In-service training and science teachers' performance in Selected government aided secondary schools in Mukono district
Abstract
The purpose of the study was to establish the relationship between in-service training and science
Teachers· performance in selected government-aided secondary schools of Mukono district. The
researcher employed a descriptive cross-sectional design covering both qualitative and quantitative
research approaches to elicit data. Both simple random sampling technique and purposive
technique were used to select respondents that included one DEO, headteachers, deputy
headteachers, directors of studies, SESEMA T trainers and teachers (n= 86). The data collection
schools used included interviews, focus group discussion, observation guide and questionnaires. The
study established that: There is a positive relationship between in-service training and science
teachers planning and preparations (Pearson (r)= .246**) sign value P(value) being 0.01 >.000. The
result showed that the calculated r-value (.246) is greater than t-critical value (0.05) at p<0.05 is
significant. Hence, the alternate hypothesis (Ha) was accepted while the null hypothesis (Ho) was
rejected. Findings indicated that there was a significant relationship between in-service training
and science teachers' teaching methodologies (Pearson (r)= .276**) sign value P(value) P <
0.05=000. The result showed that the calculated r-value (.276) is greater than t-critical value (0.05)
at p<0.05 is significant. Hence, the alternate hypothesis (Ha) was accepted while the null
hypothesis (Ho) is rejected. Finally, the result showed that the calculated r-value (.4 76) is greater
than t-critical value (0.05) at p<0.05 is significant. Hence, the null hypothesis (Ho) is rejected
while alternate hypothesis (Ha) is accepted. This implied that there is a significant relationship
between in-service training and science teachers' assessment of learners in secondary schools of
\1ukono District. The study concluded that; SESEMA T did not conduct successful training of
science Mathematics Teachers(SMT) to build capacity for adequate planning and preparation.
Additionally, gaps in planning and preparation remained evident within the practices among SMT.
SMT used more of teacher-centered methods of teaching science and mathematics rather than the
student-centered methods as INSET did not equip them adequately to use more
progressive/modem methods. INSET did not adequately equip teachers in terms of adopting proper
assessment, specifically diagnostic techniques to help them understand their students' learning
needs. The study recommends that; Science teachers are advised to use the format of modern lesson
planning to write their lesson notes in order to teach science and mathematics concepts by adopting
and adhering key principles taught to them during INSET. SESEMAT trainers should advocate
against memorization of concepts and knowledge, urging science teachers to instill in students'
critical minds through questioning and discussion. SMT's must make use of continuous
assessment, coupled with diverse methods of assessing skills and application of knowledge to
encourage deep learning and as such understanding. Further research should be conducted to
explore is the appropriateness of the science teachers SESEMA T Training Curriculum.