Enhancing the teaching of Luganda 335/2 using authentic scenario-based items in a selected school in Wakiso District

Abstract

Scenario-based teaching approach that was implemented in schools in Uganda has raised concern among secondary school teachers in general and Luganda teachers in particular. The study aimed at exploring how the teaching of 335/2 could be enhanced using authentic scenario-based items in a selected school in Wakiso district. It was guided by the following objectives; (i) to explore how Luganda teachers use the different types of scenario-based items during the teaching of 335/2, (ii) to analyze the challenges faced by Luganda teachers during the teaching of 335/2 using scenario-based items, and (iii) to explore how Luganda teachers could enhance the teaching of 335/2 using authentic scenario-based items. The study was anchored in Vygotsky’s Sociocultural Theory (1978), which emphasizes that learning is a socially mediated process. This qualitative study specifically used Focus Group Discussion (FGD), Documentary Analysis, Participant observation and Field journals methods supported by FGD guide, Documentary Analysis guide, Observation guide and Field journal Notes. Respondents were the four Luganda teachers in that selected school. Basing on the findings Luganda teachers frequently use a variety of scenario-based items, including real-life, roleplays, problem-solving tasks, and collaborative group activities, to make lessons more engaging. However, the study also revealed that Luganda teachers face several challenges in using scenario-based items, including scarcity of resources, limited time for preparation, large class sizes, inadequate training, and financial constraints. The study also found that teaching Luganda Paper 335/2 can be enhanced when teachers integrate authentic scenario-based items, analyze the content before use, collaborate with colleagues, and carefully prepare supporting materials, thereby improving learner engagement and mastery of language skills. The study recommends that teachers receive targeted trainings on the use of scenario-based items in their language instruction to equip them with the skills of designing authentic and contextually relevant scenarios, thereby enhancing leaner engagement and mastery of language skills.