THE INFLUENCE OF LESSON PREPARATION AND DELIVERY ON STUDENTS PERFORMANCE IN UGANDA, A CASE STUDY OF ENTEBBE PARENTS SECONDARY SCHOOL, WAKISO DISTRICT

BY

SSENOGA FREDAUG/2011/BED/DIS/B1025

A PROPOSAL SUBMITTED TO THE SCHOOL OF EDUCATION IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF A BACHELLORS OF EDUCATION IN FINE ART OF NKUMBA UNIVERSITY

SEPTEMBER 2014CHAPTER ONEINTRODUCTION 1.1IntroductionFor many years educators and researchers have debated over which variables influence pupil achievement. A growing body of evidence suggests that schools can make a great difference in terms of student achievement, and a substantial portion of that difference is attributable to teachers as differences in teacher effectiveness produces remarkable differences in student learning (Sanders and Rivers, 1996). The classroom practices especially the teaching methods influence student achievement (Nabasige 2004). Effective learning depends on teacher preparation and on the way lessons are delivered. According to the constructivism theory, the learner is the centre of learning, with the instructor playing an advising and facilitating role by encouraging learners to freely express their views, share experiences, derive hypotheses and explain their findings. The learners are allowed to construct knowledge rather than being given knowledge through instruction, (Duffy and Cunningham, 1996). Darling-Hammond, (2000), has also stressed the fact that teachers quality is a predictor of student performance. For example in her analysis of teacher preparation and student achievement across states, reports that, measures of teacher preparation and certification are by far the strongest correlates of student achievement before and after controlling for student poverty and language status. Therefore these theories suggest that to promote effective delivery this calls for discovery teaching methods that centre on the learner.1.2Background to the StudyEntebbe parents secondary school is a private owned school licensed by the ministry of education and sports that was started by the African Muslim community as a madrasa or an Islamic religion teaching school for young children on a primary level and later transformed to a secondary school.As secondary school, it was opened in 1978 by Mr. Kisiriko Christopher as an O-level mixed school and he was renting it from the African Moslem community. He ran it up to 1991 when the African Moslem community took it over and changed it into a Moslem community school.Mr. Kisiriko is said to have started the neighboring Entebbe Senior School and it was taken over by church of Uganda, he started Entebbe parents Senior School.When the African mulism community took over the school Mrs. Aisha. Doka was appointed the headmistress and Mr. Baguma (the late) as the deputy.In 1987 the school started with four students of which two were in senior one and two in senior two. The school taught four students for a full year. By 1980, the school had fifty students and by mid 1980s the number had tripled to an extent that the school facilities could not accommodate the students.When the number of students continued to increase, the school turned into a double sessioned school were senior one and senior started classes in the afternoon up to evening and senior three to senior four were the only ones who would start from morning to evening.A-level started in 1998 and now the school offers both arts and science subjects on both levels. Currently the school has eight hundred ninety nine students and five blocks as class rooms.The school is located at lugard road, 37 miles on Entebbe Kampala road, 400 meters from Entebbe Kampala main road, northwest of Entebbe town, bordering the p.p.u barracks units in lunyo in katabi-namate village subcounty, Katabi ward-parish Entebbe Municpality in Wakiso district.

1.3Statement of the Problem As revealed by Uganda national examinations board, results from 2000-2004, the performance of students both at ordinary and advanced levels has been poor. Furthermore there has been a constant outcry during conferences and workshops over the poor performance of students (Teachers workshop at St. Peters senior secondary school Nsambya 1998, Mukono Science Teachers workshop, 2000 and Secondary Science and mathematics teachers Programme, SESEMAT 2007 and 2008). This poor performance has created a negative attitude towards some subjects e.g. biology.The research carried out, (Bandikubi, 2003) point to a number of factors that adversely impact on students performance. The factors cited include; underutilization of instructional resources, teacher - centered approaches, lack of self-motivation, class size, negative attitude towards the subject, poor recruitment and inadequate support and supervision. However there seems to be little reported on the effect of lesson preparation and delivery on learning and hence performance. 1.4Purpose of the studyThis study is intended to investigate the effect of lesson preparation and lesson delivery on learning by students at Entebbe parents secondary school in wakiso district.1.5Specific objectives of the Study To determine the influence of lesson planning on the degree of participation of students during lessons. To relate influence lesson preparation and delivery to performance of students. 1.6Research Questions How does lesson planning influence the degree of participation of students during lessons? How does lesson preparation and delivery influence students performance?

