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

DISTRICT A CASE OF SELECTED PRIMARY SCHOOLS IN

 KAYUNGA DISTRICT (NAMUSALA C/U, NAMUSALA R/C ,

NAMULANDA C/U, PRIMARY SCHOOLS

ABSTRACT

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

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

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

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

CHAPTER ONE

INTRODUCTION

1.0 Introduction

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

1.1  Background

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

1.1.1 Historical Background

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

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

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

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

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

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

1.1.2 Conceptual Perspective

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

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

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

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

1.1.2 Theoretical background

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1.1.3 Contextual Background

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

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

1.3 Problem statement

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

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

1.4 Purpose of the study

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

1.5 Objectives of the study

This study was guided by the following objectives:

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

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

1.6 Research questions

This research answered the following questions:

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

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

1.7 Scope of the Study

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

1.7.1    Geographical scope

This examined how teachers use of pedagogical skills in teaching English language impacts on pupils’ academic performance in Kayunga district. The study was carried out in kayunga district (Namusaala C/U, Namusaala R/C , Namulanda C/U, Primary Schools.

1.7.2    Content scope

It examined English teachers’ pedagogical skills, to determine the English teachers’, use of the pedagogical skills and the extent to which English teachers’ pedagogical skills influence performance of learners in English language in Primary schools in Kayunga district . The study was carried out mainly at; kayunga district (Namusala C/U, Namusala R/C , and Namulanda C/U, Primary Schools.

1.7.3 Time scope

This research process ran from 2018 to 2025.

1.8 Significance of the study

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

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

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

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

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

1.9 Limitations of the study

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

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

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

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

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

1.10 Delimitations

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

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

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

1.11 Definition of key terms

In this study the following terms will be taken to refer to the described definitions;

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

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

Learners; Learners are individuals who are actively engaged in the process of acquiring knowledge, skills, attitudes, or values. In an educational context, learners are learners or pupils who participate in formal or informal learning experiences, such as schools, colleges, universities, or other educational settings.

CHAPTER TWO

REVIEW OF LITERATURE

2. 1 Introduction

This chapter presents the literature that has been reviewed in line with this study. The purpose of literature review was to establish the existing theoretical background of the study so that the investigation was not carried out in void. It s presented according to the objectives of the study.

2.1 Theoretical review (Bandura’s Social Learning Theory)

The study was underpinned by Bandura’s Social Learning Theory (Bandura 1977).  According Bandura, behaviors are learned through observation and modeling. His social learning theory posits that children learn by observing the actions of others, including parents and peers, individuals that are observed are called models. In society, children are surrounded by many influential models, such as parents within the family, characters on children’s TV, friends within their peer group and teachers at school. These models provide examples of behavior to observe and imitate, e.g., masculine and feminine, pro and anti-social.

The social learning theory furthermore, indicates that children develop new skills and acquire new information through observations in a school setting the learners are constantly observing the teachers and imitating them.  This theory will be used in examining teachers’’ use of pedagogical skills to the teaching of English language. It can be asserted that children learn when they are able to learn from their peers’ behavioral skills that can help them to acquire skills in subjects like English language. Since the theory also indicates that pupils learn through observation, it is therefore imperative to note that pupils learn by following the teacher’s ways of teaching. This theory therefore emphasizes that teacher’s pedagogy is very imperative on determining how the pupils perform in a specific subject.

One of the primary strengths of Bandura’s theory is its flexibility to explain differences in a child’s behavior or learning strategies. The theory notes that children learn at different levels there are faster learners and slow learners therefore the teacher’s pedagogical skills are crucial in catering for the learning levels of children. There are four mediational processes proposed by Bandura:

Attention: The person must focus on the behavior and its outcomes, creating a mental image of the action. For a behavior to be imitated, it must capture our attention. While we witness numerous behaviors every day, most of them go unnoticed. Therefore, attention plays a crucial role in determining whether a behavior will influence others to imitate it.

Retention: How well the behavior is remembered. The behavior may be noticed but it is not always remembered which obviously prevents imitation. It is important therefore that a memory of the behavior is formed to be performed later by the observer.

Much of social learning is not immediate, so this process is especially vital in those cases. Even if the behavior is reproduced shortly after seeing it, there needs to be a memory to refer to.

Reproduction: This is the ability to perform the behavior that the model has just demonstrated. We see much behavior on a daily basis that we would like to be able to imitate but that is not always possible. We are limited by our physical ability and for that reason, even if we wish to reproduce the behavior, we cannot.

Motivation: The will to perform the behavior. The rewards and punishment that follow a behavior will be considered by the observer. If the perceived rewards outweigh the perceived costs (if there are any), then the behavior will be more likely to be imitated by the observer. If the vicarious reinforcement is not seen to be important enough to the observer, then they will not imitate the behavior.

The theory highlights that children learn in a social context. This reinforces the idea that when there is a change in the child’s environment, the child’s behavior may change as well. For example, a child may have trouble following directions in a relaxed home environment, but have no problems with authority in a stricter school setting. On the other hand, the theory may be limited to support the levels of accountability for actions of children in a class room environment whether at home or in schools (Eun, 2019). However, despite the above weakness this theory will still be relevant to the study because the children when taught English subject they learn at different levels in a school environment which has direct influence on how they behave and process information or acquire the knowledge skills.

