Influence of secondary science and mathematics (SESEMAT), programme in teaching and learning mathematics in lower secondary schools. A case study of one school in Uganda.

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Peter Kajoro

Second Supervisor/Advisor

Dr. Fredrick Japhet Mtenzi


Institute for Educational Development, East Africa


This study aimed at exploring the influence of SESEMAT training programme in teaching and learning mathematics in lower secondary school. The study was intended to find how SESEMAT graduates were applying the knowledge and skills learnt from the SESEMAT training programmes in teaching and learning mathematics. The study was conducted at one secondary school located in Yumbe district in Uganda. The study employed qualitative case study design using three objectives. The general objective was to investigate the Influence of SESEMAT training programme in teaching and learning mathematics. Data collection was done using interviews, observation methods and document analysis. The respondents for the study were three mathematics teachers who had attended SESEMAT training programme at least once. The findings show that mathematics teachers were less interested in attending SESEMAT training programme and also in applying acquired skills from the trainings in lesson preparation due to poor motivation and too much work. The skills acquired from the trainings were seen applied in classroom management, student engagement and selection of teaching strategies. Teacher- centered approach was observed to be used more than learner-centered approach in lesson delivery with aim of covering large amount of content in order to finish the syllabi in time. The results also show that teachers applied strategies such as question and answer, lecture method and demonstration that were simple and easy to prepare and apply in terms of effort, time and resources. From the results, I recommend that, the government of Uganda together with JICA should motivate teachers by allocating money for each teacher yearly as SESEMAT allowance. The Government should train more mathematics teachers and employ them in government aided schools to share the work load and salaries of these teachers be raised to avoid part timing in other schools. The Government of Uganda together with JICA also needs to streamline the curriculum to fit SESEMAT programme. Lastly, I recommend that, further studies should be carried out in the same area but in different schools and regions.

This document is available in the relevant AKU library