INVITATION:

The Dean, School of Education under the College of Education and External Studies (CEES), cordially invites you to the PhD Public Defense of the following candidate:

Name of the Candidate: Mr. Masanyu Juma Peter

Title of Thesis: 

Influence of Pedagogical Innovations and Students’ Coping Strategies on student Performance on Student Performance in Science Education in Universal and Non – Universal Secondary Schools in Eastern Uganda

Date:  Wednesday 3rd  December 2025.

Time: 10:00am – 1:00pm

Venue: 

School of Education Smart Room, College of Education and External  Studies, Makerere University

ABSTRACT

The introduction of Universal Primary Education (UPE) in Uganda in 1997 significantly increased the number of students advancing to secondary education, and the subsequent beginning of USE in 2007 enabled many students, who previously lacked the financial means, to access secondary education. This expansion, however, led to overcrowded classrooms, particularly in government-supported secondary schools. This study was motivated by the ongoing decline in student performance in science subjects since the implementation of USE in Uganda, highlighting the need to identify the root causes. This research assessed the effects of pedagogical innovations and students’ coping mechanisms on science education outcomes in both universal and non-universal secondary schools in Eastern Uganda. The study was organized around four primary objectives: (i) to examine the pedagogical innovations introduced by science teachers in USE and non-USE schools in Eastern Uganda, (ii) to explore the coping strategies employed by students in learning sciences in these schools, (iii) to evaluate the impact of pedagogical innovations on student engagement in science lessons, and (iv) to compare the performance in science subjects between USE and non-USE schools in Eastern Uganda. A mixed methods approach was adopted, incorporating concurrent triangulation and cross-sectional research designs. The study sample comprised 260 (Students 207, Biology teachers 09, Chemistry teachers 10, Physics teachers 10, Head teachers 10, director of studies 10 and MOE&S officials 04) participants. Data collection methods included surveys, interviews, observations, and student-administered tests, utilizing both simple random and purposive sampling techniques. The findings reveal that a substantial majority of science teachers (84.8%) manage large classes in the same manner as they do to smaller ones. Furthermore, students continue to learn as if they were in smaller class settings (62.8%). This lack of adaptation and innovation in managing large classes by science teachers may contribute to the low comprehension of science concepts among many learners in large USE classes, particularly in rural secondary schools. The study advocates for the integration of interactive, learner-centered science pedagogical approaches in teacher education programs, the adoption of TESSA approaches, the use of OER, and a focus on promoting active learner engagement in large and overcrowded science classrooms.

Supervisors:

1. DR. ACHAM HEDWIG
2. DR. BUSULWA HENRY

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.