Enhancing Science Performance. The Impact of Tutors' Understanding of Science Characteristics in Northern Uganda's Primary Teacher Colleges


Research Paper (postgraduate)

22 Pages

Anonymous


Abstract or Introduction

With the goal of enhancing science education and addressing poor performance in primary teacher colleges in Northern Uganda, this study explores the influence of tutors' understanding of the characteristics of science on their instructional roles and subsequently, science performance.

Amid the global emphasis on science literacy skills as a fundamental goal of education, this research presents an unexplored case in Northern Uganda's eight primary teacher colleges. Prior studies affirm that a strong understanding of science's features among teachers significantly impacts student learning, a theory this research intends to investigate within the Ugandan context. In addition to presenting background information, the rationale, and significance of the issue, this study will delve into the research questions, related literature, conceptual framework, methodology, study population area, sample and sampling procedure, data collection and analysis, assumptions and limitations of the study, ethical considerations, and the research project time schedule.

Details

Title
Enhancing Science Performance. The Impact of Tutors' Understanding of Science Characteristics in Northern Uganda's Primary Teacher Colleges
Pages
22
Catalog Number
V1366237
ISBN (eBook)
9783346895240
ISBN (Book)
9783346895257
Language
English
Keywords
Science Education, Teacher Understanding, Instructional Roles, Science Performance, Primary Teacher Colleges, Northern Uganda
Quote paper
Anonymous, Enhancing Science Performance. The Impact of Tutors' Understanding of Science Characteristics in Northern Uganda's Primary Teacher Colleges, Munich, GRIN Verlag, https://www.grin.com/document/1366237

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