PhD Theses & Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/76

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Browsing PhD Theses & Dissertations by Subject "Group work in education"

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    Exploring teachers’ implementation of group learning pedagogy in primary schools in central Uganda
    (Kyambogo University (Unpublised work), 2025-10) Geria, Gloria
    This study explored the teachers’ implementation of group learning pedagogy in primary schools in central Uganda, focusing on three core dimensions: the strategies teachers use to form groups, their practices in facilitating group learning, and learners’ experiences and responses to the group learning process. Drawing on Vygotsky’s social constructivist theory, Bandura’s social learning theory, and Piaget’s constructivist theory, the study framed group learning as a socially situated and cognitively enriching process that shapes both academic and interpersonal development. A qualitative case study design was employed, utilising interviews, focus group discussions, lesson observations, and lesson plan analyses to gain deep insights from both teachers and learners across government-aided and private primary schools. Findings reveal that teachers employed diverse group formation strategies, including mixed-ability, size-oriented, random, special needs and temporary groupings often influenced by classroom context, subject matter, and learners’ needs. While group learning was perceived by teachers to enhance learner engagement, conceptual understanding, and peer collaboration, several implementation challenges were identified. These included difficulties in managing group dynamics, ensuring equitable participation, and addressing shortages of instructional materials. Teachers also expressed limited preparedness in designing structured group learning guidelines that align with learners’ cognitive and social development needs. Learners generally reported positive experiences, citing improved confidence, quicker problem-solving, and stronger peer relationships. However, some noted frustrations related to dominance by certain peers, inconsistent group compositions, and lack of adequate learning materials. This study contributes to educational pedagogy by highlighting how contextual realities in Ugandan primary schools shape group learning practices. It reveals critical gaps in teacher capacity, resource allocation, and classroom organisation that influence the efficacy of group-based instruction. The study recommends targeted professional development programmes that build teachers’ competencies in group learning strategies, increased government investment in teaching and learning materials to support group activities, and more flexible classroom arrangements to accommodate interactive pedagogy. Future research should prioritise longitudinal studies to track the lasting influence of group learning on learners’ academic and social outcomes, and use quantitative methods to assess its impact on specific academic indicators such as literacy and numeracy performance. Cross-cultural and comparative studies across educational regions are also needed to contextualise group learning pedagogy more broadly. Additionally, in-depth investigations into how teacher training models specifically embed cooperative learning techniques would offer practical pathways for strengthening implementation. This research advances understanding of group learning as a dynamic and multifaceted instructional approach that not only fosters academic achievement but also cultivates essential life skills such as communication, cooperation, and social responsibility that are essential for the holistic development of learners in resource-constrained educational settings.