2.2 Empirical literature review

This section will review the study inline to the objectives of the study;

2.2.1 Teachers’ Pedagogical skills and the teaching of English language

Pedagogical skills are one type of skills that absolutely need to be mastered by teachers. Basically, pedagogical competence is the ability of teachers to manage the education of learners. Pedagogical skills refer to skills of teachers to deal with three aspects of teaching skills, namely lesson planning, implementing teaching and learning process, and assessing learners ‘learning. According to Susilo (2011), pedagogical competence is the ability of teachers to manage the education of learners, include: setting up the learning device, implementing the learning, and assessment.

According to Cullen et al. (2002) Pedagogy can be defined as teaching-learning process for the children that can be extended to informal setting outside the educational institutions. Whereas, the fundamental of receptive pedagogy remains the obvious purpose of the educator to make learners have confidence in their individual competency; meet challenges; to make learners’ aptitude stronger to effectively manage comprehensive projects and self-efficacy; and to grow their inclusive self-concept (Smith et al., 2016).

On the other hand, pedagogical skills include teaching-learning related skills like planning the lesson properly, managing the class, choosing appropriate strategy for instruction, supporting the learners in their learning process (Choy et al., 2013; Nind & Lewthwaite, 2018).

Khan (2008) found in her study that knowledge base; control over teaching quality; reflection and self-assessment; resources and environment of working place are the critical components for the teachers in their professional life. Smith et al., (2016) concluded from their study that, pedagogical skills contribute to make pupils believe in their individual competency, capability to complete their coursework magnificently, ability to judge themselves and overcome challenges successfully.

Through the work of the teacher, the value and potential of a nation are assessed. Gbagi (2011) contents that instructors’ insufficient efforts to educate their learners is the reason why candidates performed poorly in the public exams. According to Ayedun (2011), who agreed with Gbagi, that instructors are mostly to blame for learners’ failures. However, Olukoya (2011) contended that the failing of learners is not their instructors’ faults. He continued by saying that a candidate’s achievement in any exam was a product of a variety of factors, including their education, upbringing, teachers, classmates, and the government, because they are the public faces of education, teachers are frequently the easy scapegoat when a learners is performing below expectations. Then, despite all other obstacles, teachers must be committed to search out better ways to instruct learners in classrooms. There needs to be approaches that instructors might take to increase the educational process and, in turn, the success of the learners’ learning experiences (Ma, 2022).

One of the most difficult limitations teachers must work under is the allotted instructional time. Effective class management is a skill that top-notch teachers must possess. Careful preparation can help maximize the use of time in the classroom. The amount of time learners spend actively participating in learning activities and their academic success are related (Mastropieri & Scruggs, 2000). The achievement of the learners may consequently be impacted by the instructors’ capacity to plan, oversee, and devote quality time to education. Few instructors truly make sure that their learners are engaged and actively occupied with activities aimed toward the learning of the subject during the assigned time, despite the fact that most teachers arrange and allocate the proper amount of time for learning.

The imperative in recent years about improving learners outcomes is also about improving the quality of the teaching workforce. In recent years, however, recruiting and retaining quality teachers has become a challenge among some OECD countries. In addition to the ageing of the teaching workforce, some countries experience high rates of attrition among new teachers and a shortage of quality teachers in high-demand subject areas and disadvantaged schools. There is also concern about attracting high-achieving and motivated candidates into teacher education programmes and the lowering of qualification requirements in the certification and licensing of new teachers. Issues such as these have an impact on the quality of the resulting teaching workforce that is tasked with improving learners outcomes. For example, the ageing of the teacher workforce entails the loss of experienced teachers through retirement. High attrition rates among new teachers is costly to the system and may prompt education authorities to fill teacher shortages by lowering qualification requirements for the certification of new teachers or by assigning teachers to teach subjects or grades for which they were not trained. In such cases, the quality of the teaching workforce is negatively affected.

Teaching methods are often divided into two broad categories: teacher-centered methods (also called direct instruction) and learner-centered methods (also called indirect
instruction or inquiry-based learning). An effective teacher knows several methods,
some teacher-directed and others learner-directed. From among these methods, a
teacher selects the one method or combination of methods most likely to achieve a
particular lesson’s objectives with a particular group of learners (Elizabeth, 2010).

2.2.2 Teachers use of the pedagogical skills in the teaching of English language

Quality teaching is highly correlated with the use of effective pedagogical techniques to bring learning to learners. It involves several dimensions, such as designing an effective curriculum and course content, the use of a variety of learning contexts (guided independent study, project-based learning, collaborative learning, and experimentation), soliciting and using feedback, and effective assessment of learning outcomes. It also involves well-adapted learning environments and learners support services.

English language was very important because it would ease people to update new information globally. Millions of children, especially in Asia, have been learning English. It has made English teachers work hard to teach them. This was because teaching English to children (young 25 learners) was not easy. The teachers should search for and use interesting, effective, and suitable media to teach English in the class.

According to Patel and Jain (2008), teaching materials and instructional methods are chosen based on the teacher’s objectives, whether they involve the skills of reading, understanding, writing, and speaking, or the sub-skills associated with these. In teaching English to young learners, teachers are free to use any instructional media that align with the learning objectives to be achieved. For example, if teachers are unable to use any instructional media due to limitations, they can instead rely on the ‘learners themselves’ as a form of media.

