Authors : Jesca Harriet Audo; Henry Kibedi

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/mr47psk9

DOI : https://doi.org/10.38124/ijisrt/25jun744

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigates the types of student learning activities employed by biology teachers in lower secondary schools in Uganda, examines how pedagogical approaches influence these activities, and assesses their alignment with national curriculum standards. Utilizing a qualitative case study design, data were collected through interviews, classroom observations, and document analysis involving eight biology teachers. Findings reveal a predominant reliance on textbooks and teacher-centered methods, with limited integration of student-centered activities such as collaborative learning and inquiry-based approaches. The study underscores the need for professional development programs to enhance teachers’ capacity to implement student-centered pedagogies that align with curriculum objectives and foster critical thinking skills (Bennett et al., 2020; Mulumba & Kirunda, 2023).

Keywords : biology Education, Student Learning Activities, Pedagogical Approaches, Curriculum Alignment.

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