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

(A case of primary schools in Kayunga District)

INTRODUCTION

1.0 Introduction

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

1.1  Background

This section presents 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 could be transferred from the knowledgeable to an ignorant person (Enoch, Lindsey & Katherine, 2013). Pedagogy is both a Philosophical and scientific discipline originating from the two Greek words, “pais” meaning ‘a boy” and “agogus” meaning “a leader” literary referring to a leader of children (Rajendra & Sanothimi, 2021). The authors above agree with Watkins 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 student 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 techsavy 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.

Changes in higher education (HE) including funding in Ugandan schools and competition amongst institutions, increased use of technology and a shift to learner-centered education are combining to modify the roles of both schools and staff. The changing environment is forcing higher education institutions (HEI) to rethink their practices in teaching, research and knowledge management, students learn at different rates and are on different levels even at same ages, implying that Teachers cannot treat all students the same (Ssekamwa & Lugumba, 2010). Unfortunately, Teachers are regrettably ignorant 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 lecturer without thorough knowledge of subject matter; but to possess that knowledge does not guarantee the ability to communicate it to a student.  Therefore, Teachers should be taught teaching methodology, lecture room control, marking etiquette, and research supervision and communication skills (Khisa & Lanyero, 2009).

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

Conceptual Perspective

The study considered pedagogical training as an independent variable and lesson delivery as a dependent variable. Pedagogical training refers to a process of facilitating one with knowledge and skills of lesson delivery. Various scholars have interpreted pedagogy in different ways basing on the context and cultural background. The term pedagogy is used in education to mean strategies of instruction (Cuenca, 2010). Pedagogical skills is a very critical part of the teaching profession at all level. Rajendra and  Sanothimi (2021) explained that pedagogy is closely linked to the tradition of Greek Philosophy and more particularly with the Socratic method of inquiry. Pedagogy in educational language has been used as a substitute for methods of instruction or techniques of teaching (Loughran, 2006; Manen, 1991). Child Australia (2017) defined pedagogy as what the teacher does to influence learning in another person.

Pedagogy is a scientific discipline with its own philosophical and scientific orientations borne between the 18^th and 20^th centuries. Because of its double stance, namely the theoretical and practical components, the discipline has continued to spark-off various interpretations and controversies (Ayeni 2011). For instance, it has been defined in different ways, including the study of being a teacher or the process of teaching, strategies of instruction or style of instruction. Other scholars have used pedagogy 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 student. Conceptually, it is due to the relationship of pedagogy to children that some scholars prefer the use of andragogy (the art and science of helping adults learn) when referring to teaching in higher education. However,  Campbell and  Malkus, (2011) used critical pedagogy to refer to the method of teaching adults. If pedagogy is viewed as focusing on transmitting content in a teacher-controlled environment and andragogy on facilitating the acquisition of and critical thinking about content and application in real life (Zhang, 2012) then both are relevant to higher education. Therefore pedagogical content knowledge is 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 students.

Pedagogical skills refers 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 which are their
source, sometimes referred to as pedagogical content knowledge, which Shulman suggested ‘represents the blending of content and pedagogy into an understanding of how
particular topics, problems, or issues are organized, represented, and adapted to the
diverse interests and abilities of learners, and presented for instruction’ (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.

Lesson delivery is the process of conveying the educational content by facilitating students 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 steps 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 students centered, Is the lesson best suited for the group, What  are the students’ role? In addition, how will the lesson commence? According to MacDonald (2021), the teacher needs to have variety of teaching methods not only to deliver effectively but also to engage, motivate and reach every individual student. According to him, delivery methods to use is determined by many factors such as the subject, students and the time. Twadell, Onuscheck, Reibel and Gobble, (2019) emphasized that for every student 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 lecturer especially in the use of technology in teaching and learning.

1.1.2 Theoretical background

Bandura’s Social Learning Theory

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

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

This theory will therefore be of relevance in pedagogical training and lesson delivery by School Teachers in Uganda: The following are some of the strengths of this theory in relation to this study;

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

1.1.3 Contextual Frame work

The P.L.E Results of Kayunga district have indicated that, there was 621 pupils who passed in Division one, while majority 1,388 pupils passed in Division IV, with others, 2,776 passing in Division II, 1,560 passing in Division III, this period also had 79% pass rate of students, which was decline in performance of students when compared to the two previous years of 2019 and 2018, the PLE results from 2019 indicates that 445 pupils passed in Division I, while 2,919 Division II, 1,679 PASSED in Division III, while 1,206 Division IV this represented 81% pass rate, the pass rate of 2018 was also at 83% as 566 pupils passed in Division I, 2,710 Division II, while 1,632 Division III , 1,255 representing a pass rate of 83%.