1.7Hypotheses of the Studyi. The use of lesson plans does not significantly influence the degree of participation of students during lessons.ii. There is no significant relationship between lesson preparation and delivery, and average performance of students. 1.8Scope of the StudyThe study will be carried at Entebbe parents secondary school, Wakiso district. Focus will be put on teachers at ordinary and advanced levels and their students. The content scope is to establish the influence of lesson preparation and delivery on students perfomance.1.9Significance of the StudyThe findings of this study could benefit the teachers, school administrators, teacher trainers, and policy makers like the Ministry of Education and Sports in the following ways: The teachers could be helped to evaluate themselves and determine whether lesson preparation and delivery methods are appropriate as well as the other classroom practices. Therefore they could realize the need to put emphasis on using lesson guides, varied teaching methods, and materials to promote effective learning. The school administrators could be guided to realize the missing gaps during teaching such that they put emphasis on supervision focusing on lesson planning of teachers and delivery procedures for effective teaching. The teacher trainers could use the findings of this study to ensure that teachers receive maximum training in the areas of effective lesson preparation and delivery of content to students. The results of the study could also enable future researchers to widen the study in the related field in other areas.

CHAPTER TWOLITERATURE REVIEW2.1IntroductionThis chapter will review literature in terms of the conceptual and contextual perspectives. The contextual literature will be in terms of effective teaching and learning that entails lesson planning and effective delivery of lessons.2.2Planning for LessonsPlanning for a lesson is a systematic attempt to foresee the activities and materials needed for every phase of teaching and learning a given task. Lesson plans provide a guide for managing the learning environment and is essential if a teacher is to be effective and efficient. Teachers should begin by having a clear mental picture of the exact changes to occur among learners and therefore they have to plan ahead regarding what, when, and how they are going to teach if they want their students to succeed. Selecting what to teach implies selecting objectives and content. Deciding when to teach a topic or subject involves structuring a course in a logical sequence. According to Obanya, (1985), the planning has to proceed from larger to smaller units of learning events. It is the role of a teacher to design and implement instruction. So teachers at every level and of a particular discipline have to prepare plans that aid in the organization and delivery of their daily lessons. Nakayenga, (2003), agrees with this assertion by pointing out that good teaching demands good planning. Angelo et al., (2002), also agrees that improvement of teacher effectiveness requires the teacher to make goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which those goals and objectives have been achieved. Evertson and Weade, (1988), point out that some instructors prefer to construct elaborate detailed and impeccably typed outlines; others rely on the briefest of notes handwritten on scratch pads or on backs of discarded envelopes. Whatever the format a teacher chooses to adhere to, the lesson plan provides guidelines about how the lesson will be delivered. According to Jablonka, (2003), a lesson plan usually specifies lesson activities (teachers and students activities). The lesson activities are categorized under five phases. Review of previous Presentation of the topic and of the problems of the day. Development of the procedure of solving the problem. Students working individually or in groups to solve problems. Discussion and summarizing the main points often by teachers.Regardless of the specific type of lesson activities four aspects of activity tend to be very important for student learning: structure and clarity, (the way the activity is presented to the students), involvement and meaning. In other words, the way students engage in the activity (involvement) can determine students participation (meaning) and hence learning.However a lesson plan is a dreaded part of instruction that most teachers detest. Nakayenga, (2003), further says that factors like lack of teaching materials, heavy teaching load, lack of morale and interest and low monthly pay influence the extent to which teachers prepare for lessons. Most teachers complain that the Biology syllabus is inordinately long and there is not sufficient time to cover the syllabus adequately, hence affecting their effectiveness in terms of making lesson plans. Farrell, (1989:63), also noted that resources tend to limit what teachers can do in their efforts to effectively plan for lessons.2.3Mode of Delivery Lessons2.3.1Review of LessonsIt is the role of the teacher to prepare students for learning by providing an initial structure to clarify intended outcomes and cue the desired strategies. The lessons which begin with previews facilitate student learning by communicating the nature and purpose of the lesson, connecting it to prior knowledge, and cueing the kinds of student responses required for each activity. Brophy, (2001:5), has also put forward that lesson previews help students to remain goal-oriented and strategic as they process information provided by the teacher, respond to questions or complete tasks within the lesson.

