THE INFLUENCE OF LESSON PREPARATION AND DELIVERY ON

STUDENTS PERFORMANCE IN UGANDA, A CASE STUDY OF

ENTEBBE PARENTS SECONDARY SCHOOL,
WAKISO DISTRICT


BY

SSENOGA FRED
AUG/2011/BED/DIS/B1025

A PROPOSAL SUBMITTED TO THE SCHOOL OF EDUCATION IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF A BACHELLORS OF EDUCATION IN FINE ART OF
NKUMBA UNIVERSITY

SEPTEMBER 2014
CHAPTER ONE
INTRODUCTION
1.1 Introduction
For many years educators and researchers have debated over which variables influence pupil
achievement. A growing body of evidence suggests that schools can make a great difference in
terms of student achievement, and a substantial portion of that difference is attributable to
teachers as differences in teacher effectiveness produces remarkable differences in student
learning (Sanders and Rivers, 1996). The classroom practices especially the teaching methods
influence student achievement (Nabasige 2004).
Effective learning depends on teacher preparation and on the way lessons are delivered.
According to the constructivism theory, the learner is the centre of learning, with the instructor
playing an advising and facilitating role by encouraging learners to freely express their views,
share experiences, derive hypotheses and explain their findings. The learners are allowed to
construct knowledge rather than being given knowledge through instruction, (Duffy and
Cunningham, 1996).
Darling-Hammond, (2000), has also stressed the fact that teachers quality is a predictor of
student performance. For example in her analysis of teacher preparation and student achievement
across states, reports that, measures of teacher preparation and certification are by far the
strongest correlates of student achievement before and after controlling for student poverty and
language status. Therefore these theories suggest that to promote effective delivery this calls for
discovery teaching methods that centre on the learner.
1.2 Background to the Study
Entebbe parents secondary school is a private owned school licensed by the ministry of
education and sports that was started by the African Muslim community as a madrasa or an
Islamic religion teaching school for young children on a primary level and later transformed to a
secondary school.
As secondary school, it was opened in 1978 by Mr. Kisiriko Christopher as an O-level mixed
school and he was renting it from the African Moslem community. He ran it up to 1991 when the
African Moslem community took it over and changed it into a Moslem community school.
Mr. Kisiriko is said to have started the neighboring Entebbe Senior School and it was taken over
by church of Uganda, he started Entebbe parents Senior School.
When the African mulism community took over the school Mrs. Aisha. Doka was appointed the
headmistress and Mr. Baguma (the late) as the deputy.
In 1987 the school started with four students of which two were in senior one and two in senior
two. The school taught four students for a full year. By 1980, the school had fifty students and by
mid 1980s the number had tripled to an extent that the school facilities could not accommodate
the students.
When the number of students continued to increase, the school turned into a double sessioned
school were senior one and senior started classes in the afternoon up to evening and senior three
to senior four were the only ones who would start from morning to evening.
A-level started in 1998 and now the school offers both arts and science subjects on both levels.
Currently the school has eight hundred ninety nine students and five blocks as class rooms.
The school is located at lugard road, 37 miles on Entebbe Kampala road, 400 meters from
Entebbe Kampala main road, northwest of Entebbe town, bordering the p.p.u barracks units in
lunyo in katabi-namate village subcounty, Katabi ward-parish Entebbe Municpality in Wakiso
district.

1.3 Statement of the Problem
As revealed by Uganda national examinations board, results from 2000-2004, the performance of
students both at ordinary and advanced levels has been poor. Furthermore there has been a
constant outcry during conferences and workshops over the poor performance of students
(Teachers workshop at St. Peters senior secondary school Nsambya 1998, Mukono Science
Teachers workshop, 2000 and Secondary Science and mathematics teachers Programme,
SESEMAT 2007 and 2008). This poor performance has created a negative attitude towards some
subjects e.g. biology.
The research carried out, (Bandikubi, 2003) point to a number of factors that adversely impact on
students performance. The factors cited include; underutilization of instructional resources,
teacher - centered approaches, lack of self-motivation, class size, negative attitude towards the
subject, poor recruitment and inadequate support and supervision. However there seems to be
little reported on the effect of lesson preparation and delivery on learning and hence
performance.
1.4 Purpose of the study
This study is intended to investigate the effect of lesson preparation and lesson delivery on
learning by students at Entebbe parents secondary school in wakiso district.
1.5 Specific objectives of the Study
To determine the influence of lesson planning on the degree of participation of students
during lessons.
To relate influence lesson preparation and delivery to performance of students.
1.6 Research Questions
How does lesson planning influence the degree of participation of students during
lessons?
How does lesson preparation and delivery influence students performance?