From the analysis it is evident that there is still large number of pupils in Kayunga district primary schools who fail to obtain Division one and Division two, academic grades this shows that there is still a gap in the to the teaching of English, apart from that UWEZO, report by Nakanwangi, 2019) further indicates that most of the pupils are not able to read and speak in English. It is against this Background that this study intends to investigate into application of teacher’s pedagogical skills to the teaching of English in selected schools in Kayunga district.

1.3 Problem statement

The success of any teaching process is measured by the extent of knowledge and skills acquired by the students resulting into better academic performance (Boikhutso, 2016, Nicolalde, et al, 2017).  Globally there has been a debate on what could be the best pedagogical approach to impart knowledge to leaners so as to make learning more easy, interesting and better acquisition of knowledge for students from teachers. Lack of adequate preparation before the actual content delivery has been observed as a determinant of poor lesson delivery leading to failure to pass and understand English lessons (Straessle, 2014). According to the PLE results Kayunga district over the last 3 years, there has been a generally poor performance among students in English. The performance of pupils in English language in Kayunga district has been poor over the last 3 years, this possess a lot of questions on the teaching of English in Kayunga, the PLE results indicates a failure rate of 17% in 2018, 19% in 2019 and 21% in 2020. This indicates that the performance in English language has been poor in Kayunga district posing questions to the teacher’s pedagogical skills.

According to Tolera & Ziyn (2017), Teachers hardly prepare before teaching. They teach without lesson plan, relevant teaching and learning resources, there is poor lecture room control and the lecture is dominated by teacher-centered approach. This consequently leads to a situation where lecturing become an arrangement of transfer of knowledge from the already prepared content, limited observance and care for students’ individual differences, lack of opportunity for students to share their personal experiences in relation to the curriculum. These results into limited active participation, lack of interest among students, inadequate knowledge and skills acquisition, lack of content ownership and promotion of dependency attitude among students. The poor performance of pupils and poor pedagogical approach used by teachers therefore has warranted investigating into Teachers ‘use of pedagogical skills to the teaching of English in primary schools in Kayunga district.

1.4 Purpose of the study

The purpose of this study is to examine Teachers’ use of pedagogical skills to the teaching of English in Primary schools in Kayunga district.

1.5 Objectives of the study

This study will be guided by the following objectives:

1. To establish the different approaches of teaching English.
2. To determine the quality of lesson delivery on teaching English.

• Establish the existing pedagogical training needs among the Teachers at Kayunga Teachers.

1.6 Research questions

This research will answer the following questions:

1. What are the different approaches of teaching English?
2. To what extent do the Teachers deliver quality lessons when teaching English?
3. What are the existing pedagogical training needs among the Teachers?

1.7 Scope of the Study

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

1.7.1    Geographical scope

This study will be carried out in Kayunga District Primary Schools.

1.7.2    Content scope

It will examine pedagogical training and lesson delivery among School Teachers.  Pedagogical training here focus lecture delivery skills use in the teaching and learning process. On the other hand, preparation will address the challenges of inadequate and ineffective planning prompt in order to enhance performance in the School learning environment and make learning attractive to the students.

1.7.3 Time scope

This research process will run from 2020 to 2022.

1.8 Significance of the study

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

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

1.9 Limitations of the study

The researcher anticipates encountering the following challenges during the course of data collection.

Inadequate resources to be used in carrying out data collection, this is because Kayunga district is a big district and covering all the schools will be difficult for the researcher.

The fear of COVID-19 by people may pose a challenge especially, when using interviews since most people fear contact with others.

Distances between different Kayunga Schools may make it difficult to contact the entire group of respondents. This may affect the quality of the process of data collection and production of the report. Domestic and administrative responsibility of respondents may affect their commitment and interest in this study. This may eventually affect the quality of the research report.