Harmer (2007) stated that learners are the most useful resources in the classroom so teachers can do many things with the learners as the media of learning. For instance, in the teaching of parts of the body if there is no picture available, the teaching would be interesting, effective, and suitable media was to attract the children’s attention in learning English. Suyanto (2008) stated that young learners liked the materials that were visualized. It was more interesting and joyful. Using pictures, flash card, and songs were the examples of interesting, effective, and suitable media to make the children happy in learning English. According to Medina (2003) as cited in Heriyawati (2010), songs could share all the same aspects of oral story. Songs also could ease the children to remember words, patterns, and chunks of language (Paul, 2003). While flash cards were important teaching resource that could be used to introduce and practice specific language targets (Paul, 2003).

Even though the quality of teaching in higher education has an impact on learners’ learning outcomes, it is confronted with various challenges from different directions. Gaps are often found between the expectations of learners and the readiness of instructors to provide appropriate lessons in the education sector. Instructors are highly expected to engage in designing curricula, conducting assessments, and delivering conventional classes in their teaching through integrating new technologies.

The absence of pedagogical training of primary school teaching often results in the maintenance of the old methods of teaching, which often focus on the instructors instead of the needs of learners and on the subject matter instead of the transfer of knowledge. A good teaching method helps learners to question their preconceptions and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of the answers and the agents of responsibility for change. In the traditional system, instructions are teacher centered, and the learners’ needs and interests are not considered. Therefore, instruction must be changed toward a method in which the needs of pupils are considered, so that active behavioral change can occur.

2.2.3 Teachers’ pedagogical skills and learners’ performance in English language

Odalen, et al., (2019) found that training of School 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 learners-centered methodology. School academic staff pedagogical skills training has been recounted to have an enormous influence in not only lesson planning, classroom control and continuous assessment but also enhancing active learners’ participation during the teaching and learning processes (Negassa & Engdasew, 2017).

Providing effective teaching and producing high-quality graduates requires teachers to possess a combination of subject knowledge and pedagogical skills. However, many teachers involved in primary education have not received adequate training in sound teaching methodologies. As a result, they often lack confidence, as they are not provided with further training opportunities, books, or other teaching resources that would enable them to fully engage in the teaching process (Trifitriana et al., 2020).

Self-confidence about the professional skills and responsibilities are crucial for the teachers as they will be outdated if they failed to enhance their skills with the demands of time (R. Khan, 2008). Teachers’ commitment to work and professional accountabilities are needed to transform their professional skills (Richter et al., 2011). Skills related to teaching-learning that are essential for the teachers like- designing appropriate lesson plan; managing own classes properly; picking up suitable and effective teaching-learning method; being a support system for the learners in terms of their learning are considered as pedagogical skills (Choy et al., 2013; Nind & Lewthwaite, 2018).

Teachers professional skills is something about the record and reflection of experiencing, learning and then applying in a professional setting with the intention to enhance one’s skill (Lorriman, 2011). In teaching, pedagogical skills refers to the enhancement of teaching skills among the teachers that comes from their own responsibility (R. Khan, 2008). Among the teachers, pedagogical skills mainly focus on the way in which good teachers explain the content and understand the appropriate way of the learners’ learning (Bausmith & Barry, 2011).

In United Kingdom, technology is used widely in applying innovative pedagogical practices allowing the learners to be more independent and target oriented that brings change in  traditional pedagogical practices (Harris, 2002). In Finland there is a continuous research-based discussion on the teachers’ education over several decades resulting into great achievements of their learners in the global setting (Toom et al., 2010). The Finish teachers also undergo various pre and in-service training sessions and being financed for pilot projects on CPD when necessary to be prepared for providing their learners with inclusive and equity-based teaching (Valijarvi, 2003).

In United States of America, effective teachers are expected to have qualities like- deep knowledge on the content; planning well-organized lessons; using time effectively; giving frequent feedback to the learners; having good term with learners etcetera (Haynie & Stephani, 2008). On the other hand, China is passing through a pedagogical reform in order to cope with the rapid socio-economic change creating new challenges for the teachers (Tan, 2017). Singapore is always concerned about its teacher education system to ensure quality teachers who are able to fulfil the needs of their learners where National Institute of Education ensures standard teacher education through different programmes (Lim, 2014).

2.4 Gaps in literature review

The current criteria for recruiting school teachers prioritizes educational qualifications over pedagogical knowledge. Effective teaching and quality graduates necessitate a balance between content knowledge and pedagogical skills. Unfortunately, there has been  lack of research on pedagogical skills in teaching, creating a gap in knowledge. To address this gap, this study aims to explore The Use of teachers’ pedagogical skills in teaching English subject.

In response to the need for pedagogical training, many teachers have been offered training programs to equip them with essential pedagogical skills. The importance of teacher training in higher education has recently gained recognition through the adoption of a professional accreditation scheme by the Institute for Learning and Teaching in 1999. However, there are challenges due to differing opinions on the objectives of this training.

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

A case study design was used to gain information about how teachers use of pedagogical skills can either enhance ot or undermine pupils academic performance.

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;

Population distribution of respodents

3.3.1 Sample size

It is impossible to study the whole targeted population of the study area and therefore the researcher took a sample of the population this is 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, a sample size of 15 respondents was selected from the total population of 18 of ; 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 were 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 tables, classroom environment’s, schemes of work, assessment records and learners ‘work books.

