PhD Public Defense by Mr. Celester Ssali

INVITATION:

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

Name of the Candidate: Mr. Celester Ssali

Title of Thesis: 

Interventions of Problem-Based learning to improve the teaching and students’ learning of Mathematics in selected secondary Schools in Uganda

Date:  Tuesday 23rd  December 2025.

Time: 9:00am – 12:00pm

Venue: 

AVU, CONFERENCE ROOM

ABSTRACT

This study explored Interventions of problem-based learning to improve the teaching and students’ learning of mathematics in selected secondary schools in Uganda. This study employed an intervention aimed at equipping teachers with the necessary skills to facilitate effective PBL practices and using it to teach difficult concepts in mathematics, such as algebraic concepts. The study was guided by the following objectives: To establish the areas of difficulty in algebraic concepts through the implementation of PBL in the lower secondary mathematics curriculum. To expose and establish how intensive PBL interventional training on teachers impacts the teaching and students’ learning of mathematics in secondary schools. To describe the challenges encountered in implementing PBL practices in the teaching and students’ learning of mathematics in the lower secondary school. A mixed-method approach was employed for data collection. The study participants included two control group mathematics teachers and fifteen mathematics teachers who voluntarily participated in an intensive PBL training. However, after the training, two mathematics teachers who completed one week of an intensive capacity-building workshop on implementing PBL participated in classroom observational practices as the study for the experimental group. A total of 305 students from four schools in Mityana District in Uganda participated in the quasi-experiment, with 150 and 155 students assigned to the experimental and control groups, respectively. The data collection tools were students’ achievement tests, questionnaires, observations, and teachers’ interviews. The data were analysed using SPSS, ANOVA, and an independent t-test, and coded thematically using MAXQDA software. The findings from descriptive and inferential statistics showed that teachers’ training had a positive impact on: teachers’ instruction practices regarding PBL tasks through the use of the PBL problem formulation model and students’ problem-solving competencies; monitoring of students’ collaboration and problem-solving practices in PBL lessons. The study recommended that the Ministry of Education and Sports should encourage active monitoring of student collaboration and strengthen teacher capacity in designing PBL-aligned tasks. To schools, institutionalizing PBL through policy and leadership support, such as providing sufficient time for students’ activities during PBL sessions.

 Supervisors:

1.     DR. MARJORIE S. K. BATIIBWE

2.     PROF. BETINA DAHL SONDERGAARD

3.     DR. HENRY AMPEIRE KARIISA

4.     PROF. JOHN MANGO MAGERO

5.     DR. GODFREY MAYENDE                                

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