EVALUATING THE EFFECTIVENESS OF THE
TEACHER PREPARATION PROGRAMME AT THE
ISLAMIC UNIVERSITY
IN UGANDA
BY
MWEBESA UMAR
A dissertation submitted in fulfilment of the requirement for
the degree of Doctor of Philosophy in Education
(Curriculum and Instruction)
Institute of Education
International Islamic University Malaysia
FEBRUARY 2014
ii
ABSTRACT
Programme evaluation plays a significant role of ensuring the effectiveness of teacher
education programmes. It helps to illuminate the nature and progress of the curriculum
in the process of preparing teachers. It also provides valuable information on the
effectiveness of a teacher preparation programme by examining the strengths and
weaknesses in the practices of its graduate teachers. Thus, this study evaluated the
effectiveness of the Bachelor of Arts Education in preparing secondary school
teachers at the Islamic University in Uganda. It specifically focused on three issues;
Firstly, the theoretical coverage of four selected aspects of the pedagogical curriculum
namely; (i) classroom organisation and management. (ii) lesson structure. (iii) skills
and techniques of teaching and (iv) teaching methods. Secondly, the perceived
teaching practices of graduate teachers in their secondary school classrooms. Thirdly,
the graduate teachers’ perceptions of the worth of the Bachelor of Arts Education
programme with respect to its pedagogical curriculum; whether to sustain or modify
or terminate it. Two hundred and seventeen graduate teachers who had completed the
programme in 2007, 2008 and 2009 from the Islamic University in Uganda
participated in this study. The study used Stufflebeam’s CIPP evaluation model
through a mixed method research design of quantitative and qualitative approaches.
The data was analysed using MANOVA tests, Pearson product-moment correlation
coefficient, descriptive statistics and thematic analysis. The Context evaluation results
showed that the programme has not yet fully achieved its goals of producing teachers
who can compete favourably in the modern technological society and ever changing
work environment. Through Input evaluation, graduate teachers reported that during
their preservice preparation, the programme did not cover extensively among others;
instructional technology, computer assisted instruction, integrating teaching methods
of Prophet Muhammad (p.b.u.h) into the pedagogical curriculum and skills of teaching
students with learning disabilities. The Process and Product evaluations found that
there was a strong positive relationship between theory of coverage and graduate
teachers’ practices in all the selected aspects of the pedagogical curriculum. The study
found that gender did not have statistically significant effect on practicing aspects of
the pedagogical curriculum. Findings from qualitative data analysis showed that 56%
of graduate teachers did not use lesson plan in their classrooms because of insufficient
time to write it. Overall, they mostly practiced classroom organisation and
management more than other aspects. It was found that History teachers organised and
managed their classes better than Islamic Religious Education teachers. Using open-
ended survey, 73% of graduate teachers suggested that the pedagogical curriculum
should be modified with specific focus on; addressing concerns of Uganda National
Examination Board goals, traditional methods of teaching and harmonising objectives
of scheme of work and lesson plan during school practice. The study recommended;
regular programme evaluation, refresher programmes for graduate teachers and
competent-based Exit Evaluation Appraisal (EEA) for teacher candidates.
iii
خلاصة البحث
سير و طبيعة على الضوء إلقاء على يساعد فإنه. المعلمين إعداد برامج فعالية لضمان هاما دورا يلعب البرنامج تقييم
دراسة خلال من المعلم إعداد برنامج فعالية عن قيمة معلومات يوفر كما. المعلمين إعداد عملية في الدراسية المناهج إعداد في التربية بكالوريوس فعالية يقيم هذ البحث ، وبالتالي .الخريجين المعلمين تممارسا في والضعف القوة نقاط أولا، ؛ قضايا ثلاث على تحديدا وركز .أوغندا في الإسلامية جامعة منشورات في الثانوية المدارس معلمي الفنون( ب. ) والإدارة الدراسية الفصول يمتنظ( أ) ، وهما التربوية المناهج من مختارة جوانب أربعة من النظري التغطية لخرجيي التعليمية الممارسات ينظر ثانيا، .التدريس طرق( د) و التدريس وتقنيات مهارات( ج. ) الدرس هيكل
بكالوريوس قيمته من' البرنامج خرجيي تصورات ثالثا،. بهم الخاصة الثانوية المدارس في الدراسية الفصول في البرنامج سبعة و مائتان شارك .إنهائه أو هتعديل أو عليه للحفاظ سواء ، التربوية ناهههابم يتعلق فيما لتربية الفنيةا برنامج في
في أوغندا في الإسلامية الجامعة من 7002 و 7002 و 7002 عام في البرنامج أكملوا الذين المدرسين منعشر تحليل تم .والنوعي الكمي نهجالم لالخ من CIPP Stufflebeam تقييم نموذج استخدم البحث. هذ البحث