Top of Form

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) defines validity is defined as the degree to which results obtained by the research instrument correctly represented to the phenomenon understudy and Mugenda (1999) is of the view that validity is  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 which involved the interview guides were carried by the researcher as he interviewed  the respodents as stipulated in the research proposal.

3.10 Data Analysis

Analysis of qualitative study 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. The respondents were 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 not for any other purpose except for this research. Information relating to the respondents in this study was anonymous. Works of other scholars were  always  cited by quoting the sources of information.

CHAPTER FOUR

PRESENTATION AN ANA ANAYSIS OF  STUDY FINDINGS

4.0 Introduction.

This chapter presents of the  analysis and findings that are  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: The presentation below indicates the findings on pedagogical skills teachers use in the teaching of English language.

Table 4.1 indicates the presentation of the findings on the pedagogical skills teachers use in the teaching of English language.

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

“During lessons I normally engage my pupils in different activities, my participation enables even shy pupils to getinvolved in the study and for the years that I have been a teacher, pupils 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 he I,  teaching he  prefers to use, we-do-I do teaching strategy.

“During the lessons I normally use we- do- I- 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.

4.1.1 Question and answer teaching approach; 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 technique of teaching 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).

In a related but different incidence one teacher stated that;

“When I use question and answertechnique  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 indicate that; one of the elderly male teachers of primary three indicated that;

“Ever since I qualified as a teacher, I have been using question and answer technique. 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 incidence 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 was of the view that;

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 teaching approach teachers are able to understand their weakness and strengths so as to revise the approach of teaching. One of the teachers interviewed had this to say;

“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 engagement of learners, 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.

4.1.2 Demonstration approach of teaching

The findings of the study,  revealed that most of the teachers used demonstration.

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

In addition, 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.

4.1.3 Inquiry approach of teaching

This approach of teaching involve the use of ; Questioning,  Exploration, Problem-Solving, Collaboration,  Reflection,  Student Ownership, Teacher as Facilitator and  Integration of Concepts.

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).

A head teacher in one of the sampled schools 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).

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.

4.1.4 using stories / imaginative literature; 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.

Regarding to the use of stories in the learning of English lessons one of the Head teacher asserted that;

“We encourage our teachers to connect to the leaners in different ways like use of stories to enhance conceptualization  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 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 story 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.

4.1.5 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 in most of my lessons  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.

4.1.6 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;

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 reveal  that teachers regularly assess learners.

This view is echoed by one of the teachers who maintains 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 contented that;

“I normally assighn leaners to 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).

From an administrative perspective 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 the teacher in the staff room, (Head Teacher from school C, June 2023).

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

Consideration of class size is imperative in selecting  the pedagogy as was stressed by one of the teachers who indicated;

“when I am going to teach before I select the method of teaching, I consider the class size due to limited equipment’. There are 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 size”.( 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).

A common theme kept emerging from interviews was that; “teaching aides are expensive and the schools cannot afford them.

This was also corroborated  by the observation undertaken in the classroom for primary seven learners whose class did not have any teaching aid.

This finding also contradicted the responses from several  teachers who had reported that they use  teaching aids in class. It is therefore 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 other 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; most head teachers interviewed concurred with the views of  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).

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; Data emerging from this study suggests that as depicted in the voices of one of the teachers;

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).

This level of productive engagement is manifested by, 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 many of  teachers interviewed consult their fellow teachers to solicit teacher knowledge that are relevant for teacher competence

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 a 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.

Giving feed back to pupils . regarding feed back , most of the teachers interviewed shared the view of this particular teacher who asserted argued that

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

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.

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.0 Discussion of the study

This chapter of the study presents the discussion, conclusion and reccomendations of the study inline with the objecives 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.

This study was guided and informed by Bandura’s social learning theory which disputes imitation and the influence of external reinforcement. Behaviorists attempt to prescribe strategies that are useful for building and strengthening stimulus-response associations including the use of instructional cues practice and reinforcement. These prescriptions have been generally proven reliable and effective in facilitating learning that involves discriminations (e.g. recalling facts), generalizations,(defining and illustrating concepts), associations (explanations), and chairing (automatically performing a specified product) ( Woolfolk, 2006).

Sofianidio Angelo and Maria Kollery(2021) highlighted attributes of teachers’ pedagogical skills when they elaborated Shulman’s (1987) classification of teachers’ classroom practices as: subject matter content knowledge ; in other words , all that is dealt with in a field of study; general pedagogical knowledge –which embraces a whole set of principles and strategies for organizing and managing the classroom ,pedagogic content knowledge-which refers to a specific mix of subject content and pedagogy unique to teaching; in other words a teachers’ special form of professional understanding. This knowledge according to Shulman(cited in Sofinidio &Kallery,2021) consists of two key elements namely; the knowledge of instructional strategies which incorporate representation of the subject matter (illustrations,analogies,explanations,metaphors , best examples to make subject matter comprehensible to the learners) and the understanding of specific learning difficulties and pupils’ conceptions with respect to subject matter. Kind (2009) and Van Driel et al (1998) include pedagogical content knowledge in the four general areas in which they distinguish teachers’ knowledge that are seen as cornerstones of emerging work on professional knowledge for teaching, with the others being: general pedagogical knowledge of educational contexts which include: group and classroom behavior, school culture and organization, and community and national cultural patterns and subject matter knowledge. Shulman (2015) suggests that non-cognitive attributes such as emotion affect feelings and motivation and should be incorporated into the original model of pedagogical content knowledge. He contends that “the idea of pedagogic content knowledge needs to place more emphasis on teacher thought and emotion, but not by ignoring the role of action in teaching practice”. Garcia-Martinez et al (2021) are of the view that while serious attention is being placed on the importance of pedagogical content knowledge, in order to enhance teachers’ capacity to enhance the achievement of learners, serious concerns should also be directed at the fact that the teaching profession is one of the professions with the greatest level of emotional burn-out because teachers are exposed to high levels of stress as a result of trying to cope with the growing demands they have to face in their professional lives.

