Abstract:
Students’ learning outcomes in the English language are
directly related to the content and methodologies of
English Language Teaching. Secondary schools are meant
to have qualified English teachers with universal
techniques of content delivery in terms of content
expertise, instructional design skills, assessment of
performance, and classroom management.
Description:
The National Teacher Policy (NTP) approved and
presented at the 101st Education Sector Consultative
Committee Meeting in Kampala on the 28th September
2017, a framework to professionalize and standardize the
teaching profession and to enhance the development and
management of teachers.
The framework is based on four thematic areas, namely;
standard and qualification, training, and management, and
cross-cutting issues (UNESCO, 2018). The surge in concerns concerning students’ learning outcomes in the
English Language curriculum was the reason to conduct
the study the chief goal of which was to test the effect of
pedagogical approaches of the English language
curriculum on learning outcomes in public secondary
schools in Iganga District.
