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19th November, 2018

CONTINUOUS SCHOOL PRACTICE PROGRESS SURVEY

TTE PROJECT

PEDAGOGY COMPONENT

19th November, 2018

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Activity Title and Reference Number

Continuous School Practice Baseline Survey

Drive X:\J_M&E\J2_CSP\J2b_Results\Reports\Progress\181106_CSP_progress survey report

Document prepared by: Namyalo Hellen

Document commented by:

Hallet Virginie

Last revision date 19th November, 2018

19th November, 2018

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Table of Contents List of Acronyms/Abbreviations ............................................................................................................ 4

Executive summary ................................................................................................................................ 5

1.0 Background of study ........................................................................................................................ 7

1.1 Introduction .................................................................................................................................. 7

2.0 Survey Methodology ........................................................................................................................ 7

2.1 Study population .......................................................................................................................... 7

2.2 Sample size ................................................................................................................................... 7

2.3 Data collection and data analysis instruments ........................................................................... 8

2.4 Limitations of the study ............................................................................................................... 8

3.0 Biographical summary...................................................................................................................... 8

3.1: Distribution of Respondents ....................................................................................................... 8

3.2: Age of respondents ..................................................................................................................... 8

3.3: Gender of Respondents .............................................................................................................. 9

4.0: Status on key questions related to ATL application..................................................................... 10

4.1: Status on key questions related to CSP ........................................................................................ 14

4.1.1: Have you been taking part in the continuous School Practice activities in the NTC and

partners secondary schools?............................................................................................................ 14

4.1.2: How satisfied are you with the Continuous School Practice activities provided in your

NTC? .................................................................................................................................................. 15

4.1.3: How satisfied are you with the Continuous School Practice activities provided in the

partner secondary schools? ............................................................................................................. 16

4.1.4: Which Continuous School Practice activities have helped you the most to feel confident

for Examination School Practice? .................................................................................................... 17

4.1.5: According to you, what have you learnt through Continuous School Practice? ................. 18

4.1.6: What would you identify as benefits of Continuous School Practice so far? ...................... 18

4.1.7: What challenges have you faced during the implementation of Continuous School

Practice? ........................................................................................................................................... 19

4.1.8: To which level has Continuous School Practice prepared you for Examination School

Practice? ........................................................................................................................................... 20

4.1.9: How satisfied are you with the Examination School Practice? ............................................ 21

4.1.10: In which areas of ESP or CSP do you find most difficulty? ................................................. 22

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5.0 Analysis ........................................................................................................................................... 22

6.0 Recommendations ......................................................................................................................... 24

References ............................................................................................................................................ 25

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List of Acronyms/Abbreviations CSP Continuous School Practice

DES Diploma in Education Secondary

ESP Examination School Practice

MoES Ministry of Education and Sports

NTC National Teachers’ College

PSS Partner Secondary Schools

SPO School Practice Officer

TTE Teacher Training and Education project

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Executive summary The survey, which occurred from 16th July to 11th August 2018, focused on determining the

respondents’ take on the continuous school practice (CSP) system that was piloted in the partner

secondary schools to complement the examination school practice (ESP). A desired number of DES

yr.1s students from the 5 National Teachers’ Colleges (NTCs) of Kabale, Kaliro, Mubende, Muni and

Unyama participated in this survey.

The major aim of CSP is to avail the pre-service NTC students with more opportunities to practice so

that they are not only confident but have more opportunities of evaluating themselves and putting

theory to practice.

The survey applied the random sampling technique with reference made from Krejcie and Morgan

(1970) for the minimum sample size.

The survey aimed

- to find out if the students applied the different ATL elements in school practice

- to get feedback on the piloted CSP system in the NTCs and partner secondary schools (PSS)

- to bring out the role CSP has played towards ESP.

To find out if the students applied the different ATL elements in school practice, the questions asked

were related to the ATL methods, techniques, resources and assessment.

Problem based learning was the ATL method that was used most by the respondents. Brainstorming

was the most used ATL technique and charts were the most used from the various listed ATL

resources. On average, most of the respondents had used at least one ATL assessment during school

practice and classroom assessment, was the most used ATL assessment.