5.1.1 Teachers’ Pedagogical skills and the teaching of English language

According to Olsen and Clough (2004) (cited in Wool folk, 2006) questioning learners in class is the single most effective and most applicable strategy for promoting student involvement in learning activities. Being able to guide learning by using the questioning technique is the most important teaching skill that effective teachers can possess. Research indicates that effective teachers ask more questions than their less effective counter parts, and large numbers of questions asked in a lesson are indicators of effective organization and clear learning objectives ( Brophy and Good, 2003) cited in Wool folk (2006). To this and the researcher is of the view that, for teachers to adopt using the questioning technique in their classes, they need to have a very sound pedagogical content knowledge. In other words, they ought to have a special mix of content and pedagogy that is unique to teaching. The questioning technique is indispensable in teaching because it helps teachers in the following ways;

1. a) Assessing learners’ current level of understanding.

Learners describe their understanding when they respond to teacher’s question, it makes the questioning technique an effective way of informally assessing learning. In other words, it helps teachers make many instantaneous decisions that they must make every day in their teaching careers( Black, Harrison Lee, Marshal and William, 2004) cited in wool folk,(2006) for example ; it helps teachers decide which student to pick, how long the student is =given to answer, and how quickly to move through a lesson.

1. b) Guiding new learning

Effective questioning helps learners relate ideas and integrate new learning with their existing understanding. Most learning theories accept the idea that learners ought to construct their own understanding rather than recording that understanding as presented by the teacher or some other sources (Bransford et al,2000) as cited by Wool folk,(2006). The process of constructing understanding require the guidance of expert teacher teachers, and questioning is the most important skill teachers can use for providing this guidance.

1. c) Increasing learners’ motivation

Effective questioning increases learners’ motivation and interest (Schunk , 2004). Effective questions engage learners, challenge their thinking and pose problems for consideration. When learners believe about their capabilities of accomplishing learning tasks- a concept known as “self-efficacy” is high, and then they are likely to a sense of efficacy.

Generally, in well executed question-based lessons, learners relate ideas and construct new knowledge with ease. It is for this reason that the researcher encourages teachers to embrace this method of teaching.

5.1.2 How teachers, use the pedagogical skills in the teaching of English language in Primary schools

Results of data analyses depicted in tables-4.2 suggest that the demonstration method of teaching is also widely used by teachers in Kayunga district. This method is also known as audio visual explanation in which important points of a process or an idea are emphasized. It is an activity that combines telling, showing and doing for the benefit of the learners. Often showing the learners how something is done, or learning through a practice session proves to be more effective than verbalizing about what is being learned. It is against this background that the researcher emphasizes that when using this teaching approach, teachers should ensure that every one is observing what is being demonstrated. This should be done slowly and even repeated a number of times for the benefit of the learners.

Demonstration deals mostly with skills development but can also influence learners’ beliefs, expectation, attitudes and knowledge. According to Bandura (1977) instructional activities and feedback can affect personal factors such as goals, sense of efficacy for learning tasks (e.g. beliefs about personal competence in a given situation, attributions (i.e. beliefs about cause for success or failure), and processes of self-regulation such as planning, monitoring and controlling distractions. For example, effective teacher feedback can lead learners to set high learning goals. Social influences in the environment and personal factors encourage behaviors that lead to achievement such as persistence and effort (motivation) in the learning but these behaviors also reciprocally impact on personal factors. As students achieve, their confidence increase. At the same time, behaviors also affect the social environment for example, if students do not persist in accomplishing learning tasks or if they seem to misunderstand whatever they are confronted with, teachers are obliged to change instructional strategies or feedback.

According to Skinner (1950), people make active responses for learning to occur but sometimes learning can also take place through observations of what other people do for example, students may learn what behaviors are acceptable and those that are unacceptable through what they see or hear especially when they receive reinforcement or punishment for their various responses. To this end, the researcher suggests that teachers and other school personnel need to be consistent in the rewards and punishment they administer. In other words, not only from time to time, but also from student to student.

Thorndike (1913), Skinner (1950) and Bandura (1977) proposed that reinforcement and punishment affect behavior only when learners are consciously aware of response –consequence contingences. In other words, they contend that describing the consequences of behavior can effectively increase appropriate behaviors and decrease inappropriate ones. To this end, the researcher concurs with these behaviorist theorists that promises of reward for good behavior and warning of unpleasant consequences for misdeeds can be effective means for improving learners’ behavior. In contrast, administering reinforcement or punishment when learners do not recognize the relationship between an action and its consequences is unlikely to bring about behavioral change.

