Pedagogical Approaches and Learner Engagement in Government-Aided Secondary Schools in Buhweju District, Uganda

This study investigated the influence of pedagogical approaches and learner engagement in government-aided secondary schools in Buhweju District, Uganda. Specifically, the study examined the influence of pedagogical approaches, namely student and teacher-centred on learner engagement. Using the quantitative approach, the study adopted the correlational research design. Data were collected from a sample of 312 learners from seven government-aided secondary schools in Buhweju District. The data were analysed using descriptive statistics, namely frequencies, percentages and means, and inferential analyses, namely correlation and regression. Descriptive results indicate that learner engagement and teachers' use of both student-centred and teacher-centred pedagogical approaches were high. The results revealed that all the student-centred approaches, namely active pedagogical approaches, collaborative teaching and teacher support, positively significantly predicted learner engagement. However, for teacher-centred pedagogical approaches, only the approach of immediate feedback positively predicted learner engagement. However, continuous practice and reinforcement positively but insignificantly predicted learner engagement. It was concluded that student-centred approaches are a prerequisite for enhancing student engagement, while the teacher-centred approach of immediate feedback is vital for promoting learner engagement, but continuous practice and reinforcement of learners minimally promote student engagement. The study recommends that head teachers should create a supportive environment that encourages the use of student-centred teaching methods, and teachers should cautiously implement the teacher-centred approach with emphasis on immediate feedback and minimal use of continuous practice and re-enforcement