1.7 Hypotheses of the Study
i. The use of lesson plans does not significantly influence the degree of participation of
students during lessons.
ii. There is no significant relationship between lesson preparation and delivery, and average
performance of students.
1.8 Scope of the Study
The study will be carried at Entebbe parents secondary school, Wakiso district. Focus will be
put on teachers at ordinary and advanced levels and their students. The content scope is to
establish the influence of lesson preparation and delivery on students perfomance.
1.9 Significance of the Study
The findings of this study could benefit the teachers, school administrators, teacher trainers, and
policy makers like the Ministry of Education and Sports in the following ways:
The teachers could be helped to evaluate themselves and determine whether lesson
preparation and delivery methods are appropriate as well as the other classroom practices.
Therefore they could realize the need to put emphasis on using lesson guides, varied
teaching methods, and materials to promote effective learning.
The school administrators could be guided to realize the missing gaps during teaching
such that they put emphasis on supervision focusing on lesson planning of teachers and
delivery procedures for effective teaching.
The teacher trainers could use the findings of this study to ensure that teachers receive
maximum training in the areas of effective lesson preparation and delivery of content to
students.
The results of the study could also enable future researchers to widen the study in the
related field in other areas.

CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter will review literature in terms of the conceptual and contextual perspectives. The
contextual literature will be in terms of effective teaching and learning that entails lesson
planning and effective delivery of lessons.
2.2 Planning for Lessons
Planning for a lesson is a systematic attempt to foresee the activities and materials needed for
every phase of teaching and learning a given task. Lesson plans provide a guide for managing the
learning environment and is essential if a teacher is to be effective and efficient. Teachers should
begin by having a clear mental picture of the exact changes to occur among learners and
therefore they have to plan ahead regarding what, when, and how they are going to teach if they
want their students to succeed. Selecting what to teach implies selecting objectives and content.
Deciding when to teach a topic or subject involves structuring a course in a logical sequence.
According to Obanya, (1985), the planning has to proceed from larger to smaller units of
learning events. It is the role of a teacher to design and implement instruction. So teachers at
every level and of a particular discipline have to prepare plans that aid in the organization and
delivery of their daily lessons. Nakayenga, (2003), agrees with this assertion by pointing out that
good teaching demands good planning. Angelo et al., (2002), also agrees that improvement of
teacher effectiveness requires the teacher to make goals and objectives explicit and then to get
specific, comprehensible feedback on the extent to which those goals and objectives have been
achieved.
Evertson and Weade, (1988), point out that some instructors prefer to construct elaborate
detailed and impeccably typed outlines; others rely on the briefest of notes handwritten on
scratch pads or on backs of discarded envelopes. Whatever the format a teacher chooses to
adhere to, the lesson plan provides guidelines about how the lesson will be delivered. According
to Jablonka, (2003), a lesson plan usually specifies lesson activities (teachers and students
activities). The lesson activities are categorized under five phases.
Review of previous
Presentation of the topic and of the problems of the day.
Development of the procedure of solving the problem.
Students working individually or in groups to solve problems.
Discussion and summarizing the main points often by teachers.
Regardless of the specific type of lesson activities four aspects of activity tend to be very
important for student learning: structure and clarity, (the way the activity is presented to the
students), involvement and meaning. In other words, the way students engage in the activity
(involvement) can determine students participation (meaning) and hence learning.
However a lesson plan is a dreaded part of instruction that most teachers detest. Nakayenga,
(2003), further says that factors like lack of teaching materials, heavy teaching load, lack of
morale and interest and low monthly pay influence the extent to which teachers prepare for
lessons. Most teachers complain that the Biology syllabus is inordinately long and there is not
sufficient time to cover the syllabus adequately, hence affecting their effectiveness in terms of
making lesson plans. Farrell, (1989:63), also noted that resources tend to limit what teachers can
do in their efforts to effectively plan for lessons.
2.3 Mode of Delivery Lessons
2.3.1 Review of Lessons
It is the role of the teacher to prepare students for learning by providing an initial structure to
clarify intended outcomes and cue the desired strategies. The lessons which begin with previews
facilitate student learning by communicating the nature and purpose of the lesson, connecting it
to prior knowledge, and cueing the kinds of student responses required for each activity. Brophy,
(2001:5), has also put forward that lesson previews help students to remain goal-oriented and
strategic as they process information provided by the teacher, respond to questions or complete
tasks within the lesson.