2.3.2Teacher-Student InteractionsIf one was to walk past most classrooms in most schools of Uganda, a great deal of talking would be heard. It seems that talking is the preferred medium of communication. Bellack et al., (1966), as quoted by Anderson, (2004), was able to assert that classroom activities are, carried out in a large part by means of verbal interactions between students and teachers. Despite the technological innovations, this assertion remains true today in the majority of classrooms.Most verbal interactions involve teachers telling students things, asking questions, and allowing or encouraging students to answer the questions. Students can as well tell teachers things, ask them questions, give them an opportunity to answer the questions, and react to their answers. However, this student-directed pattern occurs far less frequently than the teacher-directed pattern. Communications within classrooms involve teachers showing students what they need to know and learn. This is in agreement with Anderson, (2004), assertion that showing and telling must go hand in hand if teachers are to be effective communicators, and he describes this combination as demonstration or modeling. Within classrooms communications between teachers and students involve four components: structure-solicit-response-react, (Bellack, 1966). When teachers have good communication skills this can invoke active student participation in the learning process. It is also important to remember that the wider the gap between teachers and students, the more likely it is that poor communication will be a problem. However teacher-student interactions are influenced by overcrowded classrooms, long syllabus and the teachers personal and professional characteristics. The personal characteristics like being sympathetic, honest, patient, creative and enthusiastic as put forward by Aggarwal, (1996), affect the pupils acquisition of scientific skills. Professional characteristics like not having a command of the subject matter can affect communication within classrooms.2.4Methods of Teaching Quality education depends on effective instruction, (Kabeera, 2003). Thus this calls for essential delivery approaches to promote effective learning. Dressel and Marcus, 1982 and Woods, 1995, have classified the teaching styles into three general categories: discipline-centered, instructor-centered, and student-centered.2.4.1In-discipline Centered TeachingThe needs, concerns and requirements of the teacher and student are not considered because the course depends on the content prepared. The teacher transmits information, but the content is dictated by some separate authority such as a department syllabus, committee or textbook author.2.4.2In- instructor-Centered TeachingThe teacher acts as a model, is regarded as the authoritative expert, the main source of knowledge and the focal point of all activity. The student is the passive recipient of the information already acquired by the teacher. This method is most predominant in Ugandan schools.2.4.3Student-Centered Teaching This focuses on the student and in particular on the cognitive development of the student. The teachers goal is to help students grasp the development of knowledge as a process rather than a product. However student-centered teaching ranks first as compared to other styles, as Brown, (1994), puts it that it leads to better retention and better transfer of knowledge to other situations, better motivation for further learning and better problem-solving ability.Methods that call for students physical and mental participation in learning activities should be used (Mugisha, 1987). Therefore effective teaching of Biology can be achieved through practical involvement of students in learning activities, whereby the teacher only plays the role of a facilitator in the learning process. Often teachers find it difficult to select an instructional method that best fits ones particular teaching style and the lesson situation. However a particular teaching method will naturally flow into another, all within the same lesson and excellent teachers have developed skills to make the process seem less to the students.Practical subjects call for active student participation in the learning process. Therefore Brunner, (1967), has suggested that the best approach that allows pupils to actively participate in the learning process is the Discovery approach. The discovery approach consists of methods like, group discussion, cooperative learning, discussion, case studies, role-playing, field trips, assignment, audio-visual method, demonstration and project work. In Uganda teachers often find it difficult to use discovery methods of teaching due to heavy load, class size and lack of funds to purchase materials to use (Kabeera, 2003:43). Teachers therefore tend to use the traditional methods of teaching (lecture or talk and chalk) that emphasize cram work and passing on lots of facts which are not well integrated to children. Bigala, (1971), describes this method as an expository approach, where the teacher presents the subject matter from textbooks, through lectures. During the lesson, students are silent and merely listen or take down notes. The students are not given the opportunity to collect, organize their learning materials, so they get little or no experience in problem-solving.2.5Instructional MaterialsInstructional materials refer to any material that can be used for the purpose of demonstration during any lesson delivery. Quite often they are referred to as teaching aids. A wide range of materials can be used for effective delivery of Biology lessons. According to Nacccino-Brown, (1982), instructional materials fall under four categories: Visual materials, audio materials, audio-visual materials, and community resources.However in most secondary schools in Uganda the resources that are usually used include: chalkboard, models, textbooks, specimens, and real objects. Teachers ought to note that use of instructional materials bring about effective learning. Therefore, Ntambi, (2003), says that instructional materials such as models may illustrate in detail the points being made by the teacher and expand some of the presented details into broad general principles for better understanding. Wittich and Schuller, (1962), also say that instructional materials can arouse interest, stimulate discussion, and raise questions and simplify information and ideas among learners. The use of instructional materials increases the quality of learning. They also increase the efficiency of teachers in terms of numbers of learners taught without