Secondary Schools Science and Mathematics Teaching Approaches and Students’ Performance in Sciences and Mathematics in Amuru District, Uganda.
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Date
2024
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Gulu University
Abstract
The purpose of the study was to investigate the influence of Secondary School Science and Mathematics Teachers (SESEMAT) teaching approaches on students’ performance in Science and Mathematics in Secondary Schools in Lamogi Sub-county, Amuru District. The study was guided by the following specific objectives; to determine the level of implementation of SESEMAT Teaching approaches of ALEI- PIEI in Secondary schools, to assess the level of students’ performances in Sciences and Mathematics, and to establish the relationship between implementation of SESEMAT teaching approaches of ALEI- PIEI and students’ performance in Sciences and Mathematics in Lamogi Sub-county, Amuru District. Data was collected from 394 respondents using questionnaire. The study also used cross-sectional. Data was analyzed using SPSS version 25.0. Research question 1 and 2 were analyzed using ANOVA, research question 3 was analyzed using multiple linear regression. The finding revealed that School 2 (4.27) had the highest level of implementation of SESMAT. Teachers with master's degree had the highest level of implementation of SESMAT 4.27. Teachers with 6-10 years' experience had the highest level of implementation of SESMAT 4.33. Senior three had the highest level of implementation of SESMAT 4.07. The ANOVA statistics showed that School 1 had the highest level of students’ performance 4.21, followed by 3.60, Teachers with bachelor's degree had the highest level of students’ performance 4.22, and teachers with 6-10 years' experience had the highest level of students’ performance 4.28. The multiple linear regression analysis identified evaluation (p = 0.000) as the strongest influencer of academic performance, along with improvisation (p = 0.010), and activity-based teaching p = 0.038, while other approaches showed no significant associations with academic performance. The study concluded that there is a strong association between evaluation, activity-based teaching and improvision with students’ performance. The study recommended strengthening implementation of activity-based teaching, providing teacher, training and professional development, foster student participation and engagement, improve access to resources, promote community involvement.