On average, to most of the respondents (55%), the interaction rate with their students in the

classroom was good during school practice. In 3 NTCs, their highest percentages were of

respondents who had had a good interaction with their students in classroom. The highest

percentages for NTCs Kabale and Muni, were of respondents who had had an excellent interaction

with students in classroom.

In the 5 NTCs, majority of the respondents were of the view that the participation rate of their

students in the classrooms was good during school practice thus the rate had an average of 62%.

Those who were of the view that the participation rate of their students in the classrooms was

excellent followed with 30%. The average and poor rates had percentages of 8% and 0%

respectively.

Likewise, when it came to the practicality of the respondents’ lessons during school practice,

majority of them on average, across the 5 NTCs were of the view that it was good (65%). To 22% of

the respondents, it was excellent while to 13%, it was average. The least percentage was that of

respondents who were of the view that it was poor (1%).

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The study also assessed questions that were connected to CSP and ESP. A couple of questions from

the baseline survey, which took place from 29th January to 4th May, 2018 were also considered for

this survey. These included:

- which CSP activities had helped students the most to feel confident for ESP,

- what had students learnt through CSP,

- what would students identify as benefits of CSP so far,

- what challenges had students faced during the implementation of CSP,

- to which level had CSP prepared students for ESP,

- How satisfied the students were with ESP etc.

The study revealed that most of the respondents on average were of the view that CSP moderately

prepared them for ESP. Interestingly, It was also discovered that the benefits of CSP that had the

highest percentages were those which were related to ESP i.e. it improves the respondents’

confidence for ESP and it improves results of ESP. The study also revealed that the most helpful CSP

activities selected by the respondents were those that occurred in the NTCs.

The challenges of CSP included; insufficient transport, financial costs not taken in charge for some

colleges, its negative impact on the NTC timetable. The study also showed that preparing schemes of

work was the area of ESP or CSP where the respondents found most difficulty despite it being

identified as the CSP activity that helped the students most to feel confident for ESP and as one

which was learnt most through CSP.

The survey has already shown the positive change of perception about school practice amongst the

students after the first year of piloting CSP in NTCs and partner secondary schools. However, there

are also several areas of improvement that have been identified. To further strengthen CSP, the

following recommendations could be useful:

a) NTCs need to make the methods courses more practical by including micro-teaching and

lesson plans.

b) There is need to strengthen the partner secondary school teachers to develop and use

instruction/teaching materials.

c) Lecturers as well as the NTC students need to be strengthened on assessment

d) There is need for more focus to be put on self and peer reflection as well as on feedback by

NTC lecturers and partner secondary school teachers.

e) Funding for continuous school practice needs to be considered relevant and essential.

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1.0 Background of study The NTC pre-service students have for long been exposed to the ESP which comes at the end

of each year of their college life. This school practice lasts for seven weeks and at the end of

it, the students are assessed and awarded marks.

The TTE project piloted a system of CSP in partner secondary schools to complement the existing ESP. The aim of CSP is to avail the pre-service NTC students with more opportunities to practice so that they are not only confident but have more opportunities of evaluating themselves and putting theory to practice.

1.1 Introduction Before the piloting of the CSP system in the NTCs and partner secondary schools in February

2018, a baseline survey was carried out by the TTE project with the aim to gain the

respondents’ take on it. This was then followed up with another survey that took place from

16th July to 11th August 2018.

The aim of the survey was to get the NTC students’ insight on CSP and ESP now that they

had taken part in both systems.

2.0 Survey Methodology

2.1 Study population The study population for the CSP progress survey were the DES yr.1 students of the five National

Teachers’ Colleges (NTCs): Kabale, Kaliro, Mubende, Muni, and Unyama.

2.2 Sample size Random sampling was used for the survey so that a required portion of students in the 5 NTCs were

reached. In addition, the minimum sample size of respondents that was required was got using

Krejcie and Morgan (1970) as detailed in the table below:

Name of NTC Respondents’ Categories Minimum Sample

required Actual Sample

NTC students (DES yr.1) NTC students (DES yr.1)

NTC Kabale 531 217 213

NTC Kaliro 432 201 242

NTC Mubende 333 175 170

NTC Muni 370 186 203

NTC Unyama 526 217 247

Total 2192 996 1075

With ±2% marginal error, this indicates that the results got closely reflect the views from the overall

population hence the survey was effective.

