LITERATURE REVIEW OF JOURNALS

Journal 1: International Journal of Recent Advances in Multidisciplinary Research

Who: Henry Ampeire Kariisa

When: 2015

What: Perceptions of secondary school mathematics teachers towards SESEMAT program

Where: Mbarara district, Uganda

What is not clear?

The study looked at teachers’ perception of the SESEMAT program and relevance was placed on

the teachers’ skills, leaving out the teaching methods being used by the teachers. Furthermore the

study points out the emphasis put on using old teaching methods of math in a better way but does

not specify whether the old teaching methods were student centered or teacher centered.

Journal 2: The Uganda journal of management and public policy studies

Who: Paul Netalisile Malunda

When: 2017

What: teacher professional development and the quality of pedagogical practices in public

schools in Uganda

Where: Uganda

What is not clear?

Malunda suggested that teachers’ professional development positively impacts on the quality of

teachers preparation and teaching methods. However, his study was broad as teacher professional

development included teachers who would advance for further studies (post graduate studies),

school initiated teacher professional development and various seminars. However, there is a need

therefore to find out the impact that government initiated programs like SESEMAT have on

teaching methods.

Journal 3: International Journal of Education and Research

Who: Robert Agwot Komakech and John Robert Osuu

When: 2014

What: the Uganda SESEMAT program: Impact and challenges in its implementation

Where: Jinja District

What is not clear?

The researchers found that SSESEMAT had the greatest impact on the teacher’s attitudes and led

to the promotion and use of practical teaching. However, their study did not classify the teaching

methods used as being student centered or teacher centered. Furthermore, a focus on the overall

impact of the program on teaching methods was not studied.

Journal 4: Journal of education and practice

Who: Eduwen Friday Osamwonyi

When: 2016

What: In service education of teachers: overview, problems and the way forward

Where: Nigeria

What is not clear?

The researcher points out the need for in-service teacher training as a necessity in enhancing the

performance and motivation of teachers, however, its impact on teaching methods is not

adequately shown. Furthermore the study was carried out in Nigeria and focused on all the

subjects taught ordinary level, yet teaching methods could vary from the arts- based subjects and

the science based subjects.

Journal 5: Journal of International Cooperation in Education,

Who: Connie Ssebunga-Masembe, Ronals Bisaso, Charlse Kyasanku and Rose Costa Nakawuka

When: 2013

What: Examination of locally and externally initiated teacher professional development program

for science and mathematics teachers in Ugandan secondary schools

Where: Uganda
What is not clear?

Their findings point out the positive impact of the SESEMAT program as an externally initiated

TPD in continuously improving teachers professional capacities and school achievement, but

their findings also found out some criticism of the program not being beneficial to teachers, this

calls for the need to bring out its benefit in terms of the teaching methods and skills acquired by

the teachers. Furthermore their study was carried out in the urban-setting, needing a study to be

carried out in a rural setting.