Teachers' perceptions on the implementation of learner centered pedagogy for ordinary level school chemistry in Kabale Municipality
Asiimwe, Kenneth Barya
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The relevancy of learner-centred teaching methods and techniques is increasing globally. However, secondary school chemistry teachers do not consistently demonstrate the use of this approach. Therefore, this study investigated the teachers’ perceptions on the implementation of the learner-centred pedagogy (LCP) for ordinary level school chemistry in Kabale municipality. The objectives of the study were to: establish chemistry teachers’ views about LCP to chemistry teaching in lower secondary schools in Kabale Municipality; examine chemistry teachers’ perceived challenges associated with the implementation of the LCP while teaching chemistry in lower secondary schools in Kabale Municipality; assess chemistry teachers’ perceived requirements that are needed for the effective implementation of the LCP in the teaching of chemistry in lower secondary schools in Kabale Municipality; and establish the relationship between the chemistry teachers’ views about the LCP and its implementation in the teaching of chemistry in lower secondary schools in Kabale Municipality. Quantitative data were collected using self-administered questionnaires from a total of 70 chemistry teachers. The qualitative data were collected using in-depth interview from five senior chemistry teachers. The quantitative data were analysed using frequencies, percentage, mean, and Pearson correlation while qualitative data were analysed thematically. The results obtained revealed that teachers view learner-centred approach as an effective pedagogy for chemistry but its effectiveness is reduced by the low participation of learners, large class sizes, inadequate instructional materials and it’s time consuming when planning and teaching. The results further indicated that a number of pertinent issues need to be addressed in order to effectively implement the LCP for chemistry at ordinary level, for example, reducing large class sizes and regular in-service training. Considering the results, the researcher recommended that the Ministry of Education and Sports should recruit more chemistry teachers to reduce the teacher to student ratio, and that more rigorous in-service trainings be conducted. The study further recommended regular supervision of chemistry teachers and to emphasize LCP in teacher training institutions.