CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter presents the general overview of the study, including the background, statement of the problem, purpose, objectives, research questions, scope, significance, operational definitions of key terms, as well as the limitations and delimitations of the study.
1.1 Background of the Study
This section provides the background of the study from historical, conceptual, theoretical, and contextual perspectives.
1.1.1 Historical Background
Pedagogy as an educational practice originated from philosophical inquiries into how knowledge can be transferred from a knowledgeable individual to a learner (Enoch, Lindsey & Katherine, 2013). The term pedagogy is derived from the Greek words pais meaning “child” and agogos meaning “leader,” thus referring to one who leads or guides children (Rajendra & Sanothimi, 2021). Similarly, Watkins and Mortimore (2015) describe pedagogy as the responsibility of guiding and nurturing learners.
Over time, the concept of pedagogy has evolved to reflect cultural and societal interpretations. For instance, Paulo Freire introduced the concept of critical pedagogy, which emphasizes transformative education aimed at developing critical consciousness and promoting societal change (Abraham, 2014). Manen (1994) further notes that historically, pedagogy referred not to a teacher but to a servant who accompanied children to school.
Despite these developments, many education systems continue to rely on traditional methods of instruction. According to Castells (2015), modern learners—often described as digital natives—are technologically oriented, yet teaching methods have not sufficiently adapted. Scholars such as Cope and Kalantzis (2000) and Kress (2003) advocate for integrating multimedia approaches into teaching to reflect contemporary learning environments.
Milton (1972) observed that although extensive research on learning exists, educators often lack the time or motivation to engage with it, leading to reliance on traditional teaching methods. Similarly, Russell (2012) notes that many teachers, especially at higher levels, receive limited formal training in pedagogy. Mulkeen (2010) adds that teacher recruitment often prioritizes academic qualifications over pedagogical competence.
As a result, many teachers continue to teach as they were taught, making it difficult to adopt learner-centered approaches (Zepeda, 2010). However, effective teaching requires both subject mastery and the ability to communicate knowledge effectively (Park, 2017). Therefore, training in teaching methodologies, classroom management, assessment, and communication is essential (Khisa & Lanyero, 2009).
1.1.2 Conceptual Perspective
Pedagogical skills refer to the knowledge and competencies required to effectively facilitate learning. These include instructional strategies, communication, classroom management, and the ability to engage learners.
Scholars define pedagogy in various ways depending on context. Cuenca (2010) describes it as instructional strategies, while Loughran (2006) views it as techniques of teaching. According to Child Australia (2017), pedagogy encompasses all actions a teacher takes to influence learning. It is both an art and a science, involving the creation of inclusive and engaging learning environments.
Pedagogical content knowledge, as explained by Jacob and Lefgren (2014), integrates subject knowledge with teaching expertise, enabling teachers to present concepts in ways that learners can understand. Shulman (1987) further emphasizes that pedagogical knowledge includes beliefs, values, and teaching practices that guide instruction.
In this study, pedagogical skills refer to teaching competencies such as communication, adaptability, collaboration, empathy, and classroom engagement (Darwis, Pasaribu, & Riskiono, 2020).
Lesson delivery refers to the process of presenting instructional content to learners. Effective delivery requires appropriate strategies, including discussions, demonstrations, group work, multimedia use, and experiential learning (Ampofo, Onyango, & Ogola, 2019). Teachers must select methods based on learners’ needs, subject matter, and context to enhance learning outcomes.
1.1.3 Theoretical Background
This study is guided by Social Learning Theory developed by Albert Bandura. The theory posits that learning occurs through observation, imitation, and reinforcement.
Key components of the theory include observational learning, modeling, vicarious reinforcement, self-efficacy, and reciprocal determinism. These elements explain how individuals learn behaviors by observing others and interacting with their environment.
Despite its strengths, the theory has limitations. It tends to overlook biological influences, underemphasize cognitive processes, and inadequately account for individual and cultural differences (Koutroubas & Galanakis, 2022). Nevertheless, it remains a valuable framework for understanding teaching and learning processes.
1.1.4 Contextual Background
In Kayunga District, there has been a steady decline in pupils’ performance in English language, with failure rates increasing from 17% in 2018 to 19% in 2020 (Kayunga District Education Report, 2021). This trend suggests underlying challenges in the teaching and learning process.
Factors such as large class sizes, inadequate teaching resources, poor learning environments, and learners’ home backgrounds may contribute to this decline. Additionally, limited pedagogical skills among teachers may hinder effective instruction.
This study therefore seeks to investigate how teachers’ pedagogical skills influence the teaching of English in primary schools in Kayunga District.
1.3 Statement of the Problem
Academic performance reflects the effectiveness of the teaching and learning process (Baikhutso, 2016; Nicolalde et al., 2017). However, persistent poor performance in English among primary school pupils in Kayunga District raises concerns.
Some teachers reportedly teach without adequate preparation, fail to create conducive learning environments, and use inappropriate teaching methods (Tolera & Ziyn, 2017). These practices may contribute to low learning outcomes.
This study aims to determine whether inadequate pedagogical skills among teachers are a major factor influencing poor academic performance. Poor language proficiency can limit learners’ future opportunities, particularly in an examination-oriented education system.
1.4 Purpose of the Study
The purpose of this study is to examine whether the pedagogical skills used by teachers in Kayunga District significantly influence pupils’ academic performance in English.
1.5 Objectives of the Study
The study is guided by the following objectives:
i. To identify the pedagogical skills used by teachers in teaching English.
ii. To examine how these pedagogical skills are applied in primary schools.
iii. To assess the influence of pedagogical skills on learners’ performance in English.
1.6 Research Questions
i. What pedagogical skills do teachers use in teaching English?
ii. How are these pedagogical skills applied in primary schools?
iii. To what extent do these skills influence learners’ performance in English?
1.7 Scope of the Study
Geographical Scope:
The study will be conducted in Kayunga District, focusing on selected primary schools.
Content Scope:
The study will examine teachers’ pedagogical skills, their application, and their impact on learners’ performance in English.
Time Scope:
The study covers the period from 2018 to 2025.
1.8 Significance of the Study
The study will contribute to knowledge on the role of pedagogical skills in improving teaching and learning outcomes. It will guide teachers on effective instructional strategies and support head teachers in supervising classroom practices.
Additionally, the findings will inform policymakers in designing interventions to improve English language teaching in primary schools.
1.9 Limitations of the Study
The study may face limitations such as limited access to relevant literature, time constraints, and possible reluctance of respondents to provide information.
1.10 Delimitations
The researcher employed cost-effective measures such as using local transport and online communication tools to collect data. Questionnaires were distributed with the help of local contacts, and virtual platforms were used for consultations and interviews.
1.11 Definition of Key Terms
Critical Pedagogy: An educational approach that promotes critical thinking, social awareness, and transformation of society.
Pedagogy: The art and science of teaching, including methods, strategies, and practices used to facilitate learning.
Learners: Individuals engaged in the process of acquiring knowledge, skills, and values in educational settings.
