Teachers’ Perceptions of the Effectiveness of Remote Learning Materials on Causing Self-Learning During Covid 19 Lockdown In Uganda.

Mugenyi, Jonathan (2022) Teachers’ Perceptions of the Effectiveness of Remote Learning Materials on Causing Self-Learning During Covid 19 Lockdown In Uganda. Masters thesis, The Open University of Tanzania.

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Abstract

This study investigated teachers’ perceptions on the effectiveness of the self-study Remote Learning Materials (RLMs) on enhancing self-learning during the seven-month COVID-19 lockdown in Uganda. This study was guided by the Equivalency theory of distance learning, which argues that learning experiences of all learners at a particular programme should be equivalent in the sense that the outcomes are all achieved at the same footing irrespective of the different learning situations. The study was exclusively qualitative constituting in-depth interviews, Focus Group Discussions and document reviews and targeted primary seven schoolteachers who were charged with preparing learners for end of the primary cycle exams when school re-opened. The specific objectives of the study were to investigate primary school teachers’ conception of remote learning, to find out how the teachers perceived of the content and instruction process embedded within the materials and to examine the learning challenges that the teachers found with returning pupils after the lockdown was lifted. The findings indicated that the sampled primary seven-school teachers had not developed adequate knowledge about the concept of remote learning and could not conceptualise the possibility of effective learning at the primary school level without the participation of teachers. This study recommends that an affirmative action should be taken by NCDC and Ministry of Education and Sports in Uganda, to conduct refresher courses to all primary schoolteachers and introduce to them the concept of remote learning using self-study materials. Keywords: Remote Learning, remote learning materials, self-study materials, teachers’ perceptions, and effectiveness.

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