Browsing by Author "Mugoya, Peter"

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    Impact of Teachers’ Qualification on Effective Teaching and Learning of Senior Four History Class in Kajara County Ntungamo District
    (Kabale University, 2022) Mugoya, Peter
    The study examined how teachers’ qualification impact effective teaching and learning of history to senior four students in Kajara County, Ntungamo District.The study employed a cross sectional survey design with both qualitative and quantitative approaches of data collection. Interviews, Focus Group Discussions, Documentary analysis and Questionnaire were used to collect data. The study population consisted of secondary school administrators, history teachers and students in selected private and government schools in Kajara County – Ntungamo District. A sample size of 251 was used. Quantitative data was analyzed with help of statistical package for social sciences (SPSS) while qualitative data was analyzed using content analysis. The major findings revealed that teachers’ use of communication skills facilitates effective teaching and learning of history to senior four students. It was found out that history teachers in the study area are audible, there is effective teacher-student rapport and improved student presentation skills as a result of effective teacher communication. Students attested that teachers’ communication skills have created positive attitude towards learning. Further, it was revealed that teacher’s use of explanation skills facilitates effective teaching and learning of history. Studies showed that teachers have clear history instructions and involve learners in history lesson activities. The study further revealed that teacher’s use of writing skills facilitates effective teaching and learning of history to senior four students. The study established that history teachers normally write to guide students in response to students’ feedback in a simple and clear language. The study concluded that teachers’ qualification has negligible influence on effective teaching and learning of history. Government and other stakeholders should come up with Continuous Teacher Development Programs to raise teachers’ professionalism to patch up the gaps in the teaching of history to senior four students.