والتحليل الوصفي الإحصاء ، الارتباط معامل لحظة المنتج بيرسون ، MANOVA اختبارات باستخدام البيانات بشكل واتنافسي أن يمكن الذين المدرسين انتاج من كآملة أهدافه ققيح لم البرنامج أن نتائجال وأظهرت .الموضوعي
ذكر خرجوا البرنامج التقييم خلال من .مضى وقت أي من العمل بيئة تغيير و الحديث كنولوجيالت المجتمع في إيجابي التعليم ، التعليم تكنولوجيا ؛ أخرى أمور بين من اواسع انطاق يغط لم البرنامج فإن، التدريب إعداد خلال أنه
لتدريس التربوية المهارات و دراسيةال المناهج في( ص) محمد النبي من التدريس طرق ودمج ، الحاسوب بمساعدة الممارسات نظرية بين قوية إيجابية علاقة هناك أن المنتج و عملية التقييمات وجدت .التعلم صعوبات ذوي الطلاب تأثير لا الجنسين أن الدراسة وجدت .التربوية المناهج من ختارةالم وانبالج جميع في البرنامج خرجيي والتدريس التغطية
65 أن النوعية البيانات تحليل من المستخلصة النتائج أظهرت .التربوية المناهج جوانب ممارسة على إحصائيا به يعتد فإنها ، عموما .لكتابته الوقت كفاية عدم بسبب صفوفهم في الدرس خطة واستخدمي لم البرنامج خرجيي من٪
يرون ويد ونينظم التاريخ يأن مدرس تبين. الأخرى الجوانب من أكثر وإدارة الدراسية الفصول تنظيم الغالب في تمارس أن يجب التربوية المناهج أن البرنامج خرجيي من٪ 27 اقترحو .الإسلامية الدينية التربية مدرسي من أفضل صفوفهم
في التقليدية الطرق في أوغندا، ةالوطني الامتحانات مجلس أهداف معالجةخاص على بوجه التركيز مع هاتعديل تمت العادية البرامج تقييم ؛ الدراسة أوصت .المدرسة ممارسة أثناء الدرس خطة و العمل خطة أهداف مواءمة و دريسالت
.(EEA) لخرجيي البرنامج المسبق لتقييما اجراء و البرنامج لخرجيي تنشيطية وبرامج
iv
APPROVAL PAGE
The Dissertation of Mwebesa Umar has been approved by the following:
________________________________
Sharifah Sariah Binti Syed Hassan
Supervisor
________________________________
Ismail Sheikh Ahmed
Internal Examiner
________________________________
Abu Bakar Hj. Ibrahim
External Examiner
________________________________
Badruddin Bin Hj. Ibrahim
Chairman
v
DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except
where otherwise stated. I also declare that it has not been previously or concurrently
submitted as a whole for any other degrees at IIUM or other institutions.
Mwebesa Umar
Signature………………………………. Date…………………………………….
vi
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION
OF FAIR USE OF UNPUBLISHED RESEARCH
Copyright © 2014 by International Islamic University Malaysia. All rights reserved.
EVALUATING THE EFFECTIVENESS OF THE TEACHER
PREPARATION PROGRAMME AT THE ISLAMIC UNIVERSITY
IN UGANDA
I hereby affirm that The International Islamic University Malaysia (IIUM) holds all
rights in the copyright of this Work and henceforth any reproduction or use in any
form or means whatsoever is prohibited without the written consent of IUM. No part
of this unpublished research may be reproduced, stored in a retrieval system, or
transmitted, in any form or by means, electronic, mechanical, photocopying, recoding
or otherwise without prior written permission of the copyright holder.
Affirmed by Author’s Name
………………………. ……………………….
Signature Date
vii
To my cheerful and responsive Wife, Mrs. Mariam Mwebesa
and my lovely children: Firdaus, Ashraf, Sharif and Shakur.
viii
ACKNOWLEDGEMENTS
Oh! Allah, I thank You for all the achievements I have realized in life. I thank You for
this enormous achievement of the Doctoral Degree in my life. I so pray that with Your
generosity, You bestow upon me more successes.
I am so indebted to Asst. Prof. Dr. Sharifah Sariah Bint Syed Hassan, my main
supervisor, for her vigorous and industrious guidance and counselling throughout the
course of research. I thank you undeniably for being so tolerant to my personal
weaknesses; academic and emotional disposition. Asst. Prof. Dr. Sharifah, you are
indeed a gracious parent. May your divine prayers and earthly dreams be accepted by
the Almighty Allah.
I am grateful to my Co-supervisors; Assoc. Prof. Dr. Che Noraini Hashim and
Asst. Prof. Dr. Shakour Preece for their invaluable time to proofread my research
meticulously and guide me appropriately. I extend my vote of thanks to both Internal
and External supervisors for accepting to examine my PhD research work and declare
it worthwhile.
My lovely wife, Mrs. Mariam Mwebesa is greatly recognized in this forum for
the immeasurable support she extended to me during the course of study in Malaysia.
Thank you indeed Hajjat Mariam for your prayers, patience, encouragement, material
support and most importantly for taking care of my entire family during my absence.
I am grateful to the resourceful academics who provided me with the
foundation of knowledge and skills relevant to my area of specialization (curriculum
and Instruction), during the coursework mode of PhD study. Their contributions were
found most useful during the research period. They are; Prof. Dr. Ratnawati Mohd
Asraf, Prof. Dato’ Dr. Sidek Baba, Assoc. Prof. Dr. Ismail Sheikh Ahmad, Assoc.