Behaviorists describe one effective means namely shaping for teaching a new response but to shape a particular behavior, one must begin by reinforcing an existing behaviors and then gradually modifying that behavior differential reinforcement; for complex behaviors this process can be very time consuming .Behavioral theory off a faster, efficient means for teaching new behavior: modeling. In order to promote effective from a model, a teacher should ensure that the following four essential conditions exist namely; attention, retention, motor reproduction and motivation. First of all, the teacher must ensure that the learners pay attention to the model and especially to the relevant aspects of the model’s behavior. Secondly, the teacher can facilitate learners” retention of what they observe by helping them form appropriate memory codes (perhaps verbal, labels or visual images) for their observations. Thirdly, the teacher should give the learners opportunities to practice the behaviors they see and providing corrective feedback about their effort which will facilitate their motor reproduction of the response they are modeling. Finally, the teachers must remember that learners will display behaviors they have learnt only if they motivation to do so. Many learners are intrinsically motivated to perform, but others may require external incentives and reinforces.

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

The results of data analyses depicted in table 4.3 indicate that most teachers in Kayunga district use pictures, stories or imaginative literature, and real objects to deliver their lessons. These resources used to support the delivery of subject matter points to the fact that teachers are actually employing inquiry- based methods of teaching. Inquiry-based learning approach is o multi-pronged classroom activity that guides learners to inquire or generate meaningful questions that lead to relevant answers. In this learning approach, learners are shown how knowledge is generated and transmitted, and how they can acquire the knowledge and skills necessary to become life-long learners. According to Vygotsky (1978), higher mental processors are first co-constructed during shared activities between a child and another person. Then the processes are internalized by the child and become part of that child’s cognitive development as depicted in the conversation presented below:A six year old has lost a toy and asks her father for help. The father also asks her where she last saw the toy. “I can’t remember”. The father proceeds to ask a series of questions like: did you have it in your room? Outside? Next door? To each of these questions the child answers “No” When the father says “in the car”. The girl says “I think so “and goes to retrieve the toy.            (tharp &Isallimore, 1988:14), In the above extract, who remembered? The answer is really neither the father nor the daughter but the two together. The remembering and problem- solving were co-constructed between people in the interaction. This is what happens when teachers use this approach of teaching to engage their pupils in classroom activities.

Biggs (2003) contends that in the constructivist perspective, learning should be embedded in complex, realistic and relevant learning environments. In other words, learners should not be given stripped-down, simplified problems and basic skills, but should encounter complex learning environment that deal with problems without clear or straight forward solutions. The world beyond school presents few simple problems or step-by-step directions, so schools ensure that every student has experience in solving complex problems. Complex problems are simply difficult ones; they have many parts. There are multiple, interacting elements in complex problems and multiple solutions are possible. There are no straight ways to reach a conclusion and each solution may bring a new set of problems. These complex problems should be embedded in authentic tasks and activities, the kinds of situations that learners will face as they apply what they are learning to the real world. Students may need support as they work on these complex problems, with teachers helping them find resources, keeping track of their progress, breaking larger problems down into smaller ones, and so on.

In addition, many constructivists also share the view that higher mental processes develop through social negotiation and interaction, so collaboration in learning is valued. To this end, the researcher adds his voice to this ;narrative by suggesting that the major goal of teaching should be to develop learners’ abilities to establish and defend their own positions while respecting the positions of others and working together to negotiate or construct meaning. In addition, in order to accomplish this exchange, learners should talk and listen to each other through debates, group work in which problem-solving activities constitute the bulk of classroom activities.

Constructivists also peddle the narrative that support should be made for multiple perspectives and the use of multiple content representations. Constructivists contend that whenever learners encounter only one model, one way of understanding complex content, they often over simplify problems as they try to apply that one approach to every situation confronting them. Hence, revisiting the same material at different times, in re-arranged contexts, for different purposes, and from different conceptual perspectives is essential for attaining goals of advanced knowledge acquisition. This idea in the view of the researcher is consistent with the concept of the “spiral curriculum”- a structure for teaching that introduces the fundamental structure of all subjects- the “big ideas”- early in school years, then revisits the subjects’ in more and more complex forms overtime. It is only through this approach of constant revisiting and in-depth content treatment which matches the mental abilities of the learners that enhance mastery if knowledge and skills needed for participatory community-based living after school.

Most researchers relate academic performance to parental marital status, social economic status of the parents, school environment, government facilitation, motivation and community factors (Hanushek, Kain and Rivkin, 2008). Effective teachers evaluate resources to use when teaching their lessons. They consider the appropriateness of these resources for the particular grade they are teaching: they align their teaching to local state or national standards; they gauge the accuracy of the information contained in these resources ; they consider the time allowed for the lesson or unit; and the learning benefit that arise from using these resources( Rimm-Kaufman, 2010 and Wamika, 2017).

Results of data analyses generated from table 4.5 suggest that 75% of the teachers interviewed believe that teachers pedagogical competency id a key factor in influencing learners academic performance, while 91% think subject matter content knowledge is the most important factor in enhancing leaners academic performance. These two narratives feed well into a study by Wambi et al (2019) in which they cite significant decline in academic performance of learners in Primary Leaving Exzmination (P.L.E) in Kibuku district.this decline in performance is attributed to employing teachers with poor pedagogical competences( Sahena and Vijila, 2015; Bassaert, Doumenerd Verschuere, 2011; Halliman, 2008).

