Thematic curriculum on pupils’ learning in lower primary schools

Abstract

Uganda introduced the thematic curriculum in 2007 for P-1 to P-3 students, replacing the 1999 curriculum to improve education quality and better prepare learners for their roles as responsible citizens (Simon, 2022). This study examined the thematic curriculum on pupils' learning in lower primary schools in Mpigi Central Ward, Mpigi District, Uganda, focusing on literacy, numeracy, and the influence of the local language. A mixed-method approach, combining quantitative and qualitative data, was used to gather insights from head teachers, lower section heads, teachers, and learners. Key findings indicated that literacy activities, including phonemic sounds, creative expression, shared reading, and writing short stories, had a positive impact on pupils' knowledge. Specifically, 87.5% of respondents highlighted the benefits of phonemic sounds, while 75% noted positive effects from creative expression and shared reading. These activities also contributed to improved reading comprehension and enhanced critical thinking, with a strong correlation coefficient of 0.95 showing a significant relationship between literacy activities and skill development. In numeracy, the study found that various activities were highly beneficial. All respondents (100%) agreed that numeracy improved problem-solving skills, and 92% noted enhanced numerical understanding. The correlation coefficient of 0.74 underscored the strong positive relationship between numeracy activities and knowledge acquisition. Additionally, the study explored the use of the local language and its impact on interpupil relationships. All learners (100%) confirmed that the local language was the primary medium for pupils in P.1–P.3, effectively fostering interpupil relationships and creating a cohesive learning environment. In conclusion, the thematic curriculum significantly enhances learning in lower primary schools by emphasizing literacy, numeracy, and local language, contributing to both academic and personal growth. The study recommends on-going professional development for teachers to improve literacy, numeracy, and critical thinking skills, ensuring effective support for pupils' skill development.