Prof. Dr. Nik Suryani Nik Abdul Rahman, Asst. Prof. Dr. Sharifah Sariah Binti Syed
Hassan, Asst. Prof. Dr. Mohd Burhan Ibrahim and Asst. Prof. Dr. Mohyani Razikin.
I thank Mr. Kazeem Oluwatoyin Ajape, PhD Candidate, Senior Lecturer,
Victoria Muwonge Mukiibi, Head of Department Curriculum and Instruction, Islamic
University in Uganda and Aiseta Aisha for their time and expertise to guide me during
inter-rater reliability of coded templates, rating themes and verifying interview
transcriptions. I am also grateful to Hajjat Aisha Aiseta who laboured to proof read the
interview transcriptions and sent the feedback in time.
Last but certainly not least, I am indebted to International Islamic University
Malaysia (IIUM) and Islamic University in Uganda (IUIU) for their joint MoU to
support IUIU staff development of which I am a direct beneficiary. Through IIUM’s
continued support, IUIU has managed to train a sizeable number of its academic staff
in various postgraduate programmes. I am thankful to IIUM for its mission that seeks
to restore a leading and progressive role of the Muslim Ummah in all branches of
knowledge; thereby contributing to the improvement and upgrading of the qualities of
human life and civilization. This empowerment needs to be sustained in order to build
quality Muslim societies around the world.
ix
TABLE OF CONTENTS
Abstract .................................................................................................................... ii
Abstract in Arabic .................................................................................................... iii
Approval Page .......................................................................................................... iv
Declaration Page ...................................................................................................... v
Copyright Page ......................................................................................................... vi
Dedication ................................................................................................................ vii
Acknowledgements .................................................................................................. viii
List of Tables ........................................................................................................... xvi
List of Figures .......................................................................................................... xviii
List of Abbreviations ............................................................................................... xix
CHAPTER ONE: INTRODUCTION ................................................................. 1
Background of the Study .............................................................................. 1 Brief Background of the Islamic University in Uganda ....................... 3 Teaching Curriculum for the Teacher Preparation Programme, the
BA.Ed. at the Islamic University in Uganda ......................................... 4
Statement of the Problem ............................................................................. 10 The Purpose of the Study ............................................................................. 13 Research Questions ...................................................................................... 14
Hypotheses of the Study ............................................................................... 15
Significance of the Study ............................................................................. 16 Conceptual Framework of the Study ............................................................ 17 Delimitations and Limitations of the Study ................................................. 20
Operational Definitions of Terminologies ................................................... 21 Chapter Summary ......................................................................................... 25
CHAPTER TWO: LITERATURE REVIEW .................................................... 26 Introduction .................................................................................................. 26
Programme Evaluation: Methods and Processes ......................................... 26 Rationale of Evaluating a Teacher Preparation Programme ................. 27
Methods and Procedures of Evaluating a Teacher Preparation
Programme ............................................................................................ 30
Overview of Programme Evaluation Models and their Approaches .... 32 Objectives-Oriented Evaluation ..................................................... 32 Discrepancy-Oriented Evaluation .................................................. 33 Goal-free-Oriented Evaluation ....................................................... 34 Responsive-Oriented Evaluation.................................................... 35
Illuminative-Oriented Evaluation .................................................. 36 Context, Input, Process, Product (CIPP) Model of Evaluation ...... 37
Rationale of choosing Stufflebeam’s CIPP Model of Evaluation for
this study ............................................................................................... 45 Preservice Teacher Preparation in Pedagogical Knowledge and Skills ....... 45
Pedagogical Knowledge and Skills of Classroom Organisation and
Management .......................................................................................... 47 Pedagogical Knowledge and Skills of Lesson Structure ...................... 50
x
Pedagogical Skills and Techniques of Teaching ................................... 53 Pedagogical Knowledge and Skills of Teaching Methods .................... 56
Selected Previous Research Studies on Teacher Preparation
Programmes: Methodology of Research and Variables Involved ................ 59
Teaching Methods of Prophet Muhammad (p.b.u.h): Implication of
Theory And Practice .................................................................................... 65 Knowledge Source of Prophet Muhammad’s (p.b.u.h) Teaching
Methods ................................................................................................. 65 Teaching Methods attributed to Prophet Muhammad (p.b.u.h) ............ 67
Chapter Summary ......................................................................................... 74
CHAPTER THREE: RESEARCH METHODOLOGY ................................... 75 Introduction .................................................................................................. 75 Research Design ........................................................................................... 75
Guiding Philosophical Paradigm of the Research Study ...................... 77 Study Population ................................................................................... 80
Study Sample Size ................................................................................ 81 Procedure for Sampling Participants ..................................................... 81 Instrumentation of the Mixed Methods Design of the Study ................ 82
Sources of Data ............................................................................................ 84
Data Collection Procedure ........................................................................... 84 Data Collection Matrix .......................................................................... 85
