Sesemat and Students Performance on Science Subjects in Selected Olevel Secondary School; A Case Study of Kyamulibwa Subcounty in Kalungu District

ABSTRACT 

SESEMAT programme has been recognized as an effective tool in enhancing the quality of teaching and learning science and mathematics in secondary schools. The SESEMAT programme was introduced in 2005 with the purpose to improve the teaching ability of science and mathematics teachers at secondary level; and to improve performance in those subjects. The main objective of the study was to assess the impact of the SESEMAT programme on science and mathematics in ~Jganda; a case study of Kalungu district of Uganda. It also found out the challenges of implementing the SESEMAT programme. However, the study focused mainly on fifteen secondary schools out of the 3 secondary schools in the district and the period under consideration was 2009-2013. The researcher used a descriptive cross sectional survey, where data was collected at one point in time from a cross-section of respondents. This was useful in the study because it involved collecting data from a relatively large number of respondents from various schools in the district. Primary data was collected mainly through in-depths interviews and self-administered questionnaires instruments. Both quantitative and qualitative analyses were employed on data collected from 45 respondents. The findings show that, the SESEMAT programme had the greatest impact on: improved teachers and student’s attitudes towards science and mathematics; improved the performance of students in the national examinations; and has developed/promoted practical teaching as thought by; as thought by the respondents respectively. The study also discovered most challenges hindering the programme as: Time consuming; inadequate science! instructional materials; and high enrollment of students in class respectively. The researcher recommends the policymakers, development partners and the government through the MoES to ensure that, there is right balance of the teaching staff within a department; that the level of resources provided for teaching is sufficient; reduce the teacher student ratio! de-congest the classes; and finally recommends prospective researchers to assess the role of secondary science and mathematics education in industrial and technological development; and a similar study to be conducted in other districts with a large sample for comparison of the findings.

TABLE OF CONTENT

DECLARATION ii

APPROVAL iii

DEDICATION iv

ACKNOWLEDGEMENT v

TABLE OF CONTENT vi

LIST OF TABLES

LIST OF FIGURES 2

ABSTRACT 3

LIST OF ABBREVIATION 4

CHAPTER ONE 5

INTRODUCTION 5

1.0 Background of the study 5

1.2 Problem Statement 6

1.3 General Objective 7

1.4 Specific objectives of the study 7

1.5 Research Questions 7

1.6 Significance of the Study 7

1.7 Scope of the Study 8

1.7.1 Geographical scope 8

1.7.2 Time scope 8

ChAPTER TWO 9

LITERATURE REVIEW 9

2.0 Introduction 9

2.2 The Challenges of Ithplementing the SESEMAT Programme 11

CHAPTER THREE .14

RESEARCH METHODOLOGY 14

3.0 Introduction 14

3.1 Research Design 14

3.2 Study population 14

3.3 Sample size 14

3.5 Data Collection Sources 15

3.5.1 Primary Data 15

3.5.2 Secondary Data 15

3.6 Data Collection Methods 15

3.7 Research Collection Instruments 16

3.7.1 Questionnaire 16

3.7.2 Interviews 16

3.8 Ethical consideration 16

3.9 Validity and Reliability 16

3.9.1 Validity 16

3.9.2 Reliability 16

3.l0 Data Analysis 17

CHAPTER FOUR 18

PRESENTATION, DATA ANALYSIS AND INTERPRETATION OF FINDINGS 18

4.0 Introduction 18

4.1 Demographic characteristics of respondents 18

4.1.1 Age of the respondents 18

4.1.2 Gender of the Respondents 19

4.1.3 Level of Education of the respondents 20

4.1.4 Level of Experience 21

4.2 The impact ofthe SESEMAT Programme in Kalungu District 23

4.3 The challenges faced in implementation of SESEMAT programme in Kalungu district 24

4.4 The solutions to challenges faced in implementation of SESEMAT program 26

CHAPTER FIVE .28

SUMMARY OF FINDINGS CONCLUSION AND RECOMMENDATIONS 28

5.0 Introduction 28

5.1 Summary of Findings 28

APPENDICES 32

APPENDIX A: Questionnaire for respondents 32

Effective teaching 33

REFERENCES 35