reducing the quality of learning, (Perceival and Ellington, 1988). However, Kakuru, (2003), noted that most schools, particularly those that are rural-based, hardly have any teaching aids anywhere in the classroom during lessons, except some form of a blackboard, chalk and duster. Some visual aids remain locked up in the head teachers office due to lack of doors and windows on classrooms. Some teachers lack creativity, initiative or imagination in order to prepare teaching aids. The blame should not only be put on teachers, because as revealed by Bandikubi,(2003), most teachers fail to use instructional materials in teaching due to; lack of enough time, non-availability of the materials, financial constraint of the school, poor relationship between the teachers and the school administration.2.6Classroom Organization and ManagementClassroom organization refers to the academic and social arrangement of students within classrooms. The classrooms can be composed of students who are either similar or quite different in terms of their ability, achievement and motivation. On the other hand classroom management pertains to the ways in which teachers promote positive, co-operative and task oriented behavior and deal with misbehavior and disruptive behavior, (Anderson, 2004:63).In Ugandan secondary schools, the classrooms are composed of students who are different in their abilities, and Gamoran, (2002), has described them as heterogeneous classes. This therefore affects academic achievement. However regardless of the composition of the classroom in terms of diversity among students, teachers can organize their classrooms in one of the three ways for instructional purposes: Whole class, small groups or individual students. Anderson, (1989), provides evidence that whole class instruction is predominant worldwide, regardless of the number of students in the classroom although Johnson and Johnson, (1989), pointed out that when students are placed in small groups, this can encourage co-operative learning. Effective classroom managers, have an ability to prevent problems from occurring, (Doyle, 1983). In most cases, teachers have rules and routines to follow. It is important to make such rules clear to students to enable them to comply. Sometimes during Biology lesson delivery, students are expected to encounter dangerous specimens and chemicals, so rules are usually set to prevent fateful events. Effective teachers therefore run more orderly classrooms. Achievement has been higher in classrooms where the climate is neither harsh nor overly lavish with praise, (Kemp and Hall, 1992).2.7Evaluation of LessonsEvaluation of student performance has two primary purposes: 1) summative, to measure student progress or achievement, and 2) formative, to provide feedback to students to help them learn. As an instructor, it is easy to place emphasis on the first goal, since one of your most visible jobs is to assign grades that become part of the permanent record. The second goal, howeverproviding feedback for the purpose of helping students improveis often the more important one for the success of your students, as well as for your success as a teacher. For that reason, it is better to plan evaluation tools and events so as to help students learn, rather than merely as opportunities to generate grades. Frequent tests and quizzes, for example, rather than one big exam, will give students a better chance to monitor their work, and to alter their study habits if they perform poorly early in the term.Teachers must determine how well each lesson is going and how well their students are learning. This may be done in several ways. They may observe students attention, and involvement, (Jackson, 1968) or they may ask questions or set assignments. Following these assessments, teachers can make a variety of decisions concerning students learning.Angelo and Cross, (2002), have pointed out that assessment helps individual teachers obtain useful feedback on what, how much and how well their students are learning. Thus this information can be used to refocus their teaching to help students make their learning more efficient and effective.2.8Relationship between Lesson Planning and Delivery and Performance of StudentsThe impact of teaching practices on students learning is a fruitful but at the same time a controversial research topic. Whereas educational sociologists emphasize the complexity of the social environment, within which there are several other variables that would profoundly affect the students learning (Peaker, 1971), educational psychologists argue that the individuals cognitive growth is the most determinant factor in his/her acquisition of knowledge (Inhelder & Sinclair, 1969). The impossibility of eliminating all the internal and external factors does not allow us to explain the influence of teaching practices on students learning in the sense of cause-and-effect relationships. However findings suggest that teaching practices that differ in a qualitative way are apt to produce qualitatively different learning outcomes. It is clear that students take different approaches to different tasks: more precisely, the same student takes different approaches in different circumstances. Students interests, attitudes to studying, and approaches to academic tasks are strongly related to their experiences of teaching and assessment. In other words, lack of interest or motivation clearly affects current perceptions.Teachers must create conditions that reduce the likelihood that students will use their veto power and increase the probability that students will put forth the time and effort needed to learn what their teachers intend them to learn. One of the most obvious impacts of schooling on student learning over the long haul is the dramatic increase in differences in student achievement as evidenced by increased variation in standardized test scores. It is important to understand that it is about differences in teacher effectiveness that produces such remarkable differences in student teaching (Anderson, 2004).There is ample evidence through observation that individual teachers do have profound effects on individual students. Most people can think back to their school days and recall one or more teachers who made a difference in their lives. Some people can even say because of one particular teacher, a complex idea was understood, a special interest in a particular subject area was developed or a desire to pursue a certain career was developed. Therefore what determines the quality of teaching would subsequently enhance the students meaningful learning.