2.3.2 Teacher-Student Interactions
If one was to walk past most classrooms in most schools of Uganda, a great deal of talking
would be heard. It seems that talking is the preferred medium of communication. Bellack et al.,
(1966), as quoted by Anderson, (2004), was able to assert that classroom activities are, carried
out in a large part by means of verbal interactions between students and teachers. Despite the
technological innovations, this assertion remains true today in the majority of classrooms.
Most verbal interactions involve teachers telling students things, asking questions, and allowing
or encouraging students to answer the questions. Students can as well tell teachers things, ask
them questions, give them an opportunity to answer the questions, and react to their answers.
However, this student-directed pattern occurs far less frequently than the teacher-directed
pattern. Communications within classrooms involve teachers showing students what they need to
know and learn. This is in agreement with Anderson, (2004), assertion that showing and telling
must go hand in hand if teachers are to be effective communicators, and he describes this
combination as demonstration or modeling.
Within classrooms communications between teachers and students involve four components:
structure-solicit-response-react, (Bellack, 1966).
When teachers have good communication skills this can invoke active student participation in
the learning process. It is also important to remember that the wider the gap between teachers
and students, the more likely it is that poor communication will be a problem. However teacher-
student interactions are influenced by overcrowded classrooms, long syllabus and the teachers
personal and professional characteristics. The personal characteristics like being sympathetic,
honest, patient, creative and enthusiastic as put forward by Aggarwal, (1996), affect the pupils
acquisition of scientific skills. Professional characteristics like not having a command of the
subject matter can affect communication within classrooms.
2.4 Methods of Teaching
Quality education depends on effective instruction, (Kabeera, 2003). Thus this calls for essential
delivery approaches to promote effective learning. Dressel and Marcus, 1982 and Woods, 1995,
have classified the teaching styles into three general categories: discipline-centered, instructor-
centered, and student-centered.
2.4.1 In-discipline Centered Teaching
The needs, concerns and requirements of the teacher and student are not considered because the
course depends on the content prepared. The teacher transmits information, but the content is
dictated by some separate authority such as a department syllabus, committee or textbook author.
2.4.2 In- instructor-Centered Teaching
The teacher acts as a model, is regarded as the authoritative expert, the main source of
knowledge and the focal point of all activity. The student is the passive recipient of the
information already acquired by the teacher. This method is most predominant in Ugandan
schools.
2.4.3 Student-Centered Teaching
This focuses on the student and in particular on the cognitive development of the student. The
teachers goal is to help students grasp the development of knowledge as a process rather than a
product. However student-centered teaching ranks first as compared to other styles, as Brown,
(1994), puts it that it leads to better retention and better transfer of knowledge to other situations,
better motivation for further learning and better problem-solving ability.
Methods that call for students physical and mental participation in learning activities should be
used (Mugisha, 1987). Therefore effective teaching of Biology can be achieved through practical
involvement of students in learning activities, whereby the teacher only plays the role of a
facilitator in the learning process. Often teachers find it difficult to select an instructional method
that best fits ones particular teaching style and the lesson situation. However a particular
teaching method will naturally flow into another, all within the same lesson and excellent
teachers have developed skills to make the process seem less to the students.
Practical subjects call for active student participation in the learning process. Therefore Brunner,
(1967), has suggested that the best approach that allows pupils to actively participate in the
learning process is the Discovery approach. The discovery approach consists of methods like,
group discussion, cooperative learning, discussion, case studies, role-playing, field trips,
assignment, audio-visual method, demonstration and project work.
In Uganda teachers often find it difficult to use discovery methods of teaching due to heavy load,
class size and lack of funds to purchase materials to use (Kabeera, 2003:43). Teachers therefore
tend to use the traditional methods of teaching (lecture or talk and chalk) that emphasize cram
work and passing on lots of facts which are not well integrated to children. Bigala, (1971),
describes this method as an expository approach, where the teacher presents the subject matter
from textbooks, through lectures. During the lesson, students are silent and merely listen or take
down notes. The students are not given the opportunity to collect, organize their learning
materials, so they get little or no experience in problem-solving.
2.5 Instructional Materials
Instructional materials refer to any material that can be used for the purpose of demonstration
during any lesson delivery. Quite often they are referred to as teaching aids. A wide range of
materials can be used for effective delivery of Biology lessons. According to Nacccino-Brown,
(1982), instructional materials fall under four categories: Visual materials, audio materials,
audio-visual materials, and community resources.
However in most secondary schools in Uganda the resources that are usually used include:
chalkboard, models, textbooks, specimens, and real objects. Teachers ought to note that use of
instructional materials bring about effective learning. Therefore, Ntambi, (2003), says that
instructional materials such as models may illustrate in detail the points being made by the
teacher and expand some of the presented details into broad general principles for better
understanding. Wittich and Schuller, (1962), also say that instructional materials can arouse
interest, stimulate discussion, and raise questions and simplify information and ideas among
learners. The use of instructional materials increases the quality of learning. They also increase
the efficiency of teachers in terms of numbers of learners taught without reducing the quality of
