TEACHERS' CHALLENGES AFFECTING THE IMPLEMENTATION OF THE NEW BUSINESS SUBJECTS’ CURRICULUM IN SELECTED SECONDARY SCHOOLS IN UGANDA

Authors

  • Innocent Muhwezi Moi University

DOI:

https://doi.org/10.35564/jmbe.2023.0011

Keywords:

Teacher challenges, new business subjects’ curriculum, curriculum implementation

Abstract

The study aimed at identifying the teacher challenges that affect Business Subjects teachers’ preparedness in the implementation of the new Business Subjects curriculum in selected secondary schools of Kabale district, Uganda. 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. Semi-structured interview schedules and closed questionnaires were used for data collection. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using a thematic analysis approach. Findings indicated that teacher challenges that affected the implementation of the new Business subject’s curriculum included: lack of adequate teacher in-service training; limited competent human resources among others. The quantitative findings as Business Subjects indicated that they were being faced with both inside and outside school challenges while in the implementation of the new Business Subjects curriculum This denoted also a high percentage of over 67% that was posted by all the items that were used to measure teacher challenges that affected Business Subjects teachers’ preparedness for the implementation of the new Business Subjects curriculum in both private and public secondary schools.

References

Adeoye, S. A., & Igbinedion, V. I. (2018). Effect of collaborative teaching method on students’ academic achievement in Business Studies in junior secondary schools in Edo State, Nigeria. African Journal of Interdisciplinary Studies, 11(2), 24-33.

Baluku, E., & Kasujja, J. P. (2020). ICT Usage in Teaching and its Influence on Student's Academic Performance in Uganda Certificate of Education (UCE) in Kasese District.

Bayat, A. (2019). Using drama-based teaching methods to promote student participation in the teaching of business studies. University of the Western Cape

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.

Cambridge Dictionary, (2020). The Advanced English dictionary online. Cambridge press. Retrieved July 20, 2020. https://doi.org/10.1017/cbo9781139151511.001

Charity, A. (2016). Effects of Edutainment, scaffolding instructional models and Demonstration Methods on Students' Academic Performance in Business Studies in secondary schools in Abia South Zone in Abia State, Nigeria. International Journal of Educational Benchmark(IJEB), 2(1), 72-84.

Christy, I. C.& Okolocha C. C. (2018) Business Studies Teachers’ Level of Utilization of Concept Mapping for Effective Teaching in Secondary Schools in Anambra State. Journal of Education and Social Policy, 5(4), 81-89. https://doi.org/10.30845/jesp.v5n4p11

Creswell John, W. (2012). Planning, Conducting and Evaluating Quantitative and Qualitative Research. Lincoln: University of Nebraska Daulat Purnama.

Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approach. https://doi.org/10.7748/nr.12.1.82.s2

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.

Creswell, J. W., Plano Clark, V. J., & Hanson, W. E. (2003). Handbook of mixed methods in social and behavioural research. Advanced mixed methods research designs, 209.

Dorothy, C., & Syomwene, A. (2016). Internal Curriculum Supervision of Life Skills Education in Public Secondary Schools: A Case of Lugari Sub-County, Kenya. European Journal of Education Studies.

Ebaid, I.E. (2023). Teaching quality attributes from the perspective of undergraduate accounting students in Saudi Arabia: a survey. Journal of Management and Business Education, 6(1), 78-95. https://doi.org/10.35564/jmbe.2023.0005

Edokpolor, J. E. (2018). The use of students-centred methods in the teaching of business studies in junior secondary schools. Journal of Education in Developing Areas, 26(1), 23-31.

Ejercito, (2011) Implementation of the Basic Education Curriculum Among Low Performing Secondary Schools in National Achievement Test (Nat) Division; Northern Samar. The University of Eastern Philippines.

Gelo, O., Braakman, D., & Benetika, G. (2008). Quantitative and qualitative research: Beyond the debate. Integrative Psychological & Behavioral Science, 42, 266–290. https://doi.org/10.1007/s12124-008-9078-3

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

Kimotho, R. M. (2016). Pedagogical challenges facing the teaching of business studies and impact on students’ achievement in secondary schools in Nyandarua county-Kenya. Unpublished Master‟ s Thesis), Kenyatta University.