2.9The Conceptual frameworkThe conceptual framework used in this study is shown in Figure one. It contains two major concepts which include; lesson preparation and lesson delivery/teaching process which influence learning/performance of students. Independent VariablesDependent VariablesLesson preparation and deliveryAppropriate lesson plans with: Appropriate format Clearly stated objectives Teachers and students activities Evaluation procedureLesson delivery Teacher student interactions Instructional methods Instructional materials Classroom organization Lesson evaluation

Performance of students Degree of participation of students during lessons. Performance in achievement testsModerating Variables Teacher student ratio Home background Genetic composition Prior schooling experiences of students

Intervening variables

Figure one: A conceptual framework to illustrate how teaching can be effectively done2.9.1Explanation of the Conceptual ModelPerformance of students is conceptualized in terms of the degree of participation during Biology lessons and performance in achievement tests. Lesson preparation is conceptualized in terms of use of lesson plans with appropriate formats, clearly stated objectives, specifying teachers and students activities and the lesson evaluation procedure. Anderson, (2004) agrees with assertion that teachers must use the understanding of standards or objectives to design appropriate and effective learning units. Lesson delivery is conceptualized in terms of teacher student interactions, instructional methods, instructional materials, classroom organization and evaluation of daily lessons which all influence the teaching and learning of students. The above aspects have a significant influence on learning of students in terms of their participation during lessons and hence the overall performance in the subject. This is in agreement with Andersons (2004), who says that teaching is intentional because one has to teach for some purpose primarily to facilitate learning.