Rationale for using Open-ended Survey ............................................... 85 Rationale for using Semi-structured Interviews .................................... 87
Rationale for using Document Review ................................................. 87 Validity and Reliability of the Research Instrument .................................... 88
Validity of the Semi Structured Interview Instrument .......................... 88 Validity of the Questionnare Survey Instrument .................................. 89 Content Validity .................................................................................... 89
Face Validity ......................................................................................... 90 The Pilot Study ............................................................................................. 90
Participants for the Pilot Study ............................................................. 91
Procedure of the Pilot Study ................................................................. 91 Construct Validity of the Instrument..................................................... 91
Output from the Factor Analysis ........................................................... 92 Instrument Reliability Test .................................................................... 93
Adjustments made to the Instrument after the Pilot Study ................... 95 Pilot Study on the Open-ended Survey ................................................. 96 Adjustments made on the Open-Ended Survey after the Pilot Study ... 98
Data Analysis Procedure .............................................................................. 99 Quantitative Data Analysis Procedure .................................................. 99
Qualitative Data Analysis Procedure for Open-ended Questions and
Document Review ................................................................................. 101 Qualitative Data Analysis Procedure for Semi Structured Interview
Questions ............................................................................................... 102 Interview Guide ............................................................................. 102
Transcription of the recorded Interview Data ................................ 104 Inter-rater Reliability of the Coded Templates .............................. 105
Chapter Summary ......................................................................................... 109
xi
CHAPTER FOUR: PRESENTATION OF STUDY FINDINGS ..................... 110 Introduction .................................................................................................. 110 Presentation of Findings ............................................................................... 110
Demographic Characteristics ................................................................ 111
Year of Graduation and Gender ..................................................... 111 Teaching Subjects .......................................................................... 113
Report on the Confirmability of the Interview Transcriptions ............. 113 Report on the Inter-rater Reliability of the Coded Themes .................. 114
The Educational Setting of the Bachelor of Arts Education Programme
in the Faculty of Education with Respect to Programme Goals, Material
Resources and Physical Learning Environment ........................................... 115 Educational Setting of the Bachelor of Arts Education with respect
to Programme Goals .............................................................................. 116 Educational Setting of the Bachelor of Arts Education with respect
to Programme Material Resources ........................................................ 120 The University Library Literature .................................................. 121
Faculty Computer Laboratories ..................................................... 122 Locally Made Material Resources ................................................. 122 Faculty Classroom Furniture .......................................................... 123
Educational Setting of the Bachelor of Arts Education with respect
to Programme Physical Learning Environment .................................... 126 Summary of Findings for Research Question One ...................................... 129
Graduate Teachers’ Perceived required needs for their Preservice
Teacher Preparation with Respect to Four Selected Aspects of the
Pedagogical Curriculum; (i) Classroom Organisation and Management.
(ii) Lesson Structure. (iii) Skills and Techniques of Teaching and (iv)
Teaching Methods ........................................................................................ 132 Perceived required needs related to Classroom Organisation and
Management .......................................................................................... 132
Extreme Students’ Deviant Behaviours ......................................... 133 Physical Conducive Learning Environment .................................. 134
Co-curricular Educational Activities ............................................. 135
Culture of Student-Lecturer Academic Consultations ................... 136 Effective Classroom Seating Arrangement .................................... 137
Perceived needs related to Lesson Structure ......................................... 137 Lesson Planning based on Uganda National Examinations
Board Goals ................................................................................... 138 Instructional Materials ................................................................... 140 Integrating Computer Assisted Instruction (CAI) in a Lesson
Plan ................................................................................................ 141 Exceptional Lesson Planning Techniques ..................................... 141
Perceived needs related to Skills and Techniques of Teaching ............ 142 Set Inductions ................................................................................. 143 Computer Assisted Instruction (CAI) in Classroom Teaching ...... 144 Behaviourist, Constructivist and Cognitive Teaching
Approaches .................................................................................... 146
Perceived needs related to Teaching Methods ...................................... 147 Cooperative Learning Method ....................................................... 148
Multiple Teaching Methods ........................................................... 149
xii
Teaching Methods of Prophet Muhammad (p.b.u.h) ..................... 151 Instructional Technology ............................................................... 154 Internet Knowledge ........................................................................ 154 Students with Learning Disabilities ............................................... 155
Summary of Findings for Research Question Two ...................................... 156 The Relationship between Theory and Practice of the Bachelor of Arts
Education Programme Coverage of; (i) Classroom Organisation and
Management. (ii) Lesson Structure. (iii) Skills and Techniques of
Teaching and (iv) Teaching Methods as Perceived by Graduate
Teachers in their Actual School Classrooms ............................................... 158 Relationship between Theory and Practice derived from the
Pearson Product-Moment Correlation descriptive statistics Results .... 159
Relationship between Theory and Practice derived from the
