SESEMAT In-service Pedagogical Strategies and Students’ Achievement in Science at Ordinary Level in Tororo SESEMAT Region

Deborah Manyiraho^1, , Dennis Zami Atibuni^{1, 2}, David Kani Olema¹ and Leonard Wamakote¹

¹Busitema University, Faculty of Science and Education, P.O. Box 236, Tororo, Uganda

²Ali Mazrui Centre for Higher Education Studies, University of Johannesburg Auckland Park Kingsway Campus, P.O. Box 524, Auckland Park 2006, Johannesburg, South Africa

Cite this paper:
Deborah Manyiraho, Dennis Zami Atibuni, David Kani Olema and Leonard Wamakote. SESEMAT In-service Pedagogical Strategies and Students’ Achievement in Science at Ordinary Level in Tororo SESEMAT Region. American Journal of Educational Research. 2020; 8(5):309-320. doi: 10.12691/education-8-5-14

Abstract

Across the globe, nations have put in place interventions to boost learners’ achievement in science at various levels because science plays a key role in development. In Uganda, secondary science and mathematics teachers (SESEMAT) program is one of the major interventions set up to improve students’ academic performance and their attitude towards science. This study aimed to establish whether implementation of SESEMAT in-service pedagogical strategies has resulted in improved student achievement in science at secondary schools in Tororo Region. A cross-sectional survey research design was adopted. Quantitative and qualitative data were collected from a probability sample of 380 senior four students; and a non-probability sample of 20 head teachers, 12 teachers. The results revealed that SESEMAT strategies were being implemented at a moderate level (M = 19.88, SD = 4.49). SARB was by far the most implemented strategy while lesson study was the least. Student achievement was high (M = 37.96, SD = 5.70) while the strategies greatly enhanced teachers’ knowledge and practices (M = 35, SD = 5.40). The indirect effects of teachers’ classroom practices on implementation of SESEMAT strategies significantly improved students’ achievement in science (z = .16, p < .01, k² = .28). In conclusion, the implementation of SESEMAT strategies enhanced teachers’ knowledge and classroom practices, boosting student achievement in science in terms of attitude change, skills acquisition, and daily life application. However, the level of academic performance was still low. The study recommends improved monitoring of the implementation of SESEMAT strategies in addition to SESEMAT trainers helping the science teachers to intensify the use of interactive strategies to enhance learners’ understanding of the subject matter.

Keywords:
SESEMAT pedagogical strategies student achievement science

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