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Teacher-Centred Delivery Approach in Uganda's Secondary School Education and Empowering Learners With Higher Order Skills

Teacher-Centred Delivery Approach in Uganda's Secondary School Education and Empowering Learners With Higher Order Skills

Dorothy Businge Kabugo Kakongoro
Copyright: © 2019 |Pages: 18
ISBN13: 9781522563310|ISBN10: 1522563318|EISBN13: 9781522563327
DOI: 10.4018/978-1-5225-6331-0.ch007
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MLA

Kakongoro, Dorothy Businge Kabugo. "Teacher-Centred Delivery Approach in Uganda's Secondary School Education and Empowering Learners With Higher Order Skills." Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, edited by Jared Keengwe and Robert Byamukama, IGI Global, 2019, pp. 99-116. https://doi.org/10.4018/978-1-5225-6331-0.ch007

APA

Kakongoro, D. B. (2019). Teacher-Centred Delivery Approach in Uganda's Secondary School Education and Empowering Learners With Higher Order Skills. In J. Keengwe & R. Byamukama (Eds.), Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work (pp. 99-116). IGI Global. https://doi.org/10.4018/978-1-5225-6331-0.ch007

Chicago

Kakongoro, Dorothy Businge Kabugo. "Teacher-Centred Delivery Approach in Uganda's Secondary School Education and Empowering Learners With Higher Order Skills." In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, edited by Jared Keengwe and Robert Byamukama, 99-116. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6331-0.ch007

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Abstract

This chapter analyses the extent to which the teacher-centred delivery approach has influenced the quality of learning in private secondary school education in Uganda. Theories applied are: The Stimulus-Response (S-R) Learning theory, the Social Learning theory and the Transmission model. A Self-administered questionnaire, Focus Group discussion and interview guides were used to collect data. Discussion of the chapter centered on how the teacher's roles inside the classroom result into attainment of problem solving skills, interpersonal skills and preparing the learner for occupation. Findings showed that, to equip learners with higher order skills, teachers demonstrated all the five roles. However, effective use of this approach was encumbered by a number of limitations that recommendations are provided. Key among these is incorporating a number of activities to inter-marry the philosophies of the teacher-centred and the student-centred approaches in secondary school education.

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