Pearson Product-Moment Correlations Coefficient .............................. 160 The Relationship between Theory and Practice among Individual
Items of Classroom organisation and management .............................. 162
The Relationship between Theory and Practice among Individual
Items of the Lesson structure ................................................................ 165 The Relationship between Theory and Practice among Individual
Items of Skills and Techniques of Teaching ......................................... 168
The Relationship between Theory and Practice among Individual
Items of the Teaching methods ............................................................. 170
Summary of Findings for Research Question Three .................................... 172 Statistically Significant Differences in the Graduate Teachers’ Actual
Practices of (i) Classroom Organisation and Management. (ii) Lesson
Structure. (iii) Skills and Techniques of Teaching and (iv) Teaching
Methods, in their Secondary Schools Across; Gender, Year of
Graduation and Teaching Subjects .............................................................. 174 Summary of Findings for Research Question Four ...................................... 186
Graduate Teachers’ Judgements about the Worth of their Bachelor of
Education Programme with Respect to the Pedagogical Curriculum that
was used to Prepare them for Teaching in the Secondary Schools;
Should It Be Sustained or Modified or Terminated? ................................... 189 Sustaining the Pedagogical Curriculum ................................................ 190
Modifying the Pedagogical Curriculum ................................................ 190 Traditional Methods ....................................................................... 191
Computer-based Learning Materials in a Lesson Plan .................. 192 IRE Lesson Plan ............................................................................. 192 History Lesson Plan ....................................................................... 193 Practicum Periods for Microteaching and School Practice ............ 193 Educational Goals of Uganda National Examinations Board
(UNEB) .......................................................................................... 195 Scheme of Work and Lesson Plan Objectives ............................... 195 Learner-centred Teaching Methods ............................................... 196
Summary of Findings for Research Question Five ...................................... 198
xiii
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS ....................................................................................... 201 Introduction .................................................................................................. 201 Discussion of Findings ................................................................................. 202
Context Evaluation ....................................................................................... 202 Educational Setting of the Bachelor of Arts Education ........................ 202
Programme Goals ........................................................................... 202 Material Resources ......................................................................... 204 Physical Learning Environment ..................................................... 205
Input Evaluation ........................................................................................... 206 Classroom Organisation and Management ........................................... 207
Extreme Students’ Deviant Behaviours ......................................... 207
Physical Conducive Learning Environment .................................. 208 Co-curricular Educational Activities ............................................. 209 Culture of Student-lecturer Academic Consultations .................... 210 Effective Classroom Seating Arrangement .................................... 210
Lesson Structure .................................................................................... 211 Lesson Planning based on Uganda National Examinations
Board (UNEB) Goals ..................................................................... 211 Instructional Materials ................................................................... 213
Integrating Computer Assisted Instruction (CAI) in a Lesson
Plan ................................................................................................ 213
Exceptional Lesson Planning Techniques ..................................... 215 Skills and Techniques of Teaching ....................................................... 215
Set Inductions ................................................................................. 216 Computer Assisted Instruction (CAI) in Classroom Teaching ...... 217
Behaviourist, Cognitivist and Constructivist Approaches ............. 217 Teaching Methods ................................................................................. 218
Cooperative Learning Method ....................................................... 218
Multiple Teaching Methods ........................................................... 219 Teaching Methods of Prophet Muhammad (p.b.u.h) ..................... 220
Instructional Technology (IT) ........................................................ 221
Internet knowledge ......................................................................... 222 Students with Learning Disabilities ............................................... 223
Process and Product Evaluation ................................................................... 224 Theory and Practice with Classroom Organisation and
Management .......................................................................................... 227 Theory and Practice with Lesson Structure .......................................... 228 Theory and Practice with Skills and Techniques of Teaching .............. 231 Theory and Practice with Teaching Methods........................................ 232
Product Evaluation on Hypotheses .............................................................. 235
Product Evaluation for Judging the Effectiveness of the Programme ......... 238 Traditional Methods .............................................................................. 240 Computer-based Learning Materials in a Lesson.................................. 241 IRE Lesson Designs .............................................................................. 242 History Lesson Designs ........................................................................ 243
Practicum Periods for Microteaching and School Practice ................... 243 Educational Goals of Uganda National Examinations Board
(UNEB) ................................................................................................. 244
xiv
Scheme of Work and Lesson Plan Objectives ...................................... 245 Learner-centred Teaching Methods ...................................................... 247
Theoretical Implication of the Study ............................................................ 248 Recommendations ........................................................................................ 254
Regular Programme Evaluation ............................................................ 254 Proactive Teaching Practices ................................................................ 255 In-service Refresher Programmes ......................................................... 255 Lesson Planning based on Uganda National Examinations Board
