Enhancing Physics Teachers’ Practices Through Problem-based Learning in Uganda Secondary Schools

Abstract

The study assessed the impact of aligning teaching practices with reformed pedagogical principles when problem-based learning was implemented in a physics class at lower secondary schools in Sheema District, Western Uganda. The research focused on understanding how teaching practices evolved and aligned with contemporary educational reforms when PBL was introduced as a teaching method. Method: Teachers in the treatment group were first trained in the PBL method by Lecturers from the National Teacher College, who were specifically hired for this purpose. The training sessions aimed to equip teachers with the necessary knowledge and skills to implement PBL effectively in their classrooms. These lecturers provided continuous support to the teachers, guiding them in developing schemes of work, detailed lesson plans, relevant instructional materials, and strategies for delivering PBL-based physics lessons. To evaluate the implementation process, the researcher, together with trained assistants, conducted lesson observations using the Reformed Teaching Observation Protocol (RTOP). This protocol is designed to measure the extent to which teaching practices align with reformed pedagogical principles. Findings: The study revealed an overall positive alignment with reformed teaching practices, as indicated by a mean RTOP score of 79.625%. This score reflects a significant improvement in teaching practices among teachers who adopted PBL, suggesting that the method is interactive, student-centered, and inquiry-based. The findings highlight that the Ugandan physics classrooms, particularly in Sheema District, are capable of embracing reformed teaching practices that can lead to enhanced teaching and learning experiences. Recommendation: Based on these findings, it is recommended that teachers continue to use PBL as a primary teaching method in physics. The adoption of PBL aligns teaching practices with reformed educational principles and also has the potential to improve students’ academic achievement and overall learning outcomes. Additionally, ongoing professional development opportunities should be provided for teachers to sustain and deepen their understanding and application of PBL.