1.10 Delimitations

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

SECTION TWO

REVIEW OF LITERATURE

2. 1 Introduction

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

TEACHING METHODS

Teaching methods are often divided into two broad categories: teacher-centred meth-
ods (also called direct instruction) and learner-centred 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 students.

Constructivism; This can also be described as progressive teaching style which is a response to a traditional method of teaching. It focuses on the idea that children are active rather than passive learners. The idea behind this theory is that children learn through experiences and reflection. Constructivist pedagogy places the child at the Centre of the learning, and can also be referred to as invisible pedagogy. The constructivist approach is based on the pedagogical research of Jean Piaget (1896-1890), a Swiss Psychologist who studied child development. In his work, Piaget wrote about ‘schemas’ which refers to the idea that children come to the classroom ready to engage and learn. It is the role of a teacher to create activities that facilitate this learning and enhance their progression. Older children can manage more abstract ideas whereas younger children learn through play. By experiencing different things around them, children in early years discover the world by directly interacting with it. A lesson might include more student led learning and less focus on the teacher. Using this approach, nursery practitioners and teachers might also encourage children to spend more time outdoors and engage with nature.

Social Constructivism

Social constructivism was developed by cognitive psychologist Lev Vygotsky and builds on the work of Jean Piaget whose ideas we have covered above. However, in comparison to Piaget’s theory who purely believed in child centred learning, Vygotsky believed learning is a collaborative process. He focuses on the idea of children and teachers working together to achieve the best outcome. He argued against the notion that learning could only happen in a social context and placed more emphasis on the role of the teacher. In a constructivist pedagogy, teachers would use group work in the classroom but would limit groups to smaller sizes. With this approach, the teacher might also choose to use teacher modelling, questioning, and class instructions to engage students in different activities. Teacher modelling is a great way to capture a child’s interests and teaches them a valuable lesson. When children observe an adult demonstrating a task or reacting to a situation in a certain way, they can copy these actions for themselves.

Behaviorism

With this approach, the teacher is at the centre of all learning practices. It focuses on the use of direct instruction, and lecture based lessons to communicate different topics to students. The theory of Behaviourism in a classroom derived from pedagogical research by Thorndike (1911), Pavlov (1927) and Skinner (1957). Behaviourist pedagogy believes the teacher should be the sole authority figure, and leads the lesson. This totally goes against the ideas of Piaget, and in some senses Vygotsky, who believe children should direct some or all of their own learning.

Behaviorism believes knowledge should be delivered in a curriculum where each subject is taught discretely. This contrasts with topic based learning which provides cross curricular opportunities to allow students to explore subject matters in more depth. They can then make better connections between different areas of learning. In a lesson using a behaviourist pedagogical approach, practices would include lecturing, modelling and demonstration, and choral repetition. Each activity is ‘visible’ and structured and is led by the teacher at the front.

Co-operative Learning

Co-operative learning is a social instructional strategy which enables teachers to create rich and varied learning environments. It occurs when students work in small groups and all participate in a learning task by actively negotiating roles, responsibilities and outcomes.  Co-operative groups have five elements: positive interdependence, individual accountability, face-to-face interaction, social skills and processing. The WLW encourages teachers to incorporate a range of co-operative learning structures into all learning areas, to carefully engineer student interactions for learning – to ensure they are effective co-operative groups. Some examples of the co-operative structures used include: think pair share, say and switch, round-robin, three-step interview, corners, graffiti, and jigsaw. As WLPS students are familiar with the function of the co-operative learning structures, the time taken to explain them is minimal. Research demonstrates that the effective implementation of co-operative learning can result in higher self-esteem, higher achievement, increased retention, greater social support, more on-task behaviour, greater collaboration and development of collaborative skills, greater intrinsic motivation, increased perspective taking, better attitudes towards school and teachers, and the use of higher level reasoning (Johnson, Johnson & Holubec 1990).

Collaborative Team Teaching

Collaborative team-teaching at WLPS is an approach to curriculum delivery where two teachers, often with timetabled EA assistance, share teaching responsibilities within a classroom setting. Collaborative team-teaching is a long-standing approach to teaching and has been practiced in many schools, for many years. Collaborative teaching at WLPS is always done by choice. If teachers choose to teach collaboratively, they will use their professional knowledge to contextualize their teaching program to suit their students and the curriculum. They may teach collaboratively in just one or two learning areas, or open the doors between their classrooms to create a larger ‘open classroom’. When collaborative team-teaching occurs, the ultimate responsibility for curriculum delivery, assessment and reporting of all students within a form group still lies with the individual teacher of that form class.

