Thematic Curriculum Implementation in Lower Primary Classes in Namayingo District, Uganda

ABSTRACT 

The study’s investigation was “challenges of thematic curriculum implementation in lower primary classes in Narnayingo District, Uganda? The study objectives were to establish the extent of the implementation of thematic learning in lower primary classes from primary one to three to find out the challenges facing the implementation of thematic curriculum in lower primary classes in Namayingo district and to determine the possible ways of enhancing thematic learning in lower primary classes in Namayingo district. The total population of 225 pupils with 60 teachers was used to determine the study. Only 144 was sampled from the total number of pupils and only 60 which comprised of both teachers , head teachers and parents were used as respondents to fill the self - designed questionnaires. Both quantitative and qualitative data was collected. In addition, a structured questionnaire was administered to the teachers, head teachers and parents to obtain their opinions about the challenges affecting the implementation of Buhemba sub - county, Namayingo district. Data obtained was analyzed using the statistical package for social services (SPSS) and presented in tables. The study sampled 40 teachers, 20 parents who gave their views according to the questions asked, The study found out that due to multilingualism~ inter marriage and the location of the district, it was to take time to implement the thematic curriculum implementation in lower primary classes in Namayingo district. Findings showed that some teachers were trying to implement the policy but on still on a small scale. The findings also showed that even the few who were implementing face challenges like letter and word sounds, scheming and lesson planning and even assessment is quite hard for them. The researcher concluded that if teachers emphasizes team scheming, attend refresher courses, develop competition reading among pupils and other classroom activities, there would be improvement in the pupils’ performance in lower primary classes in Narnayingo district.

TABLE OF CONTENTS

DECLARATION

APPROVAL

DEDICATiON

ACKNOWLDGEMENTS v

LIST OF TABLES

TABLE OF CONTENTS

ABSTRACT

CHAPTER ONE 1

GENERAL INTRODUCTION 1

1.0 Introductioir 1

1.1 Background of the study 1

1.1.1 Historical perspective 2

1.1.2 The Contextual Perspective~ 4

1.1.3 Conceptual Perspective

1.1.3.1 Definitions of the Key Terms 6

1.1.4 Theoretical Perspective 7

1.2 Statement of the problem 7

1.3 Main objective 8

1.3.1 Specific Objectives 8

1.3.2 Research Questions 8

1.4. Scope of the study 8

1.4.1. Geographical Scope 8

1.4.2. Content Scope 8

1.5. Significance of the study

CHAPTER TWO 10

LITERATURE REVIEW 10

2.0 Introduction 10

2.1 Theoretical Framework 10

2.2. Conceptual Frame Work 11

2.3 THEMATIC CURRICULUM .12

2.3.1 KEY FEATURES OF THE THEMATIC CURRICULUM 12

2.4 Thematic Approach to Teaching and Learning 13

2.5 Variation in the Implementation of Thematic Curriculum in Lower Primary

Classrooms’ 17

2.6 Challenges of thematic curriculum implementation in lower primary c1asses~ 20

2,6.1 SAMPLE OF OPINION OF SOME STAKEHOLDERS ON THE CHALLENGES IN IMPLEMENTING THEMATIC CURRICULUM IN UGANDA FROM ‘VISION DAILY NEWS PAPER KAMPALA UGANDA 22

2.7 Possible ways of enhancing thematic curriculum in lower primary classes 23

2.7.1 Teacher’s Role in Lower Classes 23

2.7.2 Children’s ability in acquiring language 26

2.7.3 Literacy promotion in lower primary classes 27

2.7.4 SUGESTIONS OF ENHANCING THEMATIC CURRICULUM 31

CHAPTER THREE

METHODOLOGY

3.0 Introduction 33

3.1 Research desigu

3.2 Target population of the study 33

3.3 Sample size 33

3.4 Sampling strategy

3.5 Source of data 35

3.5.1 Primary data 35

3.5.2 Secondary data 35

3.6 Instruments of the study 35

3.6.1 Questionnaire 35

3.6.2 Structured Interview Guide 35

3.6.3 Experimental test 36

3.7 Validity of the instruments 36

3.8 Reliability of the instruments 36

3.9 Documentary analysis 36

3.10 Procedure for data collection 37

3.11 Ethical considerations 37

3.12 Limitations of the study ~

3.13 Delimitations

CHAPTER FOUR 38

PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS 38

4.0 Introduction 38

4.1 Demographic characteristics of the teachers 38

4.2 Analysis: 39

4.3 Research question one~

4.4 RESEARCH QUESTION TWO• 47

4.5 RESEARCH QUESTION THREE• 48

CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS 54

5.1 Findings 54

5.1.1 To determine the extent to which thematic curriculum is implemented 54

5.2 Challenges of thematic curriculum implementatjoi~ in lower primary classes 56

5.3 Possible ways of enhancing the implementation of thematic curriculum 58

5.4 CONCLUSIONS 60

5.6 Area for further research 61

REFERENCES• 62

APPENDIX A: QUESTION~JAIRE FOR TEACHERS 65

APPENDIX B: STRUCTURED INTERVIEW GUIDE FOR HEAD TEACHERS 68

APPENDIX C: EXPERIMENTAL TEST QUESTIONS FOR THE PUPILS 69

APPENDIX D: CHECKLIST FOR THE LEARNERS 71

APPENDIX E: FOCUS GROUP DISCUSSION