the quality of the process of data collection and production of the report. Domestic and administrative responsibility of respondents may affect their commitment and interest in this study. This may eventually affect the quality of the research report.

1.10 Delimitations

The researcher will borrow funds from some of the family members and friends and participate 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 will use boda boda where possible to reach some respondents within the same location to minimise the cost of transport. The questionnaire will be sent online to an identified and responsible acquaintance to help print, seek permission from the the Dean of the respective learning centres, distribute the questionnaire, collect and return them through available and reliable means. Online applications such as zoom, e-mail and telephone calls will be used for consultation with the supervisors and interviewing some respondents after scheduling the time. The purpose of the study will be shared with respondents in order to increase their commitment. Prior consultation through phone calls and time will be scheduled to cater for those with very limited time due to domestic and administrative engagement.

1.11 Definition of key terms

Pedagogy: It is the approach to teaching, a philosophy and practice of learning, and how this process influences, and is influenced by, the social, cultural, political and psychological development of learners (Wikipedia).

Training: Refers to teaching or developing in oneself or others any knowledge and skills or fitness that relate to specific competencies.

Lesson delivery: It is the process of conveying the educational content in the classroom environment by an instructor to the students.

University Lecturer: A University lecturer is a person who serves as an academic staff of a University, and in this case, it is an academic staff of Kyambogo University.

SECTION TWO

REVIEW OF LITERATURE

2. 1 Introduction

Improving the quality of university education system do not only requires highly qualified academic staff in the subject area but also adequate training in pedagogical skills. Pedagogical training involves preparation and delivery skills. Therefore, there is need to pegged pedagogical skills as one of the requirements for one to be employed as an academic staff in University.  This chapter presents the literature that has been reviewed in line with this study. The purpose of literature review is to establish the existing theoretical background of the study so that the investigation is not carried out in the void. It is presented according to the objectives of the study.

2.2 University lecturers pedagogical preparation

The criteria of recruiting University teachers focus more attention to educational qualification and rather than pedagogical knowledge and yet effective teaching and quality graduates require the trainer to have both content knowledge and pedagogical skills (Ezati, et al. (2014). This would require that a training programme to prepare the teachers be planned for and conducted in order to equip them with the necessary pedagogical skills. According to Gibbs & Martin (2000), training of teachers for higher education has for long been taken for granted until recently when a voluntary Staff and Educational Development Association (SEDA) accreditation scheme was adopted and announced as a standard professional accreditation by the Institute for learning and teaching in 1999. This however has a challenge of widely divergent views in as far as the objective of the training is concern.

2.3 Pedagogical training and lecturer preparation

World Health Organization (2013) advises that the education institutions in general and those in charge of training health workers specifically needs to enhanced the competences of their teaching staff delivery skills, update their curriculum and connect the training to the needs of the society.  Regarding participation in a short online pedagogical training, Henna, et al. (2019) found that teachers who are trained in pedagogy has the potential to interpret the teaching learning situations better. They recommended that pedagogical training of University teachers should be offered at the early stages of teaching career. Shirani, et al (2016) in their study on effective teaching in higher education revealed that there is need for adequate preparation for University professors in pedagogical skills if they are to plan and conduct teaching and learning effectively.

Ezati, et al, (2014) there is an alarm on the quality of delivery of University lecturers. This is because many countries’ major emphasis is on recruiting lecturers based on how best and highly qualified one is in a subject areas rather than experience and pedagogical skills. This would therefore demand for a training programme be organised to empower lecturers with preparation and delivery skills. Pacetti (2018) emphasised that there is need to provide teachers with relevant pedagogical skills including the use of ICT in teaching and learning as a way of improving the quality of education. This according to him can make teachers and students active participant in the process of learning. OECD (2012) argued that there is increasing demand for teachers in Higher education institutions to build new profile that is in line with new pedagogical approaches and opportunities offered by the advancement in technology in order to be proficient in curriculum design, participatory approach and improve on the assessment skills. It further expressed the need for higher education leadership to reflect and identify the gaps in professional development of their academic staff in order to lay the basis up on which training programme can be designed.