The success of collaborative teaching is dependent on the teachers, their ability to provide support for each other, the compatibility of their individual teaching styles and strengths, and their use of common approaches to teaching. It is for these reasons that collaborative teaching is often a choice our teachers make, if they are teaching in a year level with a ‘compatible’ colleague. ms (Bergen, 2012).

Technology Integration – the SAMR Model; As a Technologies Teacher Development School (TDS), WLPS prides itself on the effective integration of technologies, including iPads as part of the BYOD program.

A key feature of the WLW is the use of the Substitution, Augmentation, Modification and Redefinition (SAMR) model. This model is a four-level approach for selecting, using and evaluating technology in K-12 settings. It is underpinned by the premise that the mere presence of digital tools in the classroom does not result in effective technology integration.

According to the Department of Education WA, technology integration at the substitution or augmentation levels only slightly enhances student learning. Although students may be engaged while using technology, the use of the device remains defined and limited. This can be thought of as ‘using technology just for the sake of using it’. In contrast, when technology is used at the modification or redefinition levels, it can promote higher-order thinking, the use of creative and critical thinking skills, problem-solving and collaboration. Ultimately, technology integration in the two highest phases results in transformational learning.

At WLPS, teachers aim to transform learning by significantly redesigning tasks or creating new tasks that were previously inconceivable. Those that are part of BYOD classrooms plan to regularly use iPads in ways that modify or redefine learning experiences. Our teachers use the SAMR model to plan for the use of technologies across the learning areas, and to critique their use of technologies.

The following table explains the SAMR continuum and provides examples as to how technology may be used at each of the different levels in a literacy program. It is courtesy of Ruben R. Puentedura, Ph.D., as cited by the DoE.

Montessori method of education

The Montessori method of education is a system of education for children that seeks to develop natural interests and activities rather than use formal teaching methods. A Montessori classroom places an emphasis on hands-on learning and developing real-world skills It emphasizes independence and it views children as naturally eager for knowledge and capable of initiating learning in a sufficiently supportive and well-prepared learning environment. The underlying philosophy can be viewed as stemming from Unfoldment Theory. It discourages some conventional measures of achievement, such as grades and tests.

The method was developed in the early 20th century by Italian physician Maria Montessori, who developed her theories through scientific experimentation with her students; the method has since been used in many parts of the world, in public and private schools alike. A range of practices exists under the name “Montessori”, which is not trademarked. Popular elements include mixed-age classrooms, student freedom (including their choices of activity), long blocks of uninterrupted work time, specially trained teachers and prepared environment. Scientific studies  regarding the Montessori method are mostly positive, with a 2017 review stating that “broad evidence” exists for its efficacy

2.2 School Teachers pedagogical preparation

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

2.3 Pedagogical training and teacher preparation

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

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

Cavner & Fox (2014) observed that the postmodern education needs to prepare students with the new skills and knowledge, this challenges educational institutions to plan for training programmes that can empower teachers with not only relevant knowledge and skills to use technology and digital opportunity in teaching and learning but also the 21^st century strategies.  Sanford (2001) viewed pedagogical training on the use of technology from the perspective of constructivism. He observed that School teachers who are exposed to the course of online pedagogical training have potential to change the teachers’ attitudes to appreciate that online education is more interactive and participatory than face to face interaction. A study carried out on the importance of pedagogical training by Teshale, et al (2018) revealed that lack pedagogical training by instructors in higher institutions of learning poses a major challenge in uplifting and maintaining the minimum set standard. This is because instructors prepare and teach according to their preferred individual methods, hence compromising the quality of students’ academic outcome. Therefore, this means teachers do not involve learners in the learning process in other words, teacher lack of pedagogical training affects learners participation and ability to learn English. Ostareff (2007) found that training of School teachers in pedagogy has a great potential to positively influence the potential of Teachers to deliver effectively. They further noted that pedagogical training for School teachers has become a major area of concern in many countries. According to with Katarina & Sebastian (2015) whose study revealed that School teachers in Slovenia attributes substantial value to pedagogy although many of them had not been trained in pedagogical skills. A study conducted by OECD (2019) also found that pedagogical knowledge is indispensable. Training of teachers in practical knowledge is required if they are to competently handle the situation in a teaching learning environment.

