Profound learning model and its instructional and managerial implications for advanced level science and mathematics education in Uganda : evidence from St. Paul high school, Petete.
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Date
2026
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Busitema University
Abstract
The implementation of Uganda’s Competency-Based Curriculum (CBC) has increased the need for learner-centered pedagogical approaches that promote critical thinking, creativity, problem-solving, and the meaningful application of knowledge in science and mathematics education. However, empirical evidence on instructional frameworks that effectively support these competencies, particularly in resource-constrained rural secondary schools, remains limited. Although the Profound Learning Model (PLM) has gained attention in international educational discourse, its implementation and effectiveness in Ugandan Advanced Level science and mathematics education had not previously been empirically investigated. This study, therefore, provides one of the first empirical evaluations of the Profound Learning Model within a rural Ugandan secondary school context. Guided by a Design-Based Research framework, the study involved the design, implementation, and evaluation of PLM tools, including Learning Maps, Learning Banks, and Learning Adventures. A total of 74 participants, comprising 40 learners in the PLM-supported group, 20 learners in a comparison group, 11 teachers, and 3 administrators, participated in the study. Data were collected through questionnaires, classroom observations, interviews, focus group discussions, learner artefacts, and document analysis.
Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically and triangulated. The findings revealed that PLM implementation facilitated a shift from teacher-centred, examination-oriented instruction to learner-centred, mastery-focused, and interdisciplinary learning practices aligned with the Competency-Based Curriculum. Learners exposed to PLM demonstrated significantly higher levels of self-directed learning (M = 4.65) compared to the comparison group (M = 3.85), with a large effect size (d = 1.15, p < .001). Learner interest and engagement were also significantly higher among PLM learners (M = 4.62) than among comparison-group learners (M = 4.00, p = .001). Analysis of academic performance records further indicated improved learning outcomes among learners exposed to PLM-supported instruction. Qualitative findings identified learner ownership, teacher collaboration, instructional leadership, and administrative support as key factors influencing successful implementation. The study concludes that the Profound Learning Model has considerable potential to enhance learner engagement, conceptual understanding, creativity, and academic performance in Advanced-Level science and mathematics education. The findings contribute to curriculum implementation, instructional leadership, teacher professional development, and pedagogical innovation in Ugandan secondary schools.
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Dissertation
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Byobona, L. (2026). Profound learning model and its instructional and managerial implications for advanced level science and mathematics education in Uganda : evidence from St. Paul high school, Petete. [Unpublished dissertation]. Busitema University.