Influence of effective teacher lesson preparation and planning on student achievement in selected secondary schools in Nakifuma county, Mukono district

Abstract

This study examined the relationship between effective teacher lesson planning and preparation on student achievement in selected secondary schools in Nakifuma County of Mukono District. The study was based on the following objectives; to establish the influence of effective subject content planning on student achievement, investigate how effective teacher planning and preparation of instructional strategies enhance student achievement and to establish the relationship between teachers’ effective planning and preparation of instructional materials and student achievement in selected secondary schools in the area of the study. The study was based on a cross- sectional survey design involving qualitative and quantitative design to gather data from 134 respondents namely district education officers, inspector of schools, head teachers and teachers selected purposively and using simple random sampling techniques from the secondary schools in the study area. Data was collected by use of a questionnaire and interview guides, qualitative and quantitative methods of data analysis were used to analyze the collected data. The study found that teachers planning and preparation of lesson content was significantly related to student’s achievement in the study area. The study also found that teachers planning and preparation of instructional strategies was not related to student’s achievement. The study further found that teachers planning and preparation of instructional materials significantly influenced student’s achievement. The study concluded that teachers planning and preparation of lesson content positively enhanced student’s achievements in secondary schools in Nakifuma County. It was recommended that Universities and other teachers training institutions should equip teacher trainees with adequate skills and content. School owners such as the government, churches and individuals should facilitate teachers to upgrade to enable them effectively master, plan and prepare lesson content. School administration, District inspectors and district education officers should continue to monitor and supervise teachers planning and preparation of instructional strategies and lesson delivery in secondary schools. School administration and other stake holders should purchase enough text books and other instructional materials to enable teachers effectively plan, prepare and deliver their lessons to students effectively. Teachers in secondary schools should be encouraged to improvise and use locally available and affordable instructional materials to overcome dependence on the use of expensively purchased instructional materials by the school.