Teacher Practices in the Implementation of the New Business Subjects’ Curriculum in Uganda: A Case of Selected Secondary Schools in Kabale District
DOI:
https://doi.org/10.53103/cjess.v2i4.54Keywords:
Teacher Practices, New Business Subjects’ Curriculum, Curriculum ImplementationAbstract
The study aimed at identifying the teacher practices that support the implementation of the new business subjects’ curriculum in selected secondary schools of Kabale district, Uganda. The study was underpinned by Ralph W. Tyler’s (1949) principles of curriculum theory. Based on the pragmatist perspective, a concurrent triangulation research design was adopted. Data were collected from 37 business subject teachers and 13 directors of studies across 13 secondary schools in Kabale district, making a total of 50 participants. Data were collected using semi-structured in-depth interview schedules, and survey questionnaires. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed using thematic analysis approach by Braun and Clarke (2006). Findings revealed that ICT integration, assessment and evaluation, lesson planning, use of teaching aids, and integration of teaching methods were the major teacher practices that business subject teachers use to support implementation of the new business subjects’ curriculum. It emerged that business subject teachers had some knowledge on ICT; were fully equipped in designing assessment items; dominated class sessions with both teacher-centeredness and learner-centeredness; and prepared prior actual implementation process for consistency and timely completion of the syllabus. The quantitative findings revealed that: the majority (56%) of business subject teachers applied a combination of teacher practices in a single lesson. The findings provide insights into the teacher practices that support business subject’s teachers in the implementation of the new curriculum and could be useful in informing the development of guidelines for the implementation of the same.
Downloads
References
Ademiluyi, A. B., Bello, G. A., & Akande, R. A. (2019). Strategies for enhancing the ness of Business Education as an instrument of economic empowerment among female undergraduates in the e-world. Nigerian Journal of Business Education (NIGJBED), 6(2), 325-335.https://www.nigjbed.com.ng/index.php/nigjbed
Ainsworth, J. A. (2012). Integrating methods and strategies from language teaching and Business Studies in Languages for specific business purposes courses. Global Advances in Business Communication, 1(1), 7.
Akpan, U., & Naboth Odum, A. (2019). Curriculum Challenges and the preparation of Business education students for global competitiveness and trade liberalization. Nigerian Journal of Business Education(NIGJBED), 6(2), 131-141.
Atepor, L. (2019). Business Education in the E- World; Issues, trends, Challenges and Strategies in Africa. Nigerian Journal of Business Education(NIGJBED), 6(2), 1-13.
Ayemhenre, S., & Okolo, J. A. (2019). The extent of Utilization of Internet facilities by Business Education Students in Colleges of Education in Delta State, Nigeria. Nigerian Journal of Business Education(NIGJBED), 6(1), 113-121.
Briggs, B. (2019). Teaching methods as a correlate of student performance in business studies in selected public secondary schools in Port Harcourt. International Journal of Innovative Social and Science Education Research, 7(2), 1-12.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approach. Sage publication.https://uk.sagepub.com/en-gb/afr/research-design/book255675
Dikeocha, L. U., Nwagu, C. C., Ugochukwu, N., &Okoronkwo, R. E. (2019). Adoption of modern instructional approaches. Effective strategy for teaching and learning of business studies in junior secondary schools: Case of selected private and public secondary schools in Owerri Zone, Imo State, Nigeria. Nigerian Journal of Business Education (NIGJBED), 6(2), 248-259.
Duktur, L. S. (2019). Competencies in the use of information and communication technology (ICT) among final year UndergraduateBusiness education students in tertiary institutions in North-Eastern Nigeria. Nigerian Journal of Business Education (NIGJBED), 6(2), 304-315.
Ezeabii, I. C., & Ndelekwute, A. U. (2019). Competencies possessed by upper basic education level teachers for teaching business studies for effective service delivery in Anambra state. Nau Journal of Technology and Vocational Education, 2(1), 130-141.
Kerubo, O. P. (2015). Availability and use of community resources for teaching business studies in secondary schools in Ruiru District Kiambu County, Kenya. Master’s Dissertation, Nairobi, Kenya. Kenyatta University.
Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.
Luyiima, J. (2011). Implementation strategies for entrepreneurship skills education in secondary schools of Nangabo Sub-Country, Uganda. Unpublished Master’s Dissertation, Kampala, Uganda: Makerere University.
Mackenzie, N., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in Educational Research, 16(2), 193-205.
Maureen Anayo, M., & Oliver, O. (2019). School-Industry collaboration: Sustainability tool for preparing Business Education graduates for E-World challenges. Nigerian Journal of Business Education, 6(2), 51-62.
MOES. (2020). The scope and objectives of uganda's secondary education. Kampala: Ministry of Education and Sports, Uganda.
Mulyati, S., & Susilana, R. (2019) Revisiting entrepreneurship education curriculum for non-business studies in higher education institutions in Indonesia in facing the 21st century learning and fourth revolution industry era (The study of current implementation and students’ motivation).
NCDC. (2020). The new curriculum for lower secondary education in Uganda.Kampala: National Curriculum, Development Centre.
Ndawula, S., Kahuma, B. J., Mwebembezi, J., &Masagazi, J. Y. (2013). Getting schools ready for integration of pedagogical ICT: The experience of secondary schools in Uganda.
Ogwench. J. (2018). The effect of motivation on student's performance. A thesis submitted to the education department, Kambogo University, Kampala.
Okoye, C. N., Nwobodo, R., Donatus, F., & Osuji, G. E. (2019). Impact of the use of teaching aids on secondary school students ‘achievement and retention in business studies in Awka education zone of Anambra State, Nigeria. Advance Journal of Education and Social Sciences, 4(11), 1-7.
Park, J., & Tan, M. M. (2016). Diverse approaches to developing and implementing competency-based ICT training for teachers: A case study. UNESCO, Bangkok.
Phelan, J. E. (2018). Research, theories, and pedagogical practices of cultural metacognition in cross-cultural business education. In Handbook of research on cross-cultural business education (pp. 115-139). IGI Global.
Shannon-Baker, P. (2016). Making paradigms meaningful in mixed methods research. Journal of Mixed Methods Research, 10(4), 319-334.
Slater, J. (2018). What are the most effective teaching and learning strategies according to research and how can these be applied in Business Studies? Teaching Business& Economics, 22(3), 24-26.
Tumushabe, G., &Makaaru, J.A. (2013). Investing in our nation’s children: Reforming Uganda’s educationfor equity, quality, excellence and national development. ACODE Policy Briefing Paper Series, No. 27, 2013.
UBOS (2019). The national population and housing census 2014 – Education in the thematic report series, Kampala, Uganda.
Wolugbom, K. R., & Ben-George, I. (2019). Business teacher’s perception of employability skills required for self-reliance by business studies students in public junior secondary schools in Rivers state. Nigerian Journal of Business Education (NIGJBED), 6(2), 336-345.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Innocent Muhwezi, Susan Kurgat, David Ssekamatte
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published by CJESS are licensed under the Creative Commons Attribution 4.0 International License. This license permits third parties to copy, redistribute, remix, transform and build upon the original work provided that the original work and source is appropriately cited.
