Exploring teachers roles on students’ learning: a case in a government aided secondary school in North western district in Uganda

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Veronica Sarungi

Second Supervisor/Advisor

Mussa Mohamed


Institute for Educational Development, East Africa


Students’ learning is of great concern to the parents and to all stakeholders in a country. This is why Uganda government puts in a lot of resources to ensure that students are given education that will equip them with relevant skills that will make them productive citizens. However, students’ learning within the country has never been the same and within districts their learning varies from school to school leading to fluctuating academic performance of students. This study therefore explored teachers’ roles on students learning in one government aided secondary school in North Western district of Uganda. The main research question was how do selected teachers’ roles influence students’ learning? The focus of the study was on what teaching strategies used by teachers promote students’ learning, how teachers assess students to improve their learning, and teachers’ and students’ perceptions on guidance for students’ learning. The study design used was mixed design method where data was collected using questionnaire and interview guides. Quantitative data was tallied and frequencies and percentages were calculated and later analyzed. Qualitative data was coded and themes produced out of which meaning were created for analysis. The study findings revealed that participants’ views were that teaching strategies used by teachers, assessment practices, and guidance programs in the school were useful for promoting students’ learning. However, in order to promote students’ learning teachers’ role is paramount but the study finding showed that the frequency of using some teaching strategies was minimal and similarly frequency of administering assessment practices and guidance for students was minimal. The study recommended that teachers take the lead to play their roles in improving students’ learning by using child-centred teaching strategies, assessment practices for promoting students’ learning and providing timely guidance for students with academic and other related problems affecting the students in the school.

This document is available in the relevant AKU library