Magutah, A. K. & Nyabisi, E., (2017) An Assessment of the Effect of Teachers’ In-Service Training on the Effective Implementation of Life Skills Education in Secondary Schools in Kenya. General Journal of Educational Research, 7(6), 078-086. https://doi.org/10.15580/gjer.2017.6.090517120

Malunda, P. N., & Atwebembeire, J. (2018). Instructional Resources and Teacher ness in Government-aided Secondary Schools in Uganda. International Conference on Multidisciplinary Research. https://doi.org/10.26803/myres.2018.26

Merriam-Webster Dictionary, (2020). Encyclopædia Britannica Online. Retrieved June 21, 2020

MOES. (2016). The quality of education in Uganda, A case of Igaaga and Mayuge Districts. Kampala: APHRC.

MOES. (2020). The Scope and Objectives of Uganda's Secondary Education. Kampala: Ministry of Education and Sports, Uganda.

Mugenda, O. &Mugenda AG (2003). Research methods: Quantitative and Qualitative Approaches. Nairobi: ACTS.

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).

Nawastheen, F. M., & PUTEH, S. N. (2012). Teachers’ concerns in the implementation of the 5E instructional model in Sri Lanka. In Proceeding of 3rd International Conference on Learner Diversity, at Universiti Kebangsaan Malaysia (UKM).

NCDC. (2019). The New Curriculum for Lower Secondary Education in Uganda. Kampala: National Curriculum, Development Centre.

NCDC. (2020). An update on 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.

Okoth, U. A. (2018). Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya. European Scientific Journal, 14(19), 75-89.https://doi.org/10.19044/esj.2018.v14n19p75

Park, J., & Tan, M. M. (2016). Diverse Approaches to Developing and Implementing Competency-based ICT Training for Teachers: A Case Study.UNESCO, Bangkok

Patius, O. M. (2014). Factors influencing implementation of Curriculum in Public Primary Schools in Ukwa Division of Siaya County. Kenya: A master’s Thesis submitted to the Department of Education, administration and planning at the University of Nairobi.

Shannon-Baker, P. (2016). Making paradigms meaningful in mixed methods research. Journal of mixed methods research, 10(4), 319-334. https://doi.org/10.1177/1558689815575861

Sithole, B. M. (2010). Pedagogical practices of business studies teachers in Botswana Junior Secondary Schools: Are teachers and curriculum planners singing from the same hymnbook?

Tumushabe, G. & Makaaru, J.A. (2013). Investing in our Nation’s Children: Reforming Uganda’s Education for 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.

UBOS (2019), The National Population and Housing Census 2014 – Education in the Thematic Report Series, Kampala, Uganda.

Warui, I. J. (2015). Challenges facing teaching and learning of integrated business studies in day secondary schools in Kirinyaga West District, Kirinyaga County, Kenya. International Journal of Education and Research, 3(2), 1-12.

Wilson. S. (2023). Asynchronous lecturer-supported discussion forum in teaching quantitative methods to business students. Journal of Management and Business Education, 6(2), 122-141. https://doi.org/10.35564/jmbe.2023.0007

Wosu, U. N. (2016). Effects of Brainstorming and Field Trips Teaching Methods n Junior Secondary School Students’ Learning Outcomes in Business Studies in Rivers State, Nigeria (Doctoral dissertation). https://doi.org/10.37745/10.37745/bje.2013/vol11n32537

Downloads

Published

2023-05-04

How to Cite

Muhwezi, I. (2023). TEACHERS’ CHALLENGES AFFECTING THE IMPLEMENTATION OF THE NEW BUSINESS SUBJECTS’ CURRICULUM IN SELECTED SECONDARY SCHOOLS IN UGANDA. Journal of Management and Business Education, 6(2), 222–239. https://doi.org/10.35564/jmbe.2023.0011

Issue

Vol. 6 No. 2 (2023): JMBE

Section

Article

License

Copyright (c) 2023 Innocent Muhwezi

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Authors retain copyright under a Creative Commons CC BY-NC license