learning, (Perceival and Ellington, 1988).
However, Kakuru, (2003), noted that most schools, particularly those that are rural-based, hardly
have any teaching aids anywhere in the classroom during lessons, except some form of a
blackboard, chalk and duster. Some visual aids remain locked up in the head teachers office due
to lack of doors and windows on classrooms. Some teachers lack creativity, initiative or
imagination in order to prepare teaching aids. The blame should not only be put on teachers,
because as revealed by Bandikubi,(2003), most teachers fail to use instructional materials in
teaching due to; lack of enough time, non-availability of the materials, financial constraint of the
school, poor relationship between the teachers and the school administration.
2.6 Classroom Organization and Management
Classroom organization refers to the academic and social arrangement of students within
classrooms. The classrooms can be composed of students who are either similar or quite different
in terms of their ability, achievement and motivation. On the other hand classroom management
pertains to the ways in which teachers promote positive, co-operative and task oriented behavior
and deal with misbehavior and disruptive behavior, (Anderson, 2004:63).
In Ugandan secondary schools, the classrooms are composed of students who are different in
their abilities, and Gamoran, (2002), has described them as heterogeneous classes. This
therefore affects academic achievement. However regardless of the composition of the classroom
in terms of diversity among students, teachers can organize their classrooms in one of the three
ways for instructional purposes: Whole class, small groups or individual students. Anderson,
(1989), provides evidence that whole class instruction is predominant worldwide, regardless of
the number of students in the classroom although Johnson and Johnson, (1989), pointed out that
when students are placed in small groups, this can encourage co-operative learning.
Effective classroom managers, have an ability to prevent problems from occurring, (Doyle,
1983). In most cases, teachers have rules and routines to follow. It is important to make such
rules clear to students to enable them to comply. Sometimes during Biology lesson delivery,
students are expected to encounter dangerous specimens and chemicals, so rules are usually set
to prevent fateful events. Effective teachers therefore run more orderly classrooms. Achievement
has been higher in classrooms where the climate is neither harsh nor overly lavish with praise,
(Kemp and Hall, 1992).
2.7 Evaluation of Lessons
Evaluation of student performance has two primary purposes: 1) summative, to measure student
progress or achievement, and 2) formative, to provide feedback to students to help them learn.
As an instructor, it is easy to place emphasis on the first goal, since one of your most visible jobs
is to assign grades that become part of the permanent record. The second goal, however
providing feedback for the purpose of helping students improveis often the more important
one for the success of your students, as well as for your success as a teacher. For that reason, it is
better to plan evaluation tools and events so as to help students learn, rather than merely as
opportunities to generate grades. Frequent tests and quizzes, for example, rather than one big
exam, will give students a better chance to monitor their work, and to alter their study habits if
they perform poorly early in the term.
Teachers must determine how well each lesson is going and how well their students are learning.
This may be done in several ways. They may observe students attention, and involvement,
(Jackson, 1968) or they may ask questions or set assignments. Following these assessments,
teachers can make a variety of decisions concerning students learning.
Angelo and Cross, (2002), have pointed out that assessment helps individual teachers obtain
useful feedback on what, how much and how well their students are learning. Thus this
information can be used to refocus their teaching to help students make their learning more
efficient and effective.
2.8 Relationship between Lesson Planning and Delivery and Performance
of Students
The impact of teaching practices on students learning is a fruitful but at the same time a
controversial research topic. Whereas educational sociologists emphasize the complexity of the
social environment, within which there are several other variables that would profoundly affect
the students learning (Peaker, 1971), educational psychologists argue that the individuals
cognitive growth is the most determinant factor in his/her acquisition of knowledge (Inhelder &
Sinclair, 1969). The impossibility of eliminating all the internal and external factors does not
allow us to explain the influence of teaching practices on students learning in the sense of cause-
and-effect relationships. However findings suggest that teaching practices that differ in a
qualitative way are apt to produce qualitatively different learning outcomes.
It is clear that students take different approaches to different tasks: more precisely, the same
student takes different approaches in different circumstances. Students interests, attitudes to
studying, and approaches to academic tasks are strongly related to their experiences of teaching
and assessment. In other words, lack of interest or motivation clearly affects current perceptions.
Teachers must create conditions that reduce the likelihood that students will use their veto power
and increase the probability that students will put forth the time and effort needed to learn what
their teachers intend them to learn. One of the most obvious impacts of schooling on student
learning over the long haul is the dramatic increase in differences in student achievement as
evidenced by increased variation in standardized test scores. It is important to understand that it
is about differences in teacher effectiveness that produces such remarkable differences in student
teaching (Anderson, 2004).
There is ample evidence through observation that individual teachers do have profound effects
on individual students. Most people can think back to their school days and recall one or more
teachers who made a difference in their lives. Some people can even say because of one
particular teacher, a complex idea was understood, a special interest in a particular subject area
was developed or a desire to pursue a certain career was developed. Therefore what determines
the quality of teaching would subsequently enhance the students meaningful learning.











