Instructional Strategies, Learning Environment, and Student Engagement among learners in the Lower Secondary School Competence-Based Curriculum in Manafwa District, Uganda.
| dc.contributor.author | James, Oola | |
| dc.date.accessioned | 2026-05-26T17:33:56Z | |
| dc.date.available | 2026-05-26T17:33:56Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | This study investigated the relationship between instructional strategies, school environment, and student engagement in the Lower secondary schools in Manafwa District, Uganda. Specifically, the study examined the mediating effect of learning environment on the relationship between instructional strategies and student engagement adapting a cross-sectional concurrent, mixed-methods research design, integrating qualitative and quantitative data. A systematic sample of 310 students was selected and the quantitative data were collected using semi-structured and open-ended questionnaires for students, alongside a structured interview guide for 04 selected administrators. The study utilized both content analysis for qualitative responses and SPSS for quantitative data, employing descriptive statistics to assess relationships between variables and structural equation modeling to predict the covariance between variables. Findings indicate that effective instructional strategies and a supportive school environment significantly enhanced student engagement (r=0.5674, p <.001). Ethical adherences were prioritized throughout the study process, ensuring confidentiality and informed consent from participants. The study enhances understanding of how instructional practices and the school environment impact student engagement in competency-based learning, providing key insights for educators and policymakers in Uganda’s lower secondary schools. It emphasizes the need to align teaching methods with the school environment to promote active, student-centered learning. This alignment will support the development of more effective instructional strategies within the competency-based curriculum framework. | |
| dc.identifier.citation | James, O. (2024). Instructional Strategies, Learning Environment, and Student Engagement among learners in the Lower Secondary School Competence-Based Curriculum in Manafwa District, Uganda. [Masters, Thesis]. Busitema University. | |
| dc.identifier.uri | https://bdears.busitema.ac.ug/handle/123456789/4003 | |
| dc.language.iso | en_US | |
| dc.publisher | Busitema University | |
| dc.title | Instructional Strategies, Learning Environment, and Student Engagement among learners in the Lower Secondary School Competence-Based Curriculum in Manafwa District, Uganda. | |
| dc.type | Thesis |