Availability of teaching materials and teachers’ preparedness in the implementation of the lower secondary curriculum in government-aided schools in Mbarara city, South.  A descriptive survey study.

Samuel  Muramuzi; Enock  Barigye; Judith  Arinaitwe

doi:10.51168/sjhrafrica.v6i6.1902

Authors

Samuel Muramuzi Bishop Stuart University
Dr. Enock Barigye Bishop Stuart University
Rev. Dr. Judith Arinaitwe Bishop Stuart University

DOI:

https://doi.org/10.51168/sjhrafrica.v6i6.1902

Keywords:

Teaching Materials, Teachers’ Preparedness, Lower Secondary Curriculum, Government-Aided Schools, Mbarara City

Abstract

Background

The successful implementation of the Lower Secondary Curriculum in government-aided schools depends heavily on the availability and effective use of relevant teaching and learning materials. The study aimed at investigating the availability and accessibility of teaching materials in the preparedness of the teachers in the implementation of the Lower Secondary Curriculum in Government Aided schools in Mbarara City South, Uganda.

Methodology

This study employed a descriptive survey research design, targeting participants including city inspectors of schools, teachers, headteachers, and directors of studies, with a sample size of 199. Data was collected using questionnaires and interview guides, analyzed using SPSS for descriptive statistics, and presented thematically.

Results

199 respondents participated in this study, among teachers, 65 (53.7%) were male, while 56 (46.3%) were female, majority of headteachers (n = 4, 66.7%) and directors of studies (n = 4, 66.7%) were male, with only 2 females (33.3%) in each of these roles. The findings reported the availability of teaching materials in implementing the Lower Secondary Curriculum in government-aided schools in Mbarara City South (mean score = 3.90), majority of respondents agreed with the statement that teaching materials are sufficient for every learner, where 44 (36.4%) strongly agreed, 43 (35.5%) agreed, and 3 (2.5%) did not give a response. More than half of the respondents, 62 (51.2%), agreed that the computer laboratory was well equipped, while 27 (22.3%) strongly agreed. However, 19 (15.7%) remained undecided, and only 13 (10.8%) disagreed. Qualitative insights reported the need for increased government funding, retooling of teachers, and infrastructural improvements.

Conclusion

The systemic challenges, such as inadequate resources and overcrowding, affect curriculum implementation.

Recommendation

Stakeholders should prioritize the provision of adequate teaching materials to support effective curriculum adoption and improve education quality.

Author Biographies

Samuel Muramuzi, Bishop Stuart University

Samuel Muramuzi holds a Master's Degree in Education Management, Planning, and Administration from Bishop Stuart University.

Dr. Enock Barigye, Bishop Stuart University

Dr. Enock Barigye is a lecturer at Bishop Stuart University.

Rev. Dr. Judith Arinaitwe, Bishop Stuart University

Rev. Dr. Judith Arinaitwe is a lecturer at Bishop Stuart University.

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