(UNEB) Goals ....................................................................................... 256
Integration of Instructional Technology into the Pedagogical
Curriculum ............................................................................................ 257 Teaching Methods of Prophet Muhammad (p.b.u.h) ............................ 257
Contribution to the Study ............................................................................. 258 Exit Evaluation Appraisal (EEA) .......................................................... 258 Feedback from Programme Graduates .................................................. 260 Contribution to Scholarly Literature ..................................................... 260
Introduction of CIPP Evaluation Model in the Faculty of Education ... 260 Recommendations for Further Study ........................................................... 261 Conclusion .................................................................................................... 262
REFERENCES ....................................................................................................... 264
APPENDIX I SURVEY COVER LETTER .................................................... 288 APPENDIX II SAMPLE SIZE FOR A GIVEN POPULATION SIZE ............ 289
APPENDIX III THE INSTRUMENT FOR TEACHER PREPARATION
PROGRAMME EFFECTIVENESS ......................................... 290
APPENDIX IV INTERVIEW GUIDE FOR SEMI-STRUCTURED
QUESTIONS ............................................................................. 294 APPENDIX V NOTATIONAL CONVENTIONS ........................................... 295
APPENDIX VI SAMPLE OF INTERVIEW TRANSCRIPTION FOR
(P1GT1) ..................................................................................... 296
APPENDIX VII SAMPLE OF CODING TEMPLATE (P1DT1) ....................... 298
APPENDIX VIII A LIST OF PARTICIPANTS’ CURRENT SCHOOLS ........... 299 APPENDIX IX APPROVAL OF INTERVIEW TRANSCRIPTIONS
FROM INTERVIEWEE ........................................................... 302 APPENDIX X SAMPLE OF INTER-RATER RELIABILITY OF
CODED TEMPLATE (P2GR2) ON MAIN IDEAS................. 303 APPENDIX XI SAMPLE OF INTER-RATER RELIABILITY OF
THEMES FROM INTERVIEW DATA ................................... 304 APPENDIX XII APPROVAL LETTER OF INTER-RATER RELIABILITY ... 305 APPENDIX XIII REPORT ON INTER-RATER RELIABILITY OF
PERCNTAGE OF ABSOLUTE AGREEMENT ...................... 306 APPENDIX XIV SAMPLE OF CODED DATA FROM OPEN-ENDED
SURVEY RESPONSES (n=217) .............................................. 307 APPENDIX XV WAYS IN WHICH ASPECTS OF CLASSROOM
ORGANISATION AND MANAGEMENT ARE MOST
USEFUL IN THE GRADUATE TEACHERS’
CLASSROOMS ........................................................................ 308
xv
APPENDIX XVI WAYS IN WHICH ASPECTS OF LESSON STRUCTURE
ARE MOST USEFUL IN THE GRADUATE TEACHERS’
CLASSROOMS ........................................................................ 309 APPENDIX XVII WAYS IN WHICH ASPECTS OF LESSON STRUCTURE
ARE LEAST USEFUL IN THE GRADUATE
TEACHERS’ CLASSROOMS ................................................. 310 APPENDIX XVIIIGRADUATE TEACHERS’ VIEWS ON HOW THEY
PRACTICE LESSON PLANNING DIFFERENTLY
FROM THE WAY THEY HAD BEEN TAUGHT
DURING PRESERVICE TEACHER PREPARATION .......... 312 APPENDIX XIX WAYS IN WHICH ASPECTS OF SKILLS AND
TECHNIQUES OF TEACHING HAVE BEEN FOUND
MOST USEFUL IN THE GRADUATE TEACHERS’
CLASSROOMS ........................................................................ 313 APPENDIX XX GRADUATE TEACHERS’ VIEWS ON HOW THEY
PRACTICE SKILLS AND TECHNIQUES OF
TEACHING DIFFERENTLY FROM THE WAY THEY
HAD BEEN TAUGHT DURING PRESERVICE
TEACHER PREPARATION .................................................... 314 APPENDIX XXI WAYS IN WHICH ASPECTS OF TEACHING METHODS
HAVE BEEN FOUND MOST USEFUL IN THE
GRADUATE TEACHERS’ CLASSROOMS .......................... 315
APPENDIX XXII GRADUATE TEACHERS’ VIEWS ON HOW THEY
PRACTICE TEACHING METHODS DIFFERENTLY
FROM THE WAY THEY HAD BEEN TAUGHT
DURING PRESERVICE TEACHER PREPARATION .......... 316
APPENDIX XXIIISUMMARY OF BA.Ed. PROGRAMME COVERAGE OF
THE SELECTED ASPECTS OF THE PEDAGOGICAL
CURRICULUM ........................................................................ 317
APPENDIX XXIVSUMMARY OF GRADUATE TEACHERS’ PRACTICES
OF THE SELECTED ASPECTS OF THE
PEDAGOGICAL CURRICULUM IN THEIR
CLASSROOMS ........................................................................ 319
APPENDIX XXV EXIST EVALUATION APPRAISAL (EEA) ........................... 321
RELATED CONFERENCE PRESENTATIONS AND PUBLICATIONS ............ 321
xvi
LIST OF TABLES
Table No. Page No.
2.1 The Relevance of Four Types of Evaluation to Formative and
Summative Evaluation Roles 38
2.2 Teaching Methods of Prophet Muhammad (p.b.u.h) 68
3.1 Philosophical Assumptions and their related Paradigms 79
3.2 Population of the Study 81
3.3 Data Collection Matrix 86
3.4 Rotated Component Matrix 93
3.5 Loadings for the Four-Factor Solution for Classroom Organisation and
Management 94
3.6 Loadings for the Four-Factor Solution for Lesson Structure 94
3.7 Loadings for the Four-Factor Solution for Skills and Techniques of
Teaching 94
3.8 Loadings for the Four-Factor Solution for Teaching Methods 95
3.9 Data Analysis Matrix 107
4.1 Total Population of Participants 112
4.2 Statified Samples for the study 112
4.3 Descriptive Report on Teaching Subjects (History and IRE) 113
4.4 Summary of Findings for RQ1 131
4.5 Needs related to skills and techniques of teaching that graduate teachers
perceived not to have been taught during their preservice teacher
preparation 147
4.6 Summary of Findings for RQ2 157
4.7 Descriptive statistics comparing Theory of Coverage of selected
Aspects of the Pedagogical Curriculum and Practice as perceived by
Graduate teachers (n=217) 160
4.8 Pearson Product-Moment Correlations between Theory and Practice of
the pedagogical curriculum as perceived by Graduate Teachers (n=217) 160
xvii
4.9 Comparing Theory and Practice among individual items of classroom
organisation and management (n=217) 163
4.10 Comparing Theory and Practice among Individual Items of Lesson
structure (n=217) 166
4.11 Comparing Theory and Practice among Individual Items of Skills and
techniques of teaching (n=217) 169
4.12 Comparing Theory and Practice among Individual Items of Teaching
methods (n=217) 171
4.13 Interaction between variables 176
4.14 Actual Practices of Selected Aspects of the Pedagogical Curriculum
across Gender 177
4.15 Multivariate test to establish the difference between male graduates’
and female graduates’ actual practices of the pedagogical curriculum in
their classrooms 178
4.16 Actual Practices of Selected Aspects of the Pedagogical Curriculum
across graduates of 2007, 2008 and 2009 181
4.17 Multivariate test to establish any statistically significant difference in
the graduate teachers’ actual practices of the pedagogical curriculum
across 2007, 2008 and 2009 years of graduation 182
4.18 Actual Practices of Selected Aspects of the Pedagogical Curriculum
across Teaching Subjects 184
4.19 Multivariate test to establish differences in actual teaching of IRE and
History with respect to the Aspects of the Pedagogical Curriculum 185
4.20 Summary of Findings for RQ4 188
4.21 Summary of perceived Judgement of Graduate Teachers about the
worth of BA.Ed. programme with respect to its pedagogical curriculum 199
xviii
LIST OF FIGURES
Figure No. Page No.
