Exploring the impact of the teacher-centered approach on the teaching and learning of reading comprehension in secondary schools in Uganda :

Abstract

Reading comprehension involves the ability to interact with written texts and understanding or creating meaning out of them. English language largely depends on the learner’s ability to read and comprehend texts given to them by their teachers. However, it is notable that, while teaching reading comprehension, the teaching approach used in instruction largely affects the learner’s ability to learn reading comprehension. In Uganda, particularly, the teacher-centered approach has been largely employed in teaching and learning generally, and this has both positive and negative impacts on the learner’s ability to develop reading comprehension skills. This proposed research therefore seeks to assess the impact of the teacher-centered approach on the teaching and learning of reading comprehension in secondary schools in Uganda. The case study will employ a general review and situational analysis of how the teacher-centered approach employed in teaching and learning reading comprehension affects the learner’s ability to develop the comprehension skills in Mama Kevina Secondary School, Tororo.