This has negatively affected learners of this region because they fail to proceed to Institutions of high learning after P.L.E., experiences higher level of unemployment, high dropout rate, low retention levels, low completion level and high instances of crime are registered. The researcher is of the view that despite the teachers in Kayunga district using appropriate pedagogical methods, this problem of poor academic performance is here to stay for some time because the ecosystem in which this problem is pervasive is similar to that of Kibuku district in which Wambi (cited above) presents his case of particular concern to the researcher are finding answers to question like; What is the depth of pedagogical content knowledge that these teachers of Kayunga district possess? Are they actually knowledgeable in these areas? What impact does the depth of subject matter knowledge by teachers have on learners’ academic performance?

In a related event, Kanyike(1998) argued that the relationship between learning and examination conditions can be quite loose and sometimes the examination conditions contrast drastically with teaching conditions. For example if in their teaching sessions, teachers strive to achieve their objectives namely;” the pupils should be able to summarize the story presented in the lesson”. Yet if a similar item is set in the final primary leaving examination like ‘relate the story you have read to what takes place in your local community’ this means the examination condition have drastically changed.

The examination condition have changed because in their teaching sessions, the lesson objective laid emphasis on pupils summarizing the story, while UNEB examinations laid emphasis on applying the situation presented in the story to real world experiences. The researcher concurs with Kanyike (1998) that this type of mismatch between the teaching-learning conditions and the assessment conditions renders such examination results invalid. This is because the testing conditions require candidates to answer test items constructed by an examiner who might have used a completely different  frame of reference in constructing the test item.

Teachers who consistently prioritize instruction and student learning as the central purpose of schooling communicate an enthusiasm and dedication to learning that learners reflect on in their; own behaviors and practice because they are acting as good role models to their pupils. This motivates both teachers and learners, thus enhancing pupils’ efficacy to achieve in classroom tasks and later in final examinations. This is possible if a teacher uses good instructional approaches (stetcher,Bohmsted, Kirst & Williams,2001): Effective teachers reinforce their focus on instruction through their allocation of time to the teaching and learning process, and through their expectations for student learning. The amount of time learners spend engaged in learning experience together with the quality of instructional are positively associated with pupils’ learning and thus high academic performance in schools ( Aslam and Monazza, 2009).

At the planning stage, the teachers need to bear in mind planning element like; formulation of learning objectives, designing learning experiences or contents of the lesson, identifying appropriate teaching strategies for achieving learning objectives, improving the learning experiences in the light of evaluation so as to achieve the learning objectives. Specifically, planning is the stage to design instructional content, teaching strategies and the instructional materials that are suitable for the age of the learner. The locality, nature of the class and the time when the lesson will be taught should also be put into consideration ( Lasbery, 2006).

Numerous studies have confirmed the strong relationship between background knowledge and achievement (Aslam and Monazza, 2009). Although it is true that the extent to which pupils’ learn new content is dependent on factors such as the skill of the teachers, interest of the learners, and the level of complexity of the content being learnt, there is compelling evidence that what the learners already know about the content is one of the strongest indicators of how well they may learn new knowledge or information relative to the content. Generally, what the learner already knows about a topic is referred to as “background knowledge”.

The most common role that teachers perform in their classes is to impart knowledge to their pupils by implementing the curriculum. Teachers use various methods like inquiry-discovery methods, small group activities, hands- on learning activities etc. to dispense knowledge to learners. Apart from these roles, teachers also serve many other roles for example, they set the tone for  their classrooms, build warm environment, mentor and nurture learners, are role models, listen to and look signs of trouble etc.( Fraser and Walberg, 2005). Therefore they are responsible for promoting the mission and ethos of the schools through structured classroom prayers, participation in liturgical life of the school, and modeling appropriate standards of behavior.

Effective teaching and learning cannot take place without a conducive learning environment. Teachers maintain positive and effective learning environment through well prepared and varied lessons which cater for the range of learners’ abilities and interests. It also involves setting of realistic and challenging academic standards of learners’ performance. Teachers are therefore, required to demonstrate commitment to continuous professional development through interest and attendance to appropriate in-service courses and commitment to a program of professional study (Ajayi, 1999). This is very important in the researcher’s view because the world is evolving every time and new skills such as critical thinking, creativity, collaboration and communication as emphasized in the 21^st century skills need to be embraced by the teachers whose cardinal role is to impart these skills to the learners.

Organizing time and preparing materials in advance of instruction have been noted as important aspects of effective teaching. Individuals and team planning are mutually beneficial to creating valuable learning experiences for learners. Team planning allows teachers to collaboratively examine important issues and develop a collective approach to instruction ( Bossaert, Doumen and Verschueren,2011). A primary psychological mediator of the relationship between learners’ engagement and educational context is the degree to which learners feel competent and confident of their ability to be successful in completing learning tasks. Learners who are convinced that they lack the ability to succeed or control the outcome of their educational experiences cannot make any effort to engage or excel in school related work. The researcher concurs with Bassaert et al (2011) when they contend that to become successful, learners need to know what it takes to succeed and believe they can succeed, given what they know. Thus a learner who doesn’t think he or she can complete assigned homework successfully, or who does not understand what to do is likely to attempt the assignment. Similarly a learner who does not think he or she is able to pass the courses needed to graduate is unlikely to do much work and may end up dodging classes or even dropping out altogether (Armentano and Dominick, 2003).