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2.3 Data collection and data analysis instruments Google forms that were designed by the pedagogy team of the TTE project were used for data

collection.

With the assistance of field coordinators and NTC SPOs, links to the forms were shared with the NTC

respondents who filled them in.

The data was analysed using Excel and Stata software.

2.4 Limitations of the study Inadequate access to computers and unreliability of internet

3.0 Biographical summary For this survey, NTC DES year 1 students were the only respondents considered.

3.1: Distribution of Respondents

Frequency Percentage

NTC Kabale 213 20%

NTC Kaliro 242 23%

NTC Mubende 170 16%

NTC Muni 203 19%

NTC Unyama 247 23%

Total 1,075 100%

Overall, NTC Unyama had the

highest number of

respondents (23%) followed

by NTC Kaliro (22%). NTC

Mubende had the least

number of respondents

(16%).

3.2: Age of respondents Frequency Percent

Under 25 997 93%

25 to 34 75 7%

35 to 49 1 0%

50 or older 2 0%

Total 1,075 100%

20%

22%

16%

19%

23%

Respondents' DistributionNTC Kabale

NTC Kaliro

NTC Mubende

NTC Muni

NTC Unyama

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The highest number of respondents were under 25 years (997). Those that were 25 to 34 years

followed and only three respondents were in the age bracket of 35 years and above.

3.3: Gender of Respondents

Survey Population Actual Population

Female Male Total Female Male Total

NTC Kabale 83 130 213 202 329 531

NTC Kaliro 106 136 242 168 264 432

NTC Mubende 59 111 170 128 205 333

NTC Muni 53 150 203 100 270 370

NTC Unyama 84 163 247 142 384 526

Total 385 690 1,075 740 1452 2192

In terms of gender

for the survey,

64% were male

students and 36%

were female

students. In

comparison with

the actual

population of the

students in the

NTCs, the male

students’

percentage was

higher by 2% while that of the female students was lower by 2%.

0%

20%

40%

60%

80%

Survey Population Actual Population

36% 34%

64% 66%

Gender Distribution (Survey Population vs Actual Population)

Female Male

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4.0: Status on key questions related to ATL application

4.0.1: Which ATL Methods did you use the most during school practice?

With 80%, problem based learning was the ATL method that was used most by the students.

Learning stations followed with 51% and learning contract had only 7%. Project based learning was

the least used ATL method as it only had 4%.

4.0.2: Which ATL Techniques did you use the most during school practice?

Brainstorming (80%) was the most used ATL technique by the NTC students during school practice.

Second to brainstorming was group work with 63%. It was followed by presentations, which had

47%. With 19%, storytelling was the least used ATL technique by the students during school practice.

0% 20% 40% 60% 80%

Problem based learning

Learning stations

Learning contract

Project based learning

80%

51%

4%

7%

ATL Methods

0% 20% 40% 60% 80% 100%

Brainstorming

Group work

Presentations

Storytelling

80%

63%

47%

19%

ATL Techniques

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4.0.3: Which ATL Resources did you use the most during school practice?

From the various ATL resources, charts (89%) were the most used by the students during school

practice. With 27%, Experiments were the second most used ATL resources during school practice

and were followed by Maps with 24%. The least used ATL resources were social media, multimedia

and textbooks as their percentages were 4%, 2% and 1% respectively.

4.0.4: Did you use any ATL assessments during School Practice?

On average, 71% of the respondents had used ATL assessments during school practice and only 29%

of them had not used any ATL assessments during school practice. Out of the 5 NTCs, NTC Muni

(86%) had the highest percentage of respondents that used ATL assessments and the least

0% 20% 40% 60% 80% 100%

Charts

Experiments

Maps

Social media

Multimedia

text books

89%

27%

24%

4%

2%

1%

ATL Resources

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

NTC Kabale NTC Kaliro NTC Mubende NTC Muni NTC Unyama Average

80%

56%

76%

86%

55%

71%

20%

44%

24%

14%

45%

29%

ATL Assessment

Yes No

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percentage of those that did not use any ATL assessments (14%). On the other hand, NTC Unyama

had the lowest rate of respondents that used ATL assessments (55%) and the highest percentage of

those that did not use any ATL assessments during school practice (45%).