CHAPTER THREEMETHODOLOGY3.0IntroductionThe study will employ qualitative research design. It involves carrying out in-depth interviews with teachers of Entebbe parents secondary school in wakiso district. Self-administered questioners are also to be used to collect data. The study also involves an observation of the physical setup of information communication technologies infrastructure where possible. It will also involve a review of literature related to the subject.3.1Study PopulationThe population will comprise of twenty five (25) teachers of Entebbe parents secondary school of which ten will be from Advanced level and fifteen will be from ordinary level.3.2Sampling procedure /TechniquePurposive sampling technique will be employed in gathering data for the study. A sample population will be selected using this method. Kothari (2004) defines a sample as part of the population which is deliberately selected for the purpose of investigating the properties of the parent population. The researcher strongly believes that this technique will enable her to choose the sample from only those involved in the lesson preparation and delivery to students.3.3Data Collection MethodsKothari (2004) defines data collection methods as techniques employed in gathering of information for research operations. A number of instruments are to be employed to gather the relevant data and the following are some of the methods that were used.3.3.1QuestionnaireThis involves using a predetermined set of questions designed to collect information from a respondent on the subject under study. The researcher believes that the use of this tool can be useful in exploratory studies in which various dimensions and facts of a problem are examined, but in which hypothesis are not posed and tested (Kothari, 2004). Both closed and open ended questionnaires are used.3.3.2InterviewAccording to Grazianno (2010) an interview can be defined as a method of data collection where the researcher/investigator follows a rigid procedure and seeks answers to pre-conceived questions through personal interviews. This involves face to face conversation between the researcher and the respondents for the purpose of obtaining information. This is useful as it enables gathering of information on attitudes, values, beliefs and motives of the respondents towards the influence of lesson preparation and delivery on students performance.3.3.3ObservationThis involves a purposive or intentional examination of something, particularly for the purpose of gathering data. The University of Harvard defines observation as the unobtrusive method of gathering data. This provides the researcher with a richer and more direct account of the phenomena under study. Observation will be used because of its provision of firsthand information and its supplements on other methods (Efuetngu 2005). Observation is made the influence of lesson preparation and delivery on students performance. 3.3.4Document StudyThis involves the study of both primary and secondary documents such as strategic plans, policies among others to access the influence of lesson preparation and delivery on students performance.3.5Data Analysis and PresentationIn analyzing and presenting data, qualitative analysis of data which involves the editing of data during and after collection to remove/sort out possible mistakes, creating themes and systematic description of the contents in a summarized form is used (Pramod and Kulkarni, 2011).The researcher interprets and makes explanations of content gathered from the field basing on the research objectives. Any explanations of meanings, discussions and interpretation of emerging information and data are presented in form of tables.

3.6Limitations of the studyThere could be lack of cooperation by respondents during interviewing due to the fact that academic records of students are considered private.There might also be negative response from the respondents due to fear of the information given out ending up in the hands of wrong individuals which may taint the image of the university.The time frame given to me for completing he research may not be enough.3.6.1Delimitations of the StudyThe lack of cooperation due to fear of information misuse is anticipated and faced in the course of research, but I the researcher will ensure that the interviewee is informed of the confidentiality and purpose of information obtained, in other wards the workers are assured that information got is strictly for education purpose only.3.7ProcedureThe researcher will receive an introductory letter signed by School dean of school of education which will introduce the researcher to the respondents. The letter will contain the topic of the study and the objective of the study. The researcher will address the respondents briefing them on their role in the study which will be to fill the questionnaires. For the case of the interview, an appointment will be sought from the respondents after which interviews are conducted. Data will be recorded as the interview session goes on.3.8Ethical ConsiderationsThe researcher will seek the respondents consent before involving them in the research. This includes briefing the respondents about the research objectives and roles of the respondents and how they are going to benefit from the research. The researcher will also assure the respondents about the degree of confidentiality of the information that is gathered from them.

