In-service physics teachers’ perceptions of project-based learning implementation in secondary schools in Mubende Municipality-Uganda

Abstract

To attain Sustainable Development Goal Four (SDG 4), learner-centered teaching and learning methodologies need to be adopted in the competency-based curriculum. Therefore research on how in-service physics teachers perceive and implement project-based learning is important in identifying the barriers and facilitators to its adoption. The study delves into in-service physics teachers’ perceptions and experiences regarding project-based learning implementation in secondary schools in Mubende municipality. The study employed a qualitative approach through a phenomenological design. Data was collected through interviews, document analysis, and observation and analyzed using thematic analysis. The sample size consisted of ten in-service physics teachers purposefully selected from seven schools within Mubende municipality. The study findings indicate diverse perceptions and experiences among in-service physics teachers regarding PBL implementation. The findings highlighted positive perceptions about project-based learning by in-service physics teachers, variations in knowledge, and experiences about PBL alongside challenges. These challenges included a lack of time by teachers, limited resources, inadequate professional development, and assessment challenges. The finding further indicated that school leadership support significantly impacts physics teachers’ abilities in implementing PBL. Notably physics teachers expressed an overall positive attitude toward PBL implementation in secondary schools. The study recommends further studies be carried out to identify learners' perceptions of project-based learning in Mubende municipality.