4.0.5: State the ATL assessments you used during school practice

Classroom assessment (33%) was the ATL assessment that was most used by most of the NTC

students during school practice. It should be noted that the classroom assessment component is

composed of those that mentioned exercises and tests as assessments used. Second to classroom

assessment was formative assessment with 29%. It was followed by continuous assessment, which

had 8%. Other numerous ATL assessments were mentioned and their response rates ranged from

1% to 7% as shown in the chart above.

Despite of the fact that 747 respondents replied yes to the previous question (4.0.4), only 447 of

them answered this question.

4.0.6: To what extent did you interact with your students in the classroom during

school practice?

Averagely, to most of the respondents, 55%, the interaction rate with their students in the

classroom was good during school practice while to 38% of them, the interaction rate with their

students in the classroom was excellent. 7% of the respondents reported that their rate of

interaction with their students in the classroom was average. None of the respondents was of the

view that their interaction with their students in the classroom was poor.

33%

29%

8%

7%

5%

5%

4%4%

2% 2% 1% ATL AssessmentClassroom assessment +Exercises + TestsFormative assessment

Continuous assessment

Questions and answers

summative assessment

Group assessment/work

Assessment lubric

peer assessment

Brain storming

self Assessment

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4.0.7: To what extent did your students participate in your classroom during school

practice?

On average, 30% of the respondents were of the view that the participation rate of their students in

the classroom was excellent during school practice while to 62% of the respondents, it was good. 8%

of the respondents recounted that the participation rate of their students in the classroom was

average and no one reported that the students’ participation rate was poor during school practice.

4.0.8: To what extent were your lessons practical during school practice?

On average, 65% of the respondents reported that the practical rate of their lessons during school

practice was good while to 22% of them, it was excellent. To 13% of the respondents, the practical

0%

10%

20%

30%

40%

50%

60%

70%

80%


46%

24%

45%

52%

24%

38%43%

73%

48% 46%

63%

55%

11%

2%7%

2%

13%7%

0% 0% 1% 0% 0% 0%

Interaction rate with students in classroom

Excellent Good Average Poor

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


40%

13%

39% 39%

19%

30%

48%

85%

49%54%

72%

62%

11%

2%10%

6% 9% 8%0% 0% 1% 0% 0% 0%

Students' participation rate in classroom


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rate of their lesson was average and to 1%, it was poor during school practice. It should be noted

that out of the 5 NTCs, with 89%, NTC Kaliro had the highest percentage of respondents whose

practical rate of lessons was good.

4.1: Status on key questions related to CSP In this section, percentages were used for rating the respondents’ responses to the questions that

were mostly close ended.

4.1.1: Have you been taking part in the continuous School Practice activities in the

NTC and partners secondary schools? On average, most of the respondents

(96%) had been taking part in the CSP

activities in the NTC and partner secondary

schools. Only 4% of them indicated that

they had not been taking part in the CSP

activities in the NTCs and partner

secondary schools.

Nevertheless, they also gave responses to

all the questions that were asked in the

survey.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


27%

5%

32% 32%

11%

22%

58%

89%

49%

60%

67% 65%

15%

5%

17%

8%

21%

13%

0% 0% 2% 0% 1% 1%

Practical rate of lessons during School Practice


96%

4%

Average of CSP Participants' rate

Yes

No

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Most of the respondents in the 5 NTCs had taken part in the CSP activities in the NTCs and PSS. With

99%, NTC Kaliro had that highest percentage of respondents that had taken part in the CSP activities

in the NTCs and PSS. NTC Mubende followed with 97% and then NTC Muni with 96%. The

percentages of respondents that had not taken part in the CSP activities were greatly low for all the

NTCs as they were all below 10%. Their rages were from 1% to 7% respectively as shown in the graph

above.

4.1.2: How satisfied are you with the Continuous School Practice activities provided

in your NTC? On average, for all NTCs, most of the

respondents (44%) were satisfied with the

CSP activities provided in their NTCs while

33% of them were fairly satisfied with

them. For the least percentages, 20% and

4% were those of respondents who were

very satisfied or not at all satisfied with

the CSP activities provided in their NTCs

respectively.

