EXPLORING THE TEACHING OF PROJECT BASED LEARNING IN THE LANGUAGE CLASS ROOM IN PALLISA DISTRICT

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dc.contributor.authorMARTHA APOLOT
dc.date.accessioned2026-09-01T15:15:42Z
dc.date.available2026-09-01T15:15:42Z
dc.date.issued2026-09-01
dc.description.abstractABSTRACT This study explores the use of project-based learning in English language classrooms in selected lower secondary schools in Pallisa District. The research is motivated by ongoing concerns that classroom English instruction in rural Uganda continues to emphasize rote learning, grammar memorization and teacher-dominated lessons. While Uganda's competence-based lower secondary curriculum encourages learner-centered approaches, evidence suggests that teachers still struggle to implement such methods meaningfully. This study therefore investigates how PBL is currently being used (or could be used) in the English language classroom, the benefits it 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-limited rural schools. The study will adopt a qualitative case study design, drawing data from English teachers and Senior One to Senior Four students in three purposively selected schools. Data will be collected through classroom observations, semi-structured interviews, focus group discussions and document analysis, and analyzed thematically using Braun and Clarke's framework. The findings are expected to enrich the existing body of knowledge on learner-centered pedagogy in Uganda and offer practical suggestions for teachers, school administrators and curriculum implementers in Pallisa District and similar contexts.
dc.identifier.urihttps://bdears.busitema.ac.ug/handle/123456789/9269
dc.language.isoen_US
dc.publisherBusitema University
dc.titleEXPLORING THE TEACHING OF PROJECT BASED LEARNING IN THE LANGUAGE CLASS ROOM IN PALLISA DISTRICT
dc.typeThesis
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