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).