Contribution of Thematic Curriculum Into Achievement of Literacy, Numeracy and Life Skills At Lower Classes of Primary Schools in Sisiyi Sub-County, Bulambuli District in Uganda
Abstract
This study explored the contribution of thematic curriculum into achievement of literacy, numeracy and life skills at lower primary schools in Sisiyi Sub-County, Bulambuli District. The research was guided by the following specific objectives; to assess the process of implementing thematic curriculum towards achievement of literacy, numeracy and life skills among children in lower primary, to establish the strategies used by Ministry of Education and Sports to ensure sustainability of thematic curriculum for lower primary and to determine the challenges faced by schools during the implementation of thematic curriculum for lower primary. The study targeted a population of 88 respondents from which a sample size of 71 respondents were selected. This was arrived at by use of Sloven’s formula. The study used different sampling techniques which included; purposive sampling and simple random sampling methods. Simple random sampling was used where each category had an equal and independent chance of being included in the sample. Data collected was analysed using SPSS.
The study found that there are a number of process that are applied in the implementation of the thematic curriculum so as to enable achievement of literacy, numeracy and life skills among pupils. It was discovered that thematic curriculum integrates all subjects into one theme and the process of implementation facilitates the combination of hours planned for other learning areas. The study also found that the Ministry of Education and Sports has implemented a number of strategies so as to ensure sustainability of the thematic curriculum in lower primary like improvement of structures and to oversee the implementation of thematic curriculum. It was discovered that there are a number of challenges in the implementation of thematic curriculum towards the achievement of literacy, numeracy and life skills such as the language for instruction, high rates of poverty among parents and limited supervision support that may support the enhancement of the program.
From the findings the study recommended that there should be clear means of adoption of the use of thematic curriculum by teachers in lower classes of primary schools. There should be a clear document policy that focuses on effective and efficient execution of all thematic curriculum activities in lower classes in order to enhance the learners academic achievement. The schools should enhance thematic curriculum to make it necessary for all the staff to adapt to the new teaching skills which increases on pupils achievement. The ministry of education should establish strategies for improving generation of additional finances for its operations to ensure that teachers are professionally developed in order to help in the effective and efficient implementation of thematic curriculum.
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