Mark Michael Waiswa – School of Education, Kyambogo University

Eric Douglas Kalanda – School of Education, Kyambogo University

Peace Buhwamatsiko Tumuheki – Faculty of Special Needs Education, Kyambogo University

Email; mmwaiswa@kyu.ac.ug

Abstract: Despite the changes in the curricula to Competence Based Education (CBE) , there are still issues related to comprehension of the concepts of learner-centred learning. This study aimed at investigating teachers’ understanding of Learner-Centred Approach (LCA) in English language classrooms within selected secondary schools in Central Uganda inspired by curriculum reforms advocating for a change from teacher-centred to learner-centred learning. The research adopted a qualitative research using multiple case study design. Sixteen secondary school English language teachers with a minimum of four years teaching experience in Central Uganda were purposively selected as participants. Interviews served as the data collection method used while data analysis was done through thematic analysis of Braun & Clarke’s model with the use of ATLAS.ti software. Findings reveal that although teachers are generally aware of curriculum reforms promoting learner-centred pedagogy, their understanding remains largely procedural rather than conceptual. It is common practice for teachers to connect learner-centred approaches to classroom learning using cooperative learning, learner interaction, and active learning but adopted only in a restricted and teacher-controlled environment. Integrating ICT, contextual learning, learner autonomy, and formative assessments have not been effectively adopted due to overcrowded classes, workload pressures, curriculum requirements, and assessment practices based on examinations. The study found that there is a significant mismatchbetween policy expectations and classroom practice with respect to adopting a learner-centred approaches. The study recommends strengthened professional development for teachers, improved alignment between curriculum and assessment systems, and enhanced school-level support to facilitate meaningful implementation of learner-centred pedagogy.

Abstract: The study explored the strategies teachers of English use in implementing the learner-centred approach in secondary schools. Using a case study design, qualitative data were collected from 16 teachers of English and 48 learners purposivelyselected in four well-resourced secondary schools from four districts of central Uganda. Data collection was done by using interviews and focus group discussions. Data was analyzed using thematic analysis facilitated by ATLAS.ti Version 25.Although teachers reported using a range of learner-centred strategies, implementation was often superficial characterized byover-reliance on group work. The study revealed that large class sizes limited teachers’ ability to effectively facilitate instruction and assess learners during the teaching and learning of the English language. In light of the above findings, the study recommends that MoES strengthen in-service training programs that guide teachers on how to facilitate learning and conduct continuous assessment in large classes. The Ministry of Education and Sports should collaborate with other education stakeholders to reduce teacher- learner ratios in secondary schools by recruiting more teachers of English language and increasing classroom space.