From the NTCs’ perspective, NTC Kabale had the highest percentage of respondents that were very

satisfied (38%) with CSP activities in the NTC. NTC Unyama had the highest percentage of those that

were satisfied (54%), NTC Kaliro had the highest percentage of respondents who were fairly satisfied

(56%) and NTC Mubende had the highest percentage of respondents that were not at all satisfied

(8%) with the CSP activities in their NTC as detailed below.

0%

20%

40%

60%

80%

100%

NTC Kabale NTC Kaliro NTC Mubende NTC Muni NTC Unyama

95% 99% 97% 96% 93%

5% 1% 3% 4% 7%

CSP Participants' rates by NTC

Yes No

20%

44%

33%

4%Average satisfaction rate of CSP

activities provided in NTCs

Very satisfied

Satisfied

Fairly satisfied

Not at all satisfied

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The highest percentages of students in 3 NTCs (Kabale-42%, Muni-48%, Unyama-54%) were of those

who were satisfied with CSP in the PSS. In NTCs Kaliro, the highest percentage was that of students

who were fairly satisfied with the CSP activities provided in the PSS. Interestingly for NTC Mubende,

both fairly satisfied and satisfied had the same percentage rates (39%).

4.1.3: How satisfied are you with the Continuous School Practice activities provided

in the partner secondary schools? Similar to the previous question, for

all NTCs on average, most of the

respondents (41%) were satisfied

with the CSP activities provided in

PSS while 39% of them were fairly

satisfied with them. For the least

percentages, 16% and 4% were those

of respondents who were very

satisfied or not at all satisfied with

the CSP activities provided in the PSS

respectively.

From the NTCs’ perspective, similar to the previous question, NTC Kabale had the highest percentage

of respondents that were very satisfied (31%). NTC Unyama had the highest of those that were

satisfied (55%), NTC Kaliro had the highest percentage of respondents who were fairly satisfied

0%

10%

20%

30%

40%

50%

60%


38%

8%

15%

24%

13%

42%

35%39%

48%

54%

20%

56%

39%

23%28%

1% 1%

8%4% 5%

NTC distribution of students' satisfaction rate of CSP activities provided in NTCs

Very satisfied Satisfied Fairly satisfied Not at all satisfied

16%

41%

39%

4%

Average satisfaction rate of CSP activities

provided in PSS

Very satisfied

Satisfied

Fairly satisfied


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(75%) and NTC Mubende had the highest percentage of respondents that were not at all satisfied

(9%) with the CSP activities in their NTCs.

The highest percentages of students in 3 NTCs (Kabale-49%, Muni-52%, Unyama-55%) were of those

who were satisfied with CSP in the PSS. In NTCs Kaliro and Mubende, the peak percentages were of

students who were fairly satisfied (75% and 45% respectively) with CSP in the NTCs.

4.1.4: Which Continuous School Practice activities have helped you the most to feel

confident for Examination School Practice?

With 59%, development of lesson plans was the CSP activity that was most selected by NTC students

as one that helped them the most to feel confident for ESP. Development of schemes of work

0%

10%

20%

30%

40%

50%

60%

70%

80%


31%

10% 12%19%

11%

49%

15%

34%

52% 55%

20%

75%

45%

25%31%

0% 0%9%

4% 4%

Students' CSP satisfaction rate in PSS by NTC


0% 10% 20% 30% 40% 50% 60%

DEVELOPMENT OF LESSON PLANS

DEVELOPMENT OF SCHEMES OF WORK

CLASS OBSERVATION IN A PARTNER SECONDARY SCHOOL

OBSERVATION OF A DEMONSTRATIVE LESSON BY A NTC …

DEVELOPMENT OF INSTRUCTION MATERIALS

MICROTEACHING AMONG NTC STUDENTS

LECTURERS' FEEDBACK

CLASS PRACTICE IN A PARTNER SECONDARY SCHOOL

SELF-REFLECTION

TEAM TEACHING WITH ANOTHER NTC STUDENT

METHODS COURSES

TEAM TEACHING WITH 1 SECONDARY SCHOOL TEACHER

SECONDARY SCHOOL TEACHERS' REFLECTION (FEEDBACK)

CONTINUOUS SCHOOL PRACTICE PORTFOLIO DEVELOPMENT

PEERS' REFLECTION (FEEDBACK)

TUTORIALS WITH SECONDARY SCHOOLS' STUDENTS

NO

59%

57%

56%

49%

42%

40%

30%

28%

26%

24%

22%

22%

19%

18%

17%

7%

0%

CSP activities' distribution by selection rate

19th November, 2018

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followed with 57%, and then class observation in a partner secondary school with 56%. The rest of

the CSP activities were rated 7% to 49% by the NTC students as detailed above.