1.1 Teaching Curriculum for Teacher Preparation Programme BA.Ed. at
IUIU 6
1.2 Conceptual Framework Model of the Study based on Stufflebeam’s
(2003) CIPP Evaluation Model 19
2.1 Basic Components of the CIPP Evaluation Model 39
2.2 Primary Emphasis in Classroom Management 48
3.1 Convergent Parallel Design. Source: Creswell (2012: 541) 77
3.2 Research Design and analysis procedure plan 108
4.1 The alignment of the University’s and Faculty’s missions and goals that
are related to the educational goal setting of BA.Ed. programme 117
4.2 Findings on the Effectiveness of the BA.Ed. Pedagogical Curriculum 200
xix
LIST OF ABBREVIATIONS
BA.Ed.
B.Ed.
Bachelor of Arts Education.
Bachelor of Education.
CIPP Context, Input, Process, Product (CIPP Model of Evaluation).
CAI Computer Assisted Instruction.
CBT Computer Based Learning.
COM Classroom Organisation and Management.
DV Dependent Variable.
EEA Exist Evaluation Appraisal.
FASS Faculty of Arts and Social Sciences
FISAL Faculty of Islamic Studies and Arabic Language.
FOE
FOL
IRE
Faculty of Education.
Faculty of Law.
Islamic Religious Education.
FMS Faculty of Management Studies.
IUIU Islamic University in Uganda.
IIUM International Islamic University Malaysia.
IV Independent Variable.
LES Lesson Structure.
MANOVA
MoU
Multivariate Analysis of Variance.
Memorandum of Understanding.
NCDC
OIC
National Curriculum Development Centre.
Organisation of Islamic Cooperation.
p.b.u.h peace be upon him.
RAA
RA
Radhiya Allah Aniha (May Allah Bless her).
Radhiya Allah Anihu (May Allah Bless him)
RQ Research Question.
S.W.T Subhanahu Wa Ta’ala (Praise be to Allah and Most High).
STT Skills and Techniques of Teaching.
TEM Teaching Methods.
UNEB Uganda National Examinations Board.
1
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The professional ability to practice effective pedagogical knowledge by graduate
teachers in their classrooms may be related to effective preparation from their teacher
preparation programmes. It has been argued that the quality of teaching occurring in
schools is directly linked to the quality of preservice preparation that teachers receive
(Ballantyne, 2005; Darling-Hammond, 2000). Zeichner and Liston (1990: 4) suggest
that the “mastery of subject matter is the most important goal in the education of
teachers”. In view of this, some experienced teachers may share the view that to be an
effective teacher, one needs to be an expert in subject matter content. However, an
effective trained teacher must not only master the subject matter content but also the
pedagogical principles and practices. Some studies have found that even when
teachers claim to have mastered subject matter content, they often find problems of
explaining basic concepts in their own specializations (National Centre for Research
on Teacher Learning, 1991). It would therefore be ideal if the quality of teaching is
linked to both subject matter content knowledge and pedagogical principles and
practices.
Therefore, in the process of teacher preparation, educational institutions need
to provide comprehensive and quality pedagogical principles and practices besides
subject matter content. In order to understand the significance of the two knowledge
bases one would evaluate a teacher preparation programme. Thus, programme
evaluation has also been a subject of interest to educationists and curriculum
2
developers to ensure that teacher preparation institutions adapt effective teaching
practices. The need for quality evaluation of teacher programmes implicates adaption
of teaching parameters based on stipulated standards.
Prior to programme evaluation, an expert needs to understand the design of
teaching curriculum to accommodate the subject matter content and the pedagogical
knowledge. A number of researchers have suggested fundamental areas of teacher
knowledge that should be adopted by teacher training institutions in their teaching
curricular. For example, Grossman (1995) describes six basic domains that make up
teacher knowledge; the knowledge content: this is the knowledge of the subject matter
content. Knowledge of learners and learning: this is the knowledge that deals with the
students’ behaviour and learning theories. Knowledge of general pedagogy: this
domain emphasises classroom teaching, learning activities and general methods of
teaching. Knowledge of curriculum: this domain deals with aspects of teaching
curriculum such as designs, processes, evaluation, development and implementation.