2.9 The Conceptual framework
The conceptual framework used in this study is shown in Figure one. It contains two major
concepts which include; lesson preparation and lesson delivery/teaching process which influence
learning/performance of students.
Independent Variables Dependent Variables




Intervening variables









Figure one: A conceptual framework to illustrate how teaching can be effectively done
2.9.1 Explanation of the Conceptual Model
Performance of students is conceptualized in terms of the degree of participation during Biology
lessons and performance in achievement tests. Lesson preparation is conceptualized in terms of
use of lesson plans with appropriate formats, clearly stated objectives, specifying teachers and
Lesson preparation and delivery
Appropriate lesson plans with:
- Appropriate format
- Clearly stated objectives
- Teachers and students activities
- Evaluation procedure
Lesson delivery
- Teacher student interactions
- Instructional methods
- Instructional materials
- Classroom organization
- Lesson evaluation

Performance of students
- Degree of participation of
students during lessons.
- Performance in achievement
tests
Moderating Variables
- Teacher student ratio
- Home background
- Genetic composition
- Prior schooling experiences
of students
students activities and the lesson evaluation procedure. Anderson, (2004) agrees with assertion
that teachers must use the understanding of standards or objectives to design appropriate and
effective learning units. Lesson delivery is conceptualized in terms of teacher student
interactions, instructional methods, instructional materials, classroom organization and
evaluation of daily lessons which all influence the teaching and learning of students.
The above aspects have a significant influence on learning of students in terms of their
participation during lessons and hence the overall performance in the subject. This is in
agreement with Andersons (2004), who says that teaching is intentional because one has to
teach for some purpose primarily to facilitate learning.