REFERENCESAnderson, L. W. (2004). Increasing teacher effectiveness. (2nd ed.), UNESCO: International Institute for Educational Planning. Anderson, L.W.; Ryan, D.W.; Shapiro, B.J. (1989). The IEA Classroom Environment study. Oxford: Pergamon Press.Angelo Thomas A. and Cross Patricia K. (2002). Classroom Assessment Techniques. (2nd ed.),Aroyo, L. and Dicheva, D. (2004) The New Challenges for E-learning: The Educational Semantic Web, Educational Technology & Society. 7(4), 5969.Bandikubi, R. (2003). The use of instructional materials in the teaching of O Level Biology in Kawempe Division.Bellack, A.; Kliebard, H.; Hyman, R.; Smith, F. (1966). The language of the classroom. New York: Teachers College Press.Bropphy, J. (2001). Teaching (Educational practices). Geneva and Brussels: International Bureau of Education and the International Academic of Education.Brunner, S.J. (1967). Towards Theory of Instruction. Harvard University Press.Cambourne, B. and Turbil, J. (1990). Assessment in Whole-language Classrooms. Theory into Practice. Elementary School Journal, 90, 337-349.Clarke, D.; Suri, H. (2003). Issues of voice and variation. Developments in international comparative research in mathematics education. (Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, 21-25 April 2003)Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. In: Educational Policy Analysis Archives, 8(1).Doyle, S.J. (1987). Structuring. In: M.J. Dunkin (Ed). The international encyclopedia of teaching and teacher education. Oxford: Pergamon Press.Dwyer, K. K. (1998). Communication Apprehension and Learning Style Performance: Correlation and Implications for Teaching, Communication Education.17, 137148.Farrell, J.P. (1989). International Lessons for school effectiveness: The view from the developing world. In: M. Holmes, K.A. Leithwood, D.F. Musella (Eds), Educational policy for effective schools. Toronto: Ontario Institute for Studies in Education Press.Gamoran, A. (2002). Standards, inequality and ability grouping in schools (CES Briefing, 25,1-4). Edinburgh: Center for Educational Inequality. http://www7.nationalacademies.org/mseb/CES_Briefing_Standards_Inequality_and_Ability.pdfHerbert and Harold, (1970). Teaching and Reading in Content areas. Eaglewood Cliffs, Prentice Hall.Inhelder, B., & Sinclair, H. (1969). Learning Cognitive Structures, in P. H. Mussen, J. Langer., & M. Covington (Eds.), Trends and issues in developmental psychology (p: 2-21). New York: Holt, Rinehart & Winston.Jackson, P.W (1968). Life in classrooms. New York: Holt, Rinehart and Winston.Johnson, D.W.; Johnson, R.T. (1989). Cooperative learning. In: L.W. Anderson (Ed), The effective teacher. New York: Random House.Kabeera, A. C. (2003). Assessment of the Effectiveness of instructional strategies used in the teaching of A-Level Biology. A case study of Makindye Division Kampala District.Kakuru, D. Muhwezi, (2003). Gender Sensitive Educational Policy and Practice. Uganda case study. Makerere University. Kemp, L., & Hall, A. H. (1992). Impact of effective teaching research on student achievement and teacher performance: Equity and access implications for quality education. Jackson, MS: Jackson State University. (ERIC Document Reproduction Service No. ED 348 360). Krejcie, R.V. and Morgan, D.W. (1970). Determining sample size for research activities, Educational and Psychological measurement. Sage Publications.Ministry Of Education and Sports, Uganda, (2004).The National Report on the Development of Education in Uganda at the Beginning Of The 21st Century: Report to the 47th Session of the International Conference on Education, Geneva, Switzerland 8th-11th September 2004Nabasiige, T. (2004). Classroom Practices of Biology Teachers in High and Low performing schools.Ntambi, J. Thaddaeus, (2003). The influence of instructional materials on students performance in Biology at O Level.Parkinson, J. (1994). The effective teaching of secondary science. A Pearson Education Print on Demand Edition, pp 50 79Peaker, G. F. (1971). The Plowden children four year later. London: National Foundation for Educational Research in England and Wales.Robert, C. B and Sari, K. B (2003). Qualitative research for education an introduction to theories and methods. (4th Ed., Pearson Education Inc. London.Shimuzu, Y. (2002). Capturing the structure of Japanese mathematics lessons: Some findings of the International comparative studies. http://www.edfac.unimelb.edu.au/DSME/lps/assets/EARCOME%202002%20Shimuzu%22.pdf. Ssekiranda, J., (2006). The effect of class size on the Teacher-student interactions during the teaching and learning of O Level Biology.Taylor, D., & Dorsey-Gaines, C. (1988). Growing up literate. Portsmouth, NH: Heinemann.Trowbridge, L.W and Powel, J.C, (2004). teaching secondary school science. Eighth Edition; Pearson Merrill Prentice Hall.Vitto, J.M. (2003). Relationship-driven classroom management: strategies that promote student motivation. Thousand Oaks, CA: Corwin Press.Westbury, I. (1989). The problems of comparing curriculums across educational systems. In: A.C. Purves (Ed), International comparisons and educational reform. Alexandria, VA: Association for Supervision and Curriculum Development