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

Review of literature reveals a growing number of studies on teacher professional development Zhang, (2012). Although these studies have not specifically addressed the situation in Uganda, they have added to the body of knowledge demonstrating the critical role of teacher professional development in enhancing teacher classroom practices (Campbell & Malkus, 2011).

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

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

2.4 Pedagogical training needs of School Teachers

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

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

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

2.5 Gaps in literature review

The criteria of recruiting School teachers focus more attention to educational qualification and rather than pedagogical knowledge and yet effective teaching and quality graduates require the trainer to have both content knowledge and pedagogical skills , there has never been any research on pedgagogical skill on teaching and this one of the Gaps that this study intends to fill.

Most teachers have been given training programme to prepare the teachers be planned for and conducted in order to equip them with the necessary pedagogical skills.

Training of teachers for higher education has for long been taken for granted until recently when a voluntary Staff and Educational Development Association (SEDA) accreditation scheme was adopted and announced as a standard professional accreditation by the Institute for learning and teaching in 1999. This however has a challenge of widely divergent views in as far as the objective of the training is concern.

2.6 Conceptual frame work

Independent Variable                                                                                 Dependent Variable

Teachers pedagogical Skills                                                                        Teaching of English

Moderating Variables

CHAPTER THREE

RESEACH METHODOLOGY

3.1 Introduction

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

3.2 Research design

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

Population should be given first and show the source where you got 1,670 staff

-teachers

-head teachers

-pupils

-and the schools

3.3 Sample size

It is impossible to study the whole targeted population of the study and therefore the researcher will take a sample of the population this is also further supported by Mugenda ,(2003) who notes that a researcher should choose a sample out of the whole targeted population. A sample is a subset of the population that comprises members selected from the population. Using Krejcie and Morgan’s (1970) table for sample size determination approach, a sample size of 214 respondents will be selected from the total population of 1,670 of both Teachers and Head Teachers.

Table showing the sample size of respondents

3.4 Sampling procedure

In this study, the researcher will use purposive sampling technique to choose respondents. Purposive sampling is a form of non-probability sampling in which a researcher rely on his or her own judgement when choosing members of the population to participate in the study (….).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 will be used to access a particular group of people whose profile fits the context of this study.

3.5 Research instruments

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

3.5.1 Questionnaires

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

3.5.2 Interview guide

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

3.8 Validity and reliability

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

3.8.1 Validity

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

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

The formula for Content Validity Index will be.

CVI =

Where CVI = content validity

n= number of items indicated relevant.

N = total no. of items in the instrument

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

3.8.2 Reliability

According to Mugenda and Mugenda, (2003) reliability is the measure of the extent to which research instruments are able to provide the same results upon being tested repeatedly. Crobach’s coefficient alpha (a) as recommended by Amin, (2005, P.302) will be used to test the reliability of the research instrument. The instrument is deemed reliable if reliability of 0.7 and above is obtained and therefore, it will be adopted for use in the data collection.

Formula for reliability is

=       ( )

Where  = alpha reliability co efficiency.

K=Number of items included4 in the questionnaire

= sum of variance of individual items

= variance of all items in the instrument.

The coefficient ranges between a=0.00 for no reliability, a =1.00 for perfect reliability. The closer alpha gets to 1.0 the better. If the study findings result to Cronbanch’s Alpha of 0.7 and above, this will signify that research instrument is good enough for the study.

3.9 Data collection procedure

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

3.10 Data Analysis

The data collected from the questionnaire will be coded (quantitative data), entered in a computer program known as a Statistical Package for Social Scientists (SPSS 20) for analysis. This is because it quickens the process of data analysis; possibility of occurrence of errors is minimum. It can also be used for analyzing both quantitative as well as qualitative data and has multiple features Descriptive statistics analysis will be used in chapter four of the research to determine the distribution of respondents on personal information and the questions under each of the variables. Inferential statistics will be used to test the hypothesis. Spearman man’s rank order correlation coefficient will be used to test the hypothesis given that the scales to be used in the questionnaire will be ordinal (Sekaran, 2003).

