Enhancing Science Performance. The Impact of Tutors' Understanding of Science Characteristics in Northern Uganda's Primary Teacher Colleges

Travail de Recherche , 22 Pages

Pédagogie - Pédagogie pour écoles

With the goal of enhancing science education and addressing poor performance in primary teacher colleges in Northern Uganda, this study explores the influence of tutors' understanding of the characteristics of science on their instructional roles and subsequently, science performance.

Amid the global emphasis on science literacy skills as a fundamental goal of education, this research presents an unexplored case in Northern Uganda's eight primary teacher colleges. Prior studies affirm that a strong understanding of science's features among teachers significantly impacts student learning, a theory this research intends to investigate within the Ugandan context. In addition to presenting background information, the rationale, and significance of the issue, this study will delve into the research questions, related literature, conceptual framework, methodology, study population area, sample and sampling procedure, data collection and analysis, assumptions and limitations of the study, ethical considerations, and the research project time schedule.

Table of Contents

1.0 Introduction
1.1 Background
1.2 Statement of the problem
1.3. Rationale of the study
1.4 Significance of the study
1.5 Objectives of the study
1.6 Research Questions

2.0 Related Literature
2.1 Literature Review

3.0 Methodology
3.1 Design of the study
3.2 Study sample and area
3.3 Sample and sampling technique
3.4Methods of data collection
3.5 Analysis of data
3.6 Credibility and trustworthiness
3.7 Assumptions of the study
3.8 Limitations of the study
3.9 Ethical considerations

REFERENCES

• Pages: 22
• N° de catalogue: V1366237
• ISBN (PDF): 9783346895240
• ISBN (Livre): 9783346895257
• Langue: anglais
• mots-clé: Science Education, Teacher Understanding, Instructional Roles, Science Performance, Primary Teacher Colleges, Northern Uganda