Browsing by Author "Atany John"

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    The impact of science teaching methods on pupil’s academic performance in upper primary in primary schools. A case study, Pingire sub county.
    (Busitema University, 2024) Atany John
    The purpose of this study was to assess the impact of science teaching methods on pupils' academic performance in upper primary schools in Pingire Sub-County, Serere District. The study was guided by three specific objectives: to establish the methods used in teaching science, to evaluate the impact of these methods on pupils' academic performance, and to identify strategies to improve academic performance in science. A cross-sectional survey design was used, and data was collected from a representative sample at one point in time to make inferences about the target population. The sample size of 356 was determined using Krejcie and Morgan's (1970) table for sample size for research activities at a confidence level. Out of the 356 selected respondents, all filled and returned the questionnaires. Both close-ended and open-ended questionnaires were designed and used, with the closed-ended items generating quantitative data. The findings of the study revealed that 58% (205 respondents) always used inquiry-based learning (IBL) in their science classes. A significant majority, 84% (300 respondents), agreed that project-based learning (PBL) enhanced pupils' understanding of scientific concepts. Additionally, 54% (191 respondents) of the teachers always used IBL in their science classes, and 84% (300 respondents) consistently incorporated IBL in their teaching to improve performance. In conclusion, the study highlighted significant insights into the methods used in teaching science in upper primary, the impact of these methods on pupils' academic performance, and strategies to enhance performance. It was evident that IBL and PBL were widely utilized and highly valued by educators for their effectiveness in fostering critical thinking and a deeper understanding of scientific concepts. The incorporation of technology and blended learning also emerged as important elements, though opinions on their effectiveness and usage were mixed. Despite the promising results, challenges such as overreliance on technology and the limited use of innovative models like the flipped classroom were noted. Overall, the findings underscore the importance of employing diverse and effective teaching strategies to improve science education outcomes in upper primary settings. Based on the study's findings, it is recommended that schools promote the adoption of IBL techniques across all science classes to foster critical thinking and problem-solving skills among pupils. Educators should strive to incorporate technology-enhanced learning tools more frequently to engage pupils and make science more interactive. Schools should encourage the use of PBL in science education to enhance pupil engagement and understanding. Developing guidelines and support systems for implementing PBL can help teachers integrate this method more effectively into their teaching practices.