Prioritisation and Nationalisation of Teaching of Sciences in Ugandan Schools: Practitioners and Documentary Perspectives

Considerable investment in and prioritisation of teaching sciences among secondary schools Uganda have been made. But despite this, performance remains poor. We sought to understand why this is so, end, the present study explores perceptions regarding reasons surrounding students’ poor sciences. used an exploratory case interview teachers science, inspectors schools, a representative National Examinations Board. Also, documentary analysis was done for deeper understanding question. Qualitative employed identification themes sub-themes. In findings, what our research suggested that there combination factors which resulted science results within – quality teaching, expectations support school ability pupils themselves, although seemed be major factor. Therefore, would suggest learning Ugandan could benefit from adapting new ways necessary skills, developing pupils’ scientific interest improving facilities schools. Further inquiry channeled towards apathy sciences, strategies resource utilisation, monitoring teaching-learning process.