Knowledge of context: this domain concerns the teacher’s working environment, the
nature and the culture of the school and its location and also the interest of the teacher
to know the nature of the students and their background. The knowledge of self: this
domain is referred to as teacher’s personal values, strengths and weaknesses and also
his or her professional expectations into the teaching profession.
Consequently, in any teacher preparation programme, these knowledge
domains are very important for the preservice teachers. It would therefore be ideal to
provide preservice teachers with enough subject matter content to enrich their
knowledge mastery. The domains of knowing students’ behaviour, general methods of
teaching and knowledge of curriculum introduce the preservice teacher to the various
trends of classroom organisation and management, lesson structure, skills and
3
techniques of teaching and methods of teaching. The knowledge of context introduces
the preservice teacher to the spirit of teacher socialization. It is the responsibility of
any preservice teacher to learn how to interrelate with the school dynamics; the stake
holders of the school like the head teachers, teachers, parents and their culture,
acceptable and unacceptable behavioural norms of the environment. A preservice
teacher needs to know the nature of the students, to get acquainted with their
individual differences and backgrounds. These knowledge bases have been
emphasized in the Bachelor of Arts Education at the Islamic University in Uganda.
Brief Background of the Islamic University in Uganda
The Islamic University in Uganda (IUIU) was established by the Organisation of
Islamic Cooperation (OIC) on 10th
February, 1988 to provide education for the
Anglophone Africa. It was established through the act of Uganda Parliament (the
Islamic University in Uganda Act, Cap.131; 2001 revised edition). It is the first
private university to be established in the country sponsored by OIC and Uganda as a
host country. The University is headed by the Chairman University Council as its
Chancellor and the Rector as its Vice Chancellor. The University started with two
Faculties; Faculty of Islamic Studies and Arabic language (FISAL) and the Faculty of
Education (FOE) with a total enrolment of 80 students. It is located at Nkoma, in
Mbale Municipality, about 245 kilometres (152 miles), by road, northeast of Kampala
Capital city. Through its mission, as stated in the university’s Strategic Plan 2005/06-
2015/16, the university;
aspires to function as a highly academic and cultural institution based
on Islam and love for the country. It aims at promoting and enhancing
the civilization and scientific influence of Islam and physical world to
produce well-cultured, morally-upright graduates of sound character,
equipped with useful skills and knowledge, who are able to participate
4
positively in the development process of their countries. The university
aims at achieving these goals through the pursuit of teaching, learning,
research, scholarship, good governance and service to humanity (p.8).
The IUIU has made tremendous growth since its inception. It has established four
more faculties including; Faculty of Science (FOS), Faculty of Management Studies
(FMS), Faculty of Law (FOL) and Faculty of Arts and Social Sciences (FASS), in
addition to FISAL and FOE. It operates 56 undergraduate and postgraduate academic
programmes. In addition to Mbale as the main campus, IUIU opened three more
campuses; Kampala campus at Kibuli hill, Arua campus in Northern Uganda and the
Females’ campus at Kabojja. Its student enrolment stands at 6434 students from
different countries of the world. It has for the last 25 years, produced more than 10,
000 graduates across all faculties in various disciplines including; education, Islamic
studies, Arabic language, law, science, liberal arts and social sciences.
After the establishment of the faculties, the Faculty of Education designed
teaching curricular tailored for different undergraduate and postgraduate teacher
preparation programmes. One form of the curriculum, which this study has focused
on, is the curriculum for the Bachelor of Arts Education BA.Ed.. This curriculum is
divided into basic components to provide different knowledge skills.
Teaching Curriculum for the Teacher Preparation Programme, the BA.Ed. at
the Islamic University in Uganda
Ben-Peretz (1995: 543) divided teaching curriculum for the teacher preparation
programme into “four components; subject matter studies whether taught concurrently
or consecutively with other studies, foundations of education studies, professional
studies such as methods courses and the practicum”. However, different institutions of
5
higher learning, for example, universities and colleges of teacher education, design
their curricular differently based on the institution’s vision and mission.
Specifically, the Faculty of Education at the Islamic University in Uganda
divides its teaching curriculum for the teacher preparation programme, the BA.Ed.
into seven components namely;1- Curriculum and Instruction. 2- Subject-based
Content. 3- Compulsory Papers. 4- Foundations of Education. 5- Educational
Psychology. 6- Educational Management and Administration, and 7- School Practice.
The preservice teachers study these components concurrently during their preservice
preparation. The seven components are summarized in Figure 1.1
However, this study focuses on only three components that are directly related
to the pedagogical curriculum and these are; curriculum and instruction, subject-based
content and school practice.
The faculty divides curriculum and instruction component into six units. The
first unit is curriculum studies; this unit acquaints preservice teachers with the
knowledge of designing, developing, implementing as well as making further
innovations in the curriculum for the betterment and transformation of the education
system (Faculty Prospectus, 2009).