An evaluation of the teacher educational policy and the effectiveness of teaching mathematics in Primary Teachers’ Colleges in Uganda

Abstract

This dissertation is part of an evaluation study of the Teacher Education Policy in Uganda. The purpose of the study was to establish whether the existing tutor recruitment and student admission policy had attracted the required quality of tutors and students needed for effective teaching or learning of Mathematics respectively in the Primary Teachers’ Colleges (PTCs). On the other hand the provision of teaching and learning facility policy was also evaluated in terms of quality and adequacy. The sample consisted of 1012 (508 males, 504 females) participants from five PTCs comprising of College administrators, tutors and students.

The instruments used to collect data for the study included questionnaires that had open and closed ended items. This instrument was used to collect data from tutors and students. The interview guide was used to collect data from administrators. The focus group discussions were used to collect information from the students. All these were done in a survey design. The study found that the existing tutors in PTCs were short of the quality required for effective teaching of Mathematics and on the other hand the admitted students were of the required quality. The study further revealed that the available teaching and learning facilities were inadequate. It was concluded that poor quality of tutors and inadequate facilities were the major cause of poor performance in Mathematics in PTCs. It was recommended that tutor recruitment policy be reviewed to set a Bachelor of Education degree as the minimum level and the provision of more facilities of good qualities be given priority. On the other hand, though the quality of students was found good, further recommendation to raise the minimum entry requirement from pass eight to credit six at O – level for better performance was also made.