Exploration of the enhancement of scientific literacy by nursery school teachers: a case of excel nursery school, in eastern Uganda.

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Nipael Mrutu

Second Supervisor/Advisor

Mussa Mohamed


Institute for Educational Development, East Africa


This study investigated on the enhancement of scientific literacy (SL) by nursery school teachers in Uganda. It studied the teacher’s perception about SL, approaches used by teachers to enhance SL amongst learners and the challenges they face while promoting such approaches in the teaching and learning process. The study involved four nursery school teachers and one head teacher from a purposefully selected nursery school in Iganga Municipality, Uganda. The study engaged the qualitative research approach and case study design where by data were collected through one on one semi-structured interviews and also involved non-participatory classroom observation together with document analysis. The findings from the study indicate that teachers have limited understanding of SL and its purpose and this has affected their pedagogy in the teaching of LA2 and LA3. Furthermore, findings reveal that parental influence has grossly dictated the approaches NSTs use in the school together with the assessment methods which are limited to literacy skills and punctuated demonstrations. These teachers face various challenges that include among others inadequate training, language of instruction, external parental pressure and large number of children in classes that limit individual attention. Basing on the above findings, the study recommends that the MoES in conjunction with the government of Uganda should create a condusive nursery school classroom environment by investing in physical and human resource development that enables teachers to enhance SL skills and competences amongst learners. Although parental engagement in teaching and learning is essential, it has to be systematically emphasized especially in the Ugandan context where most of the nursery schools are privately owned making the desire to please parents/customers vital. Also let teachers and parents be sensitized on the purpose of the pre-primary curriculum so that not only should they be interested in testing numeracy and literacy but also on the life skills their children need at early years. Lastly, our teachers need to continuously undergo refresher courses on curriculum implementation, teaching approaches and assessment of the competences from the learners.

This document is available in the relevant AKU library