Another undertaken on learning shows that learners become cognitively engaged when teachers ask them to wrestle with new concepts, explain their reasoning, defend their conclusions, or explore alternative strategies and solutions. Learners enjoy learning more and more likely to participate in learning tasks when their teachers employ active pedagogical strategies. Collaboration among peer learners working together in pairs or small groups to help one another has also been associated with increased engagement and learning. When learners can put their heads together rather than work in isolation, they are more receptive to challenging assignments (Aslam and Monazza, 2009).

To this end, the researcher encourages teachers to always to endeavor to use alternative  teaching methods in which teachers encourage learners inquiry by asking thoughtful open-ended questions and encouraging learners to ask questions to each other.

5.2 Conclusion

1. The study concluded that most teachers of English language in Kayunga district use the following teaching approaches to deliver their lessons: the questioning, the demonstration method and the Inquiry-discovery method.
2. In addition, the study also concluded that although teachers of English language seem to use appropriate methods of teaching, their pedagogical content knowledge is highly questionable.

• Finally, the study concluded that both pedagogical competency and subject matter knowledge are very important factors influencing pupils’ academic performance in Kayunga district.

5.3 Recommendations

The study made the following recommendations;

The study indicates that teachers should adopt teaching techniques like; We Do-I do since this approach helps teachers to connect well to my leaners and they are able to understand the English lessons, that question and answer is used by the teachers in the organization and it was further revealed that use of demonstration is a good pedagogical practice to enhance learning in class room.

The teachers use of pictures is imperative for the teaching of English and also the study revealed that some of the teachers used stories during teaching of English and the teachers used real objects during the teaching of English lesson and thestudy revealed that teachers mark leaners books.

The study revealed that teachers normally need regular assessment of learners and revealed that teachers consider class size in the designing an appropriate teaching method and engaging with the leaners is imperative in teaching leaners.

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APPENDICES

 APPENDIX 1: INTERVIEW GUIDE FOR TEACHERS

1. To find out the pedagogical skills teachers use in the teaching of English language.

What common lesson delivery methods do you commonly use in teaching leaners?

Do you normally use demonstrations while teaching?

When is the teaching/instructional materials introduced during the lesson?

How often do you use teaching aids in teaching learners?

How often do you use pictures and objects during lesson delivery?

How do you assess leaners?

How often do you assess leaners?

Do you allow leaners to ask questions during lessons?

How do you engage with leaners during lesson delivery?

When do you make schemes of work?

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

What informs content selection for teaching English to the leaners?

How do you select content to teach leaners?

What do you consider before delivering lesson to learners?

How often do you prepare content to be taught, in terms of lesson plans, teaching aids and schemes of work?

Is there evidence to show readiness for teaching and learning process?

What language is used in delivering lessons, for example action verbs like describe, explain, demonstrate, which calls for cognitive development of the learners.

How do you present yourself before the leaners as a role model?

How do you respond to leaners’ concerns?

How often do you give feedback to leaners?

Is there coherence in lesson delivery?

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

Is there active learning in classrooms?

Are the leaners involved in learning process?

Do leaners ask questions during lessons?

How often do leaners approach teachers with a questions regarding English?

Do leaners score good grades in English subject?

Are leaners interested in English subject?

Do leaners attend English subject regularly?

Is there proficiency in speaking English amongst the leaners?

Do leaners speak English with confidence?

Can leaners engage in an active English conversation?

APPENDIX II: FOCUSED GROUP DISCUSSION FOR LEARNERS

1. To find out the pedagogical skills teachers use in the teaching of English language.

Does the teacher mark your work?

Do you do your exercises in groups?

Does the teacher use teaching objects like charts and pictures when teaching you for giving examples?

Are you allowed to ask questions during lessons of English?

How often does the teacher answer questions during lessons?

Do you normally use text books of English during lessons?

What comments does the teacher normally give you for giving a correct or wrong answer?

Does the teacher give you corrections when you fail?

Does the teacher make corrections with you after an activity?

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

How often do you use what you have been taught in class?

Do you use what you have learnt in your daily activities?

Do you feel what you learnt is in line with what goes on in your community?

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

Is English subject difficult?

Do you get the activities the teacher gives you correct?

How do you feel during English lessons?

Does the presence of teacher of English in classroom make you feel comfortable and interested in learning?

Is English language one of your favourite subjects?

APPENDIX III: INTERVIEW QUESTIONS FOR HEAD TEACHERS

Do you review teachers’ lesson plans?

How often do you check on teacher’s lesson plans?

Does the time table equitably favor all subjects?

Is the time allocated for teaching English subject sufficient?

Does the speaking of English language among leaners encouraged?

What kind of support do you give teachers in teaching English subject?

How do you view the performance in English subject?

How can performance in English subject be improved?

Are there English care readers text books in library?

Do you provide teachers with teaching aid to promote teaching and learning of English subject?

Is the school strict on lesson attendance of teachers and leaners?

Do you give leaners story books to enhance English subject learning?

APPENDIX IV: DOCUMENTARY REVIEW

Are there teaching aid in class room?

What is the size of class rooms?

What has been the performance of leaners for the last two years?

Do teachers have lesson plans?

How is the teachers’ schemes of work?

Does the time table promote the teaching and learning of English subject?

How are English subject questions set?

Is the lesson preparation in line with the curriculum?

APPENDIX V: RESEARCH BUDGET