4.1.5: According to you, what have you learnt through Continuous School Practice?

With 82%, lesson preparation was rated as the leading element that the respondents learnt through

CSP. Class management came next with 78% and then lesson delivery followed with 73%. The rest of

the elements that the respondents learnt through CSP had response rates that ranged from 57% to

19% as detailed in the chart above.

4.1.6: What would you identify as benefits of Continuous School Practice so far?

0% 20% 40% 60% 80% 100%

LESSON PREPARATION (SCHEME OF WORK, LESSON …

CLASS MANAGEMENT (DISCIPLINE)

LESSON DELIVERY (PROVIDING EXPLANATION AND …

PRACTICING ACTIVE TEACHING AND LEARNING

INSTRUCTION MATERIALS DEVELOPMENT AND USE

TEACHER-LEARNER COLLABORATION

SUBJECT KNOWLEDGE

ASSESSMENT STRATEGIES

INCREASED REFLECTION

NO

82%

78%

73%

57%

47%

39%

39%

36%

19%

0%

Elements of CSP distribution by selection rates

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

IT IMPROVES CONFIDENCE FOR EXAMINATION …

IT IMPROVES RESULTS OF EXAMINATION SCHOOL …

IT RELATES THEORY TO PRACTICE

OFFERS REGULAR PRACTICE

IT OFFERS AN OPPORTUNITY TO INTRODUCE ACTIVE …

IT INCREASES OPPORTUNITIES FOR FEEDBACK

IT INCREASES COLLABORATION WITH PARTNER …

IT INCREASES OPPORTUNITIES FOR REFLECTION

NO

81%

55%

52%

51%

36%

34%

32%

31%

0%

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19

With 81%, CSP improving confidence for ESP was the benefit that was selected most by the

respondents. CSP improving results of ESP (55%) was the second most selected benefit and it was

followed by the fact that it relates theory to practice with 52%. The remaining benefits of CSP had

percentages that differed as shown in the pie chart above.

4.1.7: What challenges have you faced during the implementation of Continuous

School Practice?

With 42%, lack of transport was the biggest challenge that the students faced during the

implementation of CSP. Financial costs not taken in charge came next with 40% while the challenge

of CSP having a negative impact on NTC timetable had a percentage rate of 36%. The rest of the

challenges of CSP had response rates that ranged from 0% to 29% as detailed above.

From each NTC’s perspective, the biggest challenges varied. For NTC Kabale, their biggest challenge

was the negative impact CSP had on the NTC timetable (112 responses). NTC Kaliro’s biggest

challenge was lack of transport (149 responses). That of NTCs Mubende and Muni, was Financial

costs not taken in charge (87 responses and 101 responses respectively) while that of NTC Unyama

was inadequate support from partner secondary schools towards the NTC students (139 times).

More details of the challenges can be viewed in the graph described below.

0% 10% 20% 30% 40% 50%

LACK OF TRANSPORT

FINANCIAL COSTS NOT TAKEN IN CHARGE

NEGATIVE IMPACT ON NTC TIMETABLE

INADEQUATE SUPPORT FROM PARTNER …

LACK OF INTEREST OF PARTNER …

INADEQUATE SUPERVISION OF NTC …

LACK OF INTEREST OF STUDENTS

NEGATIVE IMPACT ON PARTNER …

PARTNER SECONDARY SCHOOLS STAFF …

INADEQUATE COORDINATION OF ACTIVITIES

LACK OF SUSTAINABILITY OF THE SYSTEM

INADEQUATE PEER ASSESSMENT

NON VALUED BY NTC STUDENTS BECAUSE …

LACK OF INTEREST OF NTC STAFF

NO

42%

40%

36%

29%

25%

23%

22%

22%

21%

21%

17%

17%

13%

11%

0%

Challenges faced by students during CSP implementation

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4.1.8: To which level has Continuous School Practice prepared you for Examination

School Practice?