This is a measure of relationship between two variables. It tells us how strong the correlation between the two variables.The relationship could be negative (-) or positive (+) if the correlation coefficient (p) =1, then there is perfect positive correlation between the variables and if it is = -1 then there is perfect negative correlation between variables. Regression analysis will also be carried out to determine the following;

Modal summary: This provides the R and R2 values. The R value represents the simple correlation and (the “R” Column), which indicates a high degree of correlation. The R2 value (the “R Square” column) indicates how much of the total variation in the dependent variable.

Analysis of variables (Anova): The Anova will determine the significance of the variables.

Analysis of coefficient of variables; The data will be organized and presented in table  form. Qualitative data from interviews and observation will be reviewed thoroughly, sorted and classified into themes and categories.

The Coefficients table will provide with the necessary information to predict the variables, as well as determine whether independent variable contributes statistically significantly to the model (by looking at the “Sig.” column).

3.11     Ethical Considerations

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

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

QUESTIONNAIRE FOR TEACHING STAFF

Dear Respondent,

I am Bamusubire Grace, a student of Makerere University currently pursuing a course leading to the award of Master’s Degree in Educational Foundation. I am carrying out a study on the application of teacher’s pedagogical skills to the teaching of English in selected schools in Kayunga district. Your participation by filling this questionnaire will be used for academic purpose only. I will be very grateful for the time and effort spared to provide me with the required information. Your responses will be treated with utmost confidentiality and will not be disclosed to any person or organization.

Yours sincerely

…………………………………….

BAMUSUBIRE GRACE

SECTION A: Bio Data

Please tick an option that you consider the most appropriate.

A.1.   Gender

2. Your age group

3. Your level of education

4. How long have you been in teaching schools?

5. What responsibility do you hold in this school?

SECTION: B Lesson delivery modes and activities

You are requested to indicate the extent to which you rate lesson delivery modes and activities , using the scale where 1= Strongly Disagree, 2=Disagree, 3=Agree, 4= Strongly Agree and 5= Not sure

Section C:  Assessment of pedagogical needs

1. Which areas in the teaching learning do you think need more support?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2. Identify the nature of support that can be addressed the areas mentioned above………………………………………………………………………………………………………………………………………………………………………………………….
3. As a Teacher, what challenges are you faced with in relation to teaching and learning at the kayunga schools?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4. Suggest how the above challenges can be addressed in order to improve on the quality of teaching and learning………..……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
5. In general, how can the schools improve on the quality of teaching and learning?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Thank you

End

QUESTIONNAIRE FOR PUPILS

Dear Respondent,

I am BAMUSUBIRE GRACE, a student of Makerere University currently pursuing a course leading to the award of Master’s Degree in Educational Foundation. Application of teacher’s pedagogical skills to the teaching of English in selected schools in kayunga district. Your participation by filling this questionnaire will be used for academic purpose only. I will be very grateful for the time and effort spared to provide me with the required information. Your responses will be treated with utmost confidentiality and will not be disclosed to any person or organization.

Yours sincerely

…………………………………….

BAMUSUBIRE GRACE

SECTION A: Bio Data

Please tick an option that you consider the most appropriate.

A1.   Gender

A2.   Your age group

A4.   Year of study?

A5.   What responsibility do you hold in the Class?

SECTION: B Response on the Independent and Dependent Variables

You are requested to indicate the extent to teaching-learning response, using the scale where 1= Strongly Disagree, 2=Disagree, 3=Agree, 4= Strongly Agree and 5= Not sure

Thank you

End

INTERVIEW GUIDE FOR HEAD TEACHERS

1. Do you have adequate number of academic staff in your department?
2. If not, what are the expected number of academic staff in your department?

• What are the actual number now?

1. What forms of preparation for lessons do the academic staff usually do?
2. Suggest any other possible arrangement you feel are necessary by the staff before lessons delivery.
3. What are the common methodologies used to deliver lessons by the staff in your school?

• Are there any other methodologies you would propose that are currently not being used for lesson?
• Do the staff engage pupils actively during lessons delivery?

1. Give reason for your answer in question XIV above
2. What challenges are being faced in your school in relation to lessons delivery?
3. Suggest possible solutions to overcome the above challenges

• Are there any training gaps in relation to lesson delivery by the staff in your department?
• Does the school have any policy for training newly employed Teachers and retraining other Teachers in order to improve their competencies?

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RESEARCH BUDGET