INVITATION:
The Dean, School of Education under the College of Education and External Studies (CEES), cordially invites you to the PhD Public Defense of the following candidate:
Name of the Candidate: Mr.Geoffrey Kiyingi
Title of Thesis:
Evaluation of Approaches to Values Education: A case of Primary Science Teachers in selected Schools in Luweero District.
Date: Wednesday 17th December 2025.
Time: 9:00am – 12:00pm
ABSTRACT
Policy frameworks in Uganda emphasise the importance of all teachers fostering values in learners. However, recent reports indicate numerous challenges related to morality among learners in primary schools, suggesting that the fostering of values is minimal or absent in these schools. Drawing on this, the current study evaluated the approaches teachers in selected primary schools in Luweero District use in fostering values in learners, aiming to devise measures that can enhance their capacity to foster values. Specifically, the study sought to: (1) assess the values which science teachers deliberately foster in learners; (2) analyse the teaching approaches science teachers use in fostering values in learners; (3) examine how science teachers utilise co-curricular activities (CCAs) in fostering values in learners; and (4) devise measures to enhance teachers’ capacity of fostering values in learners. Using Habermas’ Theory of Communicative Action, the study analysed the process by which teachers’ foster values in a classroom setting. To interpretively understand the lived experiences of fostering values in schools, it employed a qualitative multiple-embedded case study design in two purposively selected government-aided primary schools. Amidst arguments in literature about what values and how science teachers foster them, six teachers were purposively selected and observed. Five of these were later interviewed to examine whether and how they deliberately foster values. Documentary analysis was also carried out, focussing on values that teachers listed in their schemes of work or lesson plans. Additionally, focus group discussions were conducted with 28 pupils to understand their perspective on values education practices. Data was analysis by inductive content analysis and an affective coding method, value coding. The findings revealed generally that, all five sampled teachers fostered multiple values, respect and responsibility appearing to be the most popular. However, the values that teachers planned to teach were often not the ones fostered during class interactions. In most instances, values were fostered spontaneously through interactions rather than deliberate instruction. Teachers also used other avenues to foster values, especially outside class. While all the teachers acknowledged that values can be acquired through CCAs, their participation was low due to very tight weekly academic schedules, inadequate funding, and lack of departmental support. Measures identified to enhance teachers’ capacity of fostering values included proactive use of teaching techniques, updating or revising reference materials such as the curriculum to have a values focus, and multiple stakeholders playing a significant role in promoting values education. Conclusively, despite demonstrating a sound understanding of values, teachers did not deliberately integrate them during science lessons. Furthermore, the teaching strategy used in fostering values was implicit, with values being embedded only in class interactions. Additionally, although teachers recognised CCAs as important channels for fostering values, their potential was not fully utilised. Various measures could also enhance the capacity of teachers in fostering values in learners. The study recommends that the National Curriculum Development Centre includes detailed guidelines for integrating values in the primary school curriculum. Additionally, the Ministry of Education and Sports should train inservice teachers to systematically plan and adopt an explicit strategy and CCAs in fostering values. The study developed a values education model to facilitate deliberate efforts by primary school teachers in Uganda to foster values in learners.
Key words: values education curriculum interpretivism Habermas case study
Supervisors
- Dr. John Sentongo
- Dr. Peter Ssenkusu
Your presence and participation will be highly appreciated as we support the student in this important academic milestone.