Learning Science in Large Classes of Universal Secondary Education Schools and Non-Universal Secondary Education Schools, Eastern Uganda

Abstract

The study compares how students in Universal Secondary Education (USE) schools and non-USE schools cope with learning science in very large versus standard classes across the four Eastern Uganda sub-regions. Using questionnaires, lesson observations, interviews, an achievement test, and an inventory of laboratory resources, the authors relate pedagogical practices, student motivation and resource availability to test performance. A t-test shows significantly higher mean scores in non-USE schools, which the authors attribute to smaller class sizes, stronger supervision and more engaging teaching. They conclude that learner interest and motivation can offset some constraints of an overcrowded science classroom.