Implementation of SESEMAT in-service pedagogical strategies and students' achievement in science at ordinary level in Tororo SESEMAT Region, Uganda.

Abstract

This study aimed to establish whether implementation of SESEMAT in-service pedagogical strategies has resulted in improved student achievement in science at secondary schools in Tororo Region. Across-sectional survey research design was adopted. Quantitative and qualitative data were collected from a probability sample of 380 S.4 students; and a nonprobability sample of 20 administrators; 12 teachers, and 12 regional trainers. The results revealed that SESEMAT strategies were being implemented generally at a moderate level (M = 1 9.88; S.D. 4.49). Assessment by testing was by far the most implemented activity while lesson study was the least. Student achievement was generally high (M=37.96, SD=5.70) while the strategies greatly enhanced teachers' knowledge and practices (M=35, S.D = 5.40). Teachers’ classroom practices had a strong total positive mediation effect on the link between implementation of SESEMAT in-service pedagogical strategies and students' achievement in science (z = .16, p< .01, k2k=28.). The study concluded that the implementation of SESEMAT strategies enhanced teachers' knowledge and classroom practices in Tororo Region, boosting student achievement in science in terms of attitude change, skills acquisition, and daily life application. However, the level of academic performance was still low. The study recommends improved monitoring of the implementation of SESEMAT strategies in addition to, SESEMAT trainers helping the science teachers to intensify the use of interactive strategies to enhance learners’ understanding of the subject matter.