CHAPTER THREE
METHODOLOGY
3.0 Introduction
The study will employ qualitative research design. It involves carrying out in-depth interviews
with teachers of Entebbe parents secondary school in wakiso district. Self-administered
questioners are also to be used to collect data. The study also involves an observation of the
physical setup of information communication technologies infrastructure where possible. It will
also involve a review of literature related to the subject.
3.1 Study Population
The population will comprise of twenty five (25) teachers of Entebbe parents secondary school
of which ten will be from Advanced level and fifteen will be from ordinary level.
3.2 Sampling procedure /Technique
Purposive sampling technique will be employed in gathering data for the study. A sample
population will be selected using this method. Kothari (2004) defines a sample as part of the
population which is deliberately selected for the purpose of investigating the properties of the
parent population. The researcher strongly believes that this technique will enable her to choose
the sample from only those involved in the lesson preparation and delivery to students.
3.3 Data Collection Methods
Kothari (2004) defines data collection methods as techniques employed in gathering of
information for research operations. A number of instruments are to be employed to gather the
relevant data and the following are some of the methods that were used.
3.3.1 Questionnaire
This involves using a predetermined set of questions designed to collect information from a
respondent on the subject under study. The researcher believes that the use of this tool can be
useful in exploratory studies in which various dimensions and facts of a problem are examined,
but in which hypothesis are not posed and tested (Kothari, 2004). Both closed and open ended
questionnaires are used.
3.3.2 Interview
According to Grazianno (2010) an interview can be defined as a method of data collection where
the researcher/investigator follows a rigid procedure and seeks answers to pre-conceived
questions through personal interviews. This involves face to face conversation between the
researcher and the respondents for the purpose of obtaining information. This is useful as it
enables gathering of information on attitudes, values, beliefs and motives of the respondents
towards the influence of lesson preparation and delivery on students performance.
3.3.3 Observation
This involves a purposive or intentional examination of something, particularly for the purpose
of gathering data. The University of Harvard defines observation as the unobtrusive method of
gathering data. This provides the researcher with a richer and more direct account of the
phenomena under study. Observation will be used because of its provision of firsthand
information and its supplements on other methods (Efuetngu 2005). Observation is made the
influence of lesson preparation and delivery on students performance.
3.3.4 Document Study
This involves the study of both primary and secondary documents such as strategic plans,
policies among others to access the influence of lesson preparation and delivery on students
performance.
3.5 Data Analysis and Presentation
In analyzing and presenting data, qualitative analysis of data which involves the editing of data
during and after collection to remove/sort out possible mistakes, creating themes and systematic
description of the contents in a summarized form is used (Pramod and Kulkarni, 2011).
The researcher interprets and makes explanations of content gathered from the field basing on
the research objectives. Any explanations of meanings, discussions and interpretation of
emerging information and data are presented in form of tables.

3.6 Limitations of the study
There could be lack of cooperation by respondents during interviewing due to the fact that
academic records of students are considered private.
There might also be negative response from the respondents due to fear of the information given
out ending up in the hands of wrong individuals which may taint the image of the university.
The time frame given to me for completing he research may not be enough.
3.6.1 Delimitations of the Study
The lack of cooperation due to fear of information misuse is anticipated and faced in the course
of research, but I the researcher will ensure that the interviewee is informed of the confidentiality
and purpose of information obtained, in other wards the workers are assured that information got
is strictly for education purpose only.
3.7 Procedure
The researcher will receive an introductory letter signed by School dean of school of education
which will introduce the researcher to the respondents. The letter will contain the topic of the
study and the objective of the study. The researcher will address the respondents briefing them
on their role in the study which will be to fill the questionnaires. For the case of the interview, an
appointment will be sought from the respondents after which interviews are conducted. Data will
be recorded as the interview session goes on.
3.8 Ethical Considerations
The researcher will seek the respondents consent before involving them in the research. This
includes briefing the respondents about the research objectives and roles of the respondents and
how they are going to benefit from the research. The researcher will also assure the respondents
about the degree of confidentiality of the information that is gathered from them.




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