Exploring Project Based Learning In The Language Classroom In Pallisa District
No Thumbnail Available
Date
2026-09-01
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Busitema University
Abstract
Abstract
lower secondary schools in Pallisa District. The research is motivated by ongoing concerns that
Data will be collected through classroom observations, semi-structured interviews, focus group
discussions and document analysis, and analyzedthematically using Braun and Clarke's
classroom English instruction in rural Uganda continues to emphasizerote learning, grammar
offers to learners' communicative competence and engagement, the challenges teachers face in
applying it, and the strategies that can be adopted to strengthen its implementation in resource
centeredpedagogy in Uganda and offer practical suggestions for teachers, school administrators
secondary curriculum encourages learner-centeredapproaches, evidence suggests that teachers
PBL is currently being used (or could be used) in the English language classroom, the benefits it
framework. The findings are expected to enrich the existing body of knowledge on learner
memorizationand teacher-dominated lessons. While Uganda's competence-based lower
limited rural schools. The study will adopt a qualitative case study design, drawing data from
still struggle to implement such methods meaningfully. This study therefore investigates how
English teachers and Senior One to Senior Four students in three purposively selected schools.
This study explores the use of projectbased learning in English language classrooms in selected
and curriculum implementers in Pallisa District and similar contexts.