Thematic Curriculum Implementation in Lower Primary Classes in Namayingo District, Uganda

THEMATIC CURRICULUM IMPLEMENTATION IN LOWER PRIMARY CLASSES IN NAMAYINGO DISTRICT, UGANDA BY OUMA GEOFFREy REG NO: MED/39986/151/DU.TR A DISSERTATION SUBMITTED TO THE COLLEGE OF EDUCATION, OPEN DISTANCE AND E-LEARNING IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTERS DEGREE ON EDUCATION MANAGEMENT AND ADMINJSTPATION OF KAMPALA INTERNATIONAL UNIVERSITY APRIL 2019 DECLARATION I, Ouma Geoffrey certi t~y that this research work of challenges of thematic curriculum implementation in lower primaiy classes in Namayingo District Uganda was conducted, written and compiled by me. I also certify the best of my knowledge that this research work has not been written partially or wholly presented for the award of any form of degree or for publication elsewhere. STUDENT OUMA GEOFFREY APPROVAL This research report that is a result of study undertaken by Ouma Geoffrey has been under my supervision and is now ready for submission to the academic board of Kampala International University. Supervisor: DR.YAKUB BRAHIM WUNTI Signature. Date..~ ~.!L7 DEDICATION I dedicate this piece of work to my beloved Mother Lyaka Margret for the support and advice that she rendered me to this research proposal successful. iv ACKNOWJjD GEMENTS The researcher thanks the Almighty Allah for the mercy and grace upon the successful completion of this thesis. His debt of gratitude goes to his supervisor Dr. Yakubu Ibrahim Wunti and the entire management of Kampala International University towards the achievement of this Thesis. The researcher also extends his much thanks and .support to the lecturers of Kampala International University specifically Madam Akamputira Patience, Dr. Kamulegeya, Dr. Yakubu. Ibrahim Wunti, Dr. Quo and Dr. Tamale Above all, the researcher extends his gratitude to the panelists for the assistance during his Viva voice i.e. Dr. Kamulegeya and others for the incredible guidance and perfection of this work. The researcher also extends his appreciation to his clear mother Lyaka Margret for the love and support by his brothers, sisters and friends. The researcher also extends his sincere thanks to head teachers and staff ofthe selected primary schools ~n Buhemba Sub - county Namayingo District. Ehe researcher also acknowledges the efforts of his beloved wife Akumu Evelyn and the children ~specially Kyaterekera Lynda for their constant encouragement and financial support during the [ard times. vlay the Almighty be with you all. V LIST OF TABLES Table 4. 1: Demographic characteristics of the teachers 38 Table 4. 2: Teaching phonemic sounds 40 Table 4. 3: Provide materials for creative expressions 40 Table 4. 4: Teaching learners the use of varied syntactic structures 41 Table 4. 5: Teaching how to write short stories 41 Table 4. 6: Carrying out shared reading with the pupils 42 Table 4. 7: Teachers do give learners spelling exercises 42 Table 4, 8: Class environments arranged into centers of learning and play 43 Table 4. 9: Learners are taught picture description and writing 43 Table 4. 10: Teachers do engage learners in role play activities 44 Table 4. 11: Teachers do teach their pupils’ familiar sounds 44 Table 4. 12: Pupils Comprehension of Thematic Lessons 45 Table 4. 13: AlTangement of the classroom enVironi~ent into centers for learning and play .48 Table 4. 14: Encourage learners to spell words 48 Table 4. 15: Carry out shared reading with pupils 49 Table 4. 16: Encourage learners to write full sentences 49 Table 4. 17: Give learners reading games 50 Table 4. 18: Respond and interact with learners in their mother tongue 50 Table 4. 19: Teach learners phonemic sounds 51 Table 4. 20: Encourage learners to use varied syntactic structures 51 Table 4. 21: Engage learners in imaginative writing 52 Table 4. 22: Ask learners to narrate and write interesting stories 52 vi TABLE OF CONTENTS DECLARATION APPROVAL DEDICATiON ACKNOWLDGEMENTS v LIST OF TABLES TABLE OF CONTENTS ABSTRACT CHAPTER ONE 1 GENERAL INTRODUCTION 1 1.0 Introductioir 1 1.1 Background of the study 1 1.1.1 Historical perspective 2 1.1.2 The Contextual Perspective~ 4 1.1.3 Conceptual Perspective 1.1.3.1 Definitions of the Key Terms 6 1.1.4 Theoretical Perspective 7 1.2 Statement of the problem 7 1.3 Main objective 8 1.3.1 Specific Objectixres 8 1.3.2 Research Qiiestjoi~s 8 1.4. Scope of the study 8 1.4.1. Geographical Scope 8 1.4.2. Content Scope 8 1.5. Significance of the study CHAPTER TWO 10 LITERATURE REVIEW 10 2.0 Introduction 10 2.1 Theoretical Framework 10 2.2. Conceptual Frame Work 11 vu 2.3 THEMATIC CURRICULUM .12 2.3.1 KEY FEATURES OF THE THEMATIC CURRICULUM 12 2.4 Thematic Approach to Teaching and Learning 13 2.5 Variation in the Implementation of Thematic Curriculum in Lower Primary Classrooms’ 17 2.6 Challenges of thematic curriculum implementation in lower primary c1asses~ 20 2,6.1 SAMPLE OF OPINION OF SOME