A comparative study of teachers’ instructional practices in academically high and low performing secondarySchools in Wakiso and Buliisa Districts

Abstract

The study explored teachers‘ instructional practices in academically high and low performing secondary schools in Wakiso and Buliisa districts in Uganda. It was guided by three study objectives namely, to explore teachers‘ instructional assessment practices in academically high and low performing secondary schools in Wakiso and Buliisa Districts, to explore teachers‘ instructional competence practices in academically high and low performing secondary schools in Wakiso and Buliisa Districts and to explore teachers‘ instructional flexibility practices in academically high and low performing secondary schools in Wakiso and Buliisa Districts. It adopted a dual case study research design. The study involved 2 headteachers, 2 Director of studies, 6 teachers and 10 learners. Research instruments were interview guide, documentary analysis checklist, lesson observation checklist and a focus group discussion guide. The study findings revealed that, teachers in Top-tier academic performing secondary school provided timely, specific, constructive and actionable feedback during assessment, teachers designed tasks that align with UCE learner-centered teaching approach, and employed a variety of teaching techniques and materials contrary to teachers in Mid-to-low academic performing secondary school, it was therefore concluded that teachers‘ instructional practices in top-tier academic performing secondary school positively contribute to learners‘ academic performance compared to Mid-to-low academic performing secondary school where teachers‘ instructional practices are at variant with parents and other stakeholders expectations. Therefore, in conclusion, the study also recommends government and its development partners to initiate an assessment training program similar to SESEMAT for science subjects‘ teachers, to provide in-service assessment trainings for Arts teachers on modern assessment techniques, rubric development and providing constructive feedback to show arts subjects are also valuable. The study recommends the ministry of education and its development partners to modify teachers training workshops to also reflect on the key instructional competence practices to close incompetence gap of teachers in mid-to-low academically performing secondary school e.g. cluster based-centers focusing on teachers‘ instructional competence practices. The study further recommends Ministry of education to allow for public-private partnership and assist government and encourage of supplementary parental funding to access instructional equipment‘s as well as mobilization of resources and integrate the use of low-cost tools like local materials and radio –based modules aimed at enhancing teachers' instructional flexibility practices and also flexibility practices.