Stimulating Active and Innovative Learning– A Post COVID Strategy in Secondary Schools in Uganda

Abstract

Education is key in supporting Uganda’s Vision 2040. However the consistent failure in science subjects (especially girls), crucial in national industrialisation and development framework, government continued grapple with the COVID pandemic effects, socio-economic hurdles such as; early pregnancies, change of mindset for both students and sponsors and body physiological changes among learners are stumbling blocks to continued education. Both government and private education institutions need to tackle such hurdles collectively, hence a desire to advise on the way forward as schools prepare to open. The study employed quasi experimental design where 100 students on holiday (50 girls and 50 boys) were sampled from the villages in Buhweju, Mitooma, Rubiriizi and Sheema districts to watch videos on selected topics in science subjects and later assessed on their mastery and competences. We used a t-test approach to compare the achievements of both girls and boys subjected to an ICT mediated student-centered learning environment. We found out that there is a slight significant difference in their performance which was largely attributed to family chore overload on the girls’ side. The findings further provided valuable information to promote active student-centered learning approach using available Information Technology devices. We thus conclude that ICT enabled learning registers big achievement in drawing attention of the learner and permits the teacher to concentrate on assessment and self-evaluation which are vital in effective teaching and learning. Therefore, schools should promote self-directed study activities among learners and teachers put extra time in modes and dynamics of assessment.