Overall, on average, most of the respondents

from the 5 NTCs (47%), approved that CSP

moderately prepared them for ESP. To 40%

of the respondents, CSP prepared them a lot

for ESP while to 11%, it prepared them a

little for ESP. Only 2% of the respondents

reported that CSP did not prepare them at

all for ESP.

From the NTCs’ viewpoint, for NTCs Kabale and Muni, the highest percentages (63% and 55%

respectively) were those of respondents who were of the view that CSP prepared them a lot for ESP

while for NTCs Kaliro, Mubende and Unyama the highest percentages (73%, 50% and 45%

respectively) were of those who responded that CSP moderately prepared them ESP.

0 100 200 300 400 500

Financial costs not taken in charge

Lack of transport

Partner secondary schools staff not comfortable teach…

Negative impact on NTC timetable

Inadequate supervision of NTC students by NTC staff

Inadequate peer assessment

Lack of sustainability of the system

Inadequate support from partner secondary schools to…

Negative impact on Partner secondary schools timetable

Non valued by NTC students because it is not marked

Lack of interest of students

Inadequate coordination of activities

Lack of interest of partner secondary schools staff

Lack of interest of NTC staff

NO

Challenges faced by students during CSP implementation per NTC

Kabale Kaliro Mubende Muni Unyama

40%

47%

11%

2%Average level CSP prepared students

for ESP

It prepared a lot

It moderatelyprepared

It prepared a little

Did not prepare atall

19th November, 2018

21

4.1.9: How satisfied are you with the Examination School Practice? Averagely from the 5 NTCs, most

of the respondents (47%) were

satisfied with the ESP while 27% of

them were fairly satisfied with it.

For the least percentages, 22% and

3% were those of respondents

who were very satisfied or not at

all satisfied with the ESP

respectively as shown in the graph

above.

Apart from NTC Kaliro, the highest percentages of the other NTCs, NTC Kabale (46%), NTC Mubende

(42%), NTC Muni (51%) and NTC Unyama (58%) were of respondents who were satisfied with ESP.

The highest percentage of the respondents in NTC Kaliro (55%) were fairly satisfied with ESP and

from all the 5 NTCs, NTC Kaliro had the lowest percentage of respondents (7%) who were very

satisfied with ESP. More details are shown in the graph below.

0%

10%

20%

30%

40%

50%

60%

70%

80%


63%

21% 22%

55%

40%

30%

73%

50%

35%

45%

7% 5%

23%

9% 10%0% 0%

5%1% 4%

Level CSP prepared students for ESP by NTC distribution

It prepared a lot It moderately prepared It prepared a little Did not prepare at all

22%

47%

27%

3%

Students' average satisfaction rate with ESP

Very satisfied

Satisfied

Fairly satisfied


19th November, 2018

22

4.1.10: In which areas of ESP or CSP do you find most difficulty?

With 38%, preparing schemes of work was the area of ESP or CSP where the respondents found

most difficulty. Preparing a portfolio came next with 37%, followed by incorporating ATL in teaching

with 35% then preparing a lesson plan with 33%. The rest of the areas of ESP or CSP where the

respondents found most difficulty had different percentage rates as detailed above.

5.0 Analysis The survey aimed:

- To find out if the students applied the different ATL elements in school practice

- To get feedback on the piloted CSP system in the NTCs and PSS

- To bring out the role CSP has played towards ESP.

- To find out if the students applied the different ATL elements in school practice

0%

10%

20%

30%

40%

50%

60%


39%

7%

18%

29%

19%

46%

37%42%

51%

58%

15%

55%

28%

17%22%

0% 1%

12%

2% 1%

ESP satisfaction rate by NTC


0% 5% 10% 15% 20% 25% 30% 35% 40%

PREPARING INSTRUCTIONAL MATERIALS

PREPARING SCHEMES OF WORK

PREPARING A PORTFOLIO

INCORPORATING ATL