Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Fredrick Mtenzi

Department

Institute for Educational Development, East Africa

Abstract

This dissertation aimed at investigating the transformative impact of digital technology integration on the pedagogical practices of physics teachers in a secondary school context within Terego District, Uganda. A mixed-methods research approach, combining participatory action research methods and quantitative techniques was used. The main research question was: How can the integration of digital technology enhance physics teachers' pedagogy in a secondary school within Terego District, Uganda?

Research tools employed in this study included interviews, lesson observations, document analysis, and intervention workshops. Additionally, pre and post-tests were utilized to quantitatively measure the impact of digital technology integration on student learning outcomes, all aimed at contributing valuable insights to the field of education, offering a better understanding of the opportunities, challenges, and support mechanisms associated with the integration of digital technology in physics education.

The findings suggest that the integration of digital technology significantly enhances pedagogical practices in physics education. The teacher reported increased engagement and participation among students, improved conceptual understanding, and enhanced problem-solving skills. Moreover, quantitative analysis revealed a statistically significant improvement in student learning outcomes following the implementation of digital technology interventions.

In conclusion, the study underscores the pivotal role of digital technology in transforming physics education in Terego District secondary schools. It emphasizes the importance of providing adequate support and resources to facilitate the seamless integration of digital tools in the classroom. The following recommendations were suggested:

  • Physics teachers should undergo continuous professional development to effectively integrate digital technology into their teaching practices.
  • School administrators are encouraged to invest in infrastructure and resources to support the integration of digital technology in classrooms in line with policies on the ground.

Overall, this study serves as a stimulus for improving the quality of physics education in Terego District secondary schools and beyond, emphasizing the transformative potential of digital technology in improving student learning outcomes.

First Page

1

Last Page

100

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