STAKEHOLDERS ON THE CHALLENGES IN IMPLEMENTING THEMATIC CURRICULUM IN UGANDA FROM ‘VISION DAILY NEWS PAPER KAMPALA UGANDA 22 2.7 Possible ways of enhancing thematic curriculum in lower primary classes 23 2.7.1 Teacher’s Role in Lower Classes 23 2.7.2 Children’s ability in acquiring language 26 2.7.3 Literacy promotion in lower primary classes 27 2.7.4 SUGESTIONS OF ENHANCING THEMATIC CURRICULUM 31 CHAPTER THREE METHODOLOGY 3.0 Introduction 33 3.1 Research desigu 3.2 Target population of the study 33 3.3 Sample size 33 3.4 Sampling strategy 3.5 Source of data 35 3.5.1 Primary data 35 3.5.2 Secondary data 35 3.6 Instruments of the study 35 3.6.1 Questjom~ajre 35 3.6.2 Structured Interview Guide 35 3.6.3 Experimental test 36 3.7 Validity of the instrninei~ts 36 3.8 Reliability of the instrni~ej~ts 36 3.9 Documentary analysis 36 3.10 Procedure for data co1Jectjoi~ 37 3.11 Ethical considerations 37 VI I I 3.12 Limitations of the study ~ 3.13 Delimitations CHAPTER FOUR 38 PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS 38 4.0 Introduction 38 4.1 Demographic characteristics of the teachers 38 4.2 Analysis: 39 4.3 Research question one~ 4.4 RESEARCH QUESTION TWO• 47 4.5 RESEARCH QUESTION THREE• 48 CHAPTER FIVE DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS 54 5.1 Findings 54 5.1.1 To determine the extent to which thematic curriculum is implemented 54 5.2 Challenges of thematic curriculum implementatjoi~ in lower primary classes 56 5.3 Possible ways of enhancing the implementation of thematic curriculum 58 5.4 CONCLUSIONS 60 5.6 Area for further research 61 REFERENCES• 62 APPENDIX A: QUESTION~JAIRE FOR TEACHERS 65 APPENDIX B: STRUCTURED INTERVIEW GUIDE FOR HEAD TEACHERS 68 APPENDIX C: EXPERIMENTAL TEST QUESTIONS FOR THE PUPILS 69 APPENDIX D: CHECKLIST FOR THE LEARNERS 71 APPENDIX E: FOCUS GROUP DISCUSSION FOR PARENTS 72 APPENDIX F: PUPILS TEST MARKS 73 ix ABSTRACT The study’s investigation was “challenges of thematic curriculum implementation in lower primary classes in Narnayingo District, Uganda? The study objectives were to establish the extent of the implementation of thematic learning in lower primary classes from primary one to three to find out the challenges facing the implementation of thematic curriculum in lower primary classes in Namayingo district and to determine the possible ways of enhancing thematic learning in lower primary classes in Namayingo district. The total population of 225 pupils with 60 teachers was used to determine the study. Only 144 was sampled from the total number of pupils and only 60 which comprised of both teachers , head teachers and parents were used as respondents to fill the self - designed questionnaj~~es. Both quantitative and qualitative data was collected. In addition, a structured questionnaire was administered to the teachers, head teachers and parents to obtain their opinions about the challenges affecting the implementation of Buhemba sub - county, Namayingo district. Data obtained was analyzed using the statistical package for social services (SPSS) and presented in tables. The study sampled 40 teachers, 20 parents who gave their views according to the questions asked, The study found out that due to multilingualjsn~ inter marriage and the location of the district, it was to take time to implement the thematic curriculum implementation in lower primary classes in Namayingo district. Findings showed that some teachers were trying to implement the policy but on still on a small scale. The findings also showed that even the few who were implementing face challenges like letter and word sounds, scheming and lesson planning and even assessment is quite hard for them. The researcher concluded that if teachers emphasizes team scheming, attend refresher courses, develop competition reading among pupils and other classroom activities, there would be improvement in the pupils’ performance in lower primary classes in Narnayingo district. x CHAPTER ONE GENERAL INTRODUCTION 1.0 Introduction: The ministry of Education and sports (MOEs) in 2003-2004 embarked on the review of the primary cumculum to address the gaps identified in pupils in literacy and numeracy skills in both English and local languages at the end of the primary cycle. This followed studies carried out by some educational agencies in Uganda in 1999 and 2003, which revealed that the majority of the school pupils at the end of the primary level did not have adequate literacy and numeracy skills in their local language and English. The studies recommended the review of the primary curriculum using the thematic approach which puts greater concentration on the development of key skills in Lower Classes especially literacy and numeracy skills valued by the community. Therefore thematic curriculum is a curriculum whose content is organized around themes that are familiar to the child’s environment.

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