Cavner & Fox (2014) observed that the postmodern education needs to prepare students with the new skills and knowledge, this challenges educational institutions to plan for training programmes that can empower teachers with not only relevant knowledge and skills to use technology and digital opportunity in teaching and learning but also the 21^st century strategies.  Sanford (2001) viewed pedagogical training on the use of technology from the perspective of constructivism. He observed that University teachers who are exposed to the course of online pedagogical training have potential to change the teachers’ attitudes to appreciate that online education is more interactive and participatory than face to face interaction. A study carried out on the important of pedagogical training by Teshale, et al (2018) revealed that lack pedagogical training by instructors in higher institutions of learning poses a major challenge in uplifting and maintaining the minimum set standard. This is because instructors prepares and teach according to their preferred individual methods, hence compromising the quality of students’ academic outcome.

Postareff (2007) found that training of University teachers in pedagogy has a great potential to positively influence the potential of lecturers to deliver effectively. They further noted that pedagogical training for University teachers has become a major area of concern in many countries. The above finding is in agreement with Katarina & Sebastian (2015) whose study revealed that University teachers in Slovenia attributes substantial value to pedagogy although many of them had not been trained in pedagogical skills. A study conducted by OECD (2019) also found that pedagogical knowledge is indispensable. Training of teachers in practical knowledge is required if they are to competently handle the situation in a teaching learning environment.

Odalen, et al (2019) found that training of University teachers enhances their ability to teach confidently, carryout reflection on individual delivery practices as well as being acquainted with major teaching and learning strategies such as student centered methodology. University academic staff pedagogical skills training has been recounted to have an enormous influence in not only lecture planning, lecture room control and continuous assessment but also enhancing active students’ participation during the lecturing processes (Negassa & Engdasew, 2017). In relation to the above, Racheal (2018) quoted a statement from the remark made during the nine month training of Assistant lecturers at Makerere University by the Director Human Resource to have said that pedagogical skills training is a special undertaking  that empowers University academic staff with the required competencies for affective and efficient performance. In the same vein, Ylanne & Nevgi (2008) who acknowledged that teachers who acquired formal training in pedagogy perform better than those who did not have the chance to access the training.

Review of literature reveals a growing number of studies on teacher professional development (Campbell & Malkus, 2011; Carpenter, Fennema, Peterson, Chiang & Loef, 1989; Connor, Morriso, Schatschneider, Toste, Londblom, Crowe & Fishman, 2011, Garet, Cronen, Eaton, Jacob & Lefgren, 2004; Joyce & Showers, 1981; Kurki, Ledwig, & Jones, 2008; Zhang, 2012). Although these studies have not specifically addressed the situation in Uganda, they have added to the body of knowledge demonstrating the critical role of teacher professional development in enhancing teacher classroom practices (Campbell & Malkus, 2011; Connor, Morriso, Schatschneider, Toste, Londblom, Crowe & Fishman, 2011, Garet, Cronen, Eaton, Kurki, Ledwig, & Jones, 2008; Joyce & Showers, 1981).

Findings of several of these studies (; Darling-Hammond, Wei, Adree, Richardson & Orphanos, 2009; Carpenter, Fennema, Peterson, Chiang & Loef, 1989) indicate a significant relationship between professional development and performance of teachers in the classroom. Campbell and Malkus (2011), however, assert that teacher professional development will only positively impact on teacher practices in the classroom when conducted by experienced teachers with an in-depth understanding of the subject area. Other studies such as the experimental study on the impact of teacher training on the teacher and student outcomes in Beijing Migrant Schools and the impact of teacher training on student achievement in Chicago schools demonstrated that teacher professional development was ineffective with regard to teacher and students” performance. However, these findings are silent specifically on the impact of teacher training on quality of pedagogical practices.

A debate on which professional programs are more effective is distinct in literature. Findings of several experimental research studies indicate that teacher professional development programs that are of longer duration such as workshops have a more significant contribution to quality of teaching and learning (Darling-Hammond, Wei, Adree, Richardson & Orphanos, 2009).  Other studies, for example Truesdale (2003), in a study on transferability of peer coaching to classroom practices in Chicago public elementary schools, established that coaching was more effective than training workshops because coached teachers tend to apply classroom practices that they learn from their senior colleagues. Zepeda (2010), however, advises that for coaching to be effective, communication between the teachers involved should be honest, open, and those involved should be willing to help each other to improve on the quality of teaching and learning.  Knight and Cornett (2009) take a middle position; they advise that teachers should be coached before implementing practices learned during the training workshops to improve quality of quality of pedagogical practices.

2.4 Pedagogical training needs of university lecturers

The fact that Universities employ very highly qualified academic staff is undeniable truth but studies carried out in many Universities across the globe still reflect that there is need for the preparation of the academic staff in pedagogical skills. Coman et al. (2020) found that higher education institutions in Romania are not prepared for online learning in spite of the fact that the rising crisis caused by the Covid-19 pandemic places a very demand for online education. This is because teachers in higher education do not have the pedagogical skills to use technology for teaching and are deeply absorbed in their traditional teaching style that does not suit the new learning situation.

An investigation carried out by Ali (2017) on the training needs of Faculty members in Al-huson College discovered that there was high needs for the Faculty members to be trained in the use of multimedia in teaching. According to Ezati, et al (2014), the pedagogical training needs of University academic staff ranges from assessment and grading of students, managing large classes and use of information and communication technology in teaching and learning. She however argued that there is need to address factors within institution that impede the application of the pedagogical knowledge and skills acquired.   Monoz, et al (2013) pointed out that most lecturers have proficiency in content preparation as opposed to assessment skills. Guillermo, et al (2020) observation is in relation to the above. They pointed out that technology has brought new challenges of pedagogical and organisational arrangement in higher institutions of learning. University lecturers now have no option but adopt the innovation in technology and be able to integrate them into their practices in the teaching and learning.  In relation to the observation above, Cubukcuoglu (2013), teachers’ training on basic technological knowledge should also consider pedagogical use of technology in teaching and learning.  In the research report conducted by Nicoleta & Ruxandra (2013), it was found that there is also need for psycho-pedagogical training for University teaching staff in order to enhance their capacity to effectively manage the responsibility assigned to them.

Postareff & Nevgi (2015) discovered that some university teaching staff are very conservatives and are not willing to adjust their understanding about teaching and learning which makes it hard for them to accept the need for pedagogical training and modification. A research on pedagogical competences of teachers of natural science done by Irma, Pudji & Djoko (2014) found that the level of pedagogical competences was below what is expected implying that there is a training gap that needs to be addressed on the same.

CHAPTER THREE

RESEACH METHODOLOGY

3.1 Introduction

This chapter presents the research design, sample size, sampling procedures, research instruments, procedure for data collection, data analysis and ethical consideration.

3.2 Research design

A descriptive case study design will be used for this study in which qualitative and quantitative approaches of research will be applied (Baxter & Jack, 2008). A case study design will be used so that the information about the practice of constructivist strategies in Kyambogo University 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 will be collected from Faculties and Departments in Kyambogo University. The researcher will apply both qualitative and quantitative approaches in order to be able to describe, quantify the findings. For example, quantitative approach will help the researcher to quantify the number of respondents whose responses support or denied the importance of pedagogical training, while qualitative approach will be used to collect data to describe the available training needs.

3.3 Sample size

It is impossible to study the whole targeted population of the study and therefore the researcher will take a sample of the population this is also further supported by Mugenda and 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 92 respondents will be selected from the total population of 120 employees

3.4 Sampling procedure

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

3.5 Research instruments

These are data collection methods and tools. These will include questionnaire, lecture observation tools and interview guide:

3.5.1 Questionnaires

The questionnaire will be design comprising of closed ended, open ended and structured question and will be distributed to the respondents. Questionnaire will be used because it capture a lot of data, views, opinions, perceptions and feelings of respondents which may not be directly observed or shared verbally. Since the respondents location are far apart and given the limited time available for data collection, questionnaire becomes an ideal instrument for data collection in a short time and can cater for the literate,

3.5.2 Lecture observations tools

These are tools such as books, pen and recorder which will be used to note down and record information and practices that are observable and may not easily be shared by respondents by asking questions,

3.5.3 Interview guide

These are questions design according to the objectives of this research to guide the researcher in the process of carrying out the interviews to collect qualitative data from the respondents to supplement the data gathered from the questionnaire. It will help to get immediate and in-depth information especially for respondents with very busy scheduled who may not have adequate time to fill the questionnaire and return in time.

3.8 Validity and reliability

It is vital that the researcher ensures the validity and reliability of the research instruments. This will be 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 generalised to other populations (Oso & Onen, 2008). While Borg & Gall, 1989 as cited in Onyinkwa, (2013) validity is defined as the degree to which results obtained by the research instrument correctly represented to the phenomenon understudy and Mugenda & Mugenda, (1999) as the accuracy and meaningfulness of inferences which are based on the research results.

Amin, (2005) recommended minimum CVI of 0.7 to be used, Validity Will be   tested using content validity index which involves judges scoring the relevancy of the questions in the instruments in relation to the study variables.

The formula for Content Validity Index will be.

CVI =

Where CVI = content validity

n= number of items indicated relevant.

N = total no. of items in the instrument

In this study, validity will be achieved by establishing content validity. The researcher will achieve content validity by using the experts to assess the validity of the research instrument. The experts especially research supervisors will be given data collection tools to assess whether the items in the instruments are valid in relation to research topic, objectives, and questions. From the instruments they will declare some items valid and others invalid. Those declared invalid will be dropped, others adjusted, while the valid ones will be maintained.  Then content validity index (CVI) will be computed by dividing the number of items declared valid by total number of items/questions in the data collection instrument.

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) will be used to test the reliability of the research instrument. The instrument is deemed reliable if reliability of 0.7 and above is obtained and therefore, it will be adopted for use in the data collection.

Formula for reliability is

=       ( )

Where  = alpha reliability co efficiency.

K=Number of items included in the questionnaire

= sum of variance of individual items

= variance of all items in the instrument.

The coefficient ranges between a=0.00 for no reliability, a =1.00 for perfect reliability. The closer alpha gets to 1.0 the better. If the study findings result to Cronbanch’s Alpha of 0.7 and above, this signified that research instrument is good enough for the study. According to Amin (2005), all the measurements in the instrument that show adequate levels of internal consistency of cronbach’s alpha of 0.77 and above are accepted as reliable.

3.9 Data collection procedure

After formulation of data collection instruments, the researcher will take the tools to the supervisor for approval. The researcher will then seek for an introductory letter from the office of the Head of Department Foundations of Education, Kyambogo University; this introductory letter will be presented to the respondents (Head departments, lecturers and students) of the University to obtain permission to conduct the study. Thereafter, the instruments will be issued out to few selected respondents for pretesting. Pretesting will help 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

The data collected from the questionnaire will be coded (quantitative data), entered in a computer program known as a Statistical Package for Social Scientists (SPSS 20) for analysis. This is because it quicken the process of data analysis; possibility of occurrence of errors is minimum. It can also be used for analysing both quantitative as well as qualitative data and has multiple features Descriptive statistics analysis will be used in chapter four of the research to determine the distribution of respondents on personal information and the questions under each of the variables. Inferential statistics will be used to test the hypothesis. Spearman rank order correlation coefficient will be used to test the hypothesis given that the scales to be used in the questionnaire will be ordinal (Sekaran, 2003). The data will organised and presented in tables  form. Qualitative data from interviews and observation will be reviewed thoroughly, sorted and classified into themes and categories.

3.11     Ethical Considerations

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

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

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APPENDIX 3: TIME FRAME

APPENDIX 4:  RESEARCH BUDGET

1. What are the forms of lesson delivery and activities undertaken Kyambogo University Lecturers?
2. To what extent has pedagogical training affect the quality of lesson delivery by lecturers at Kyambogo University?

• What are the existing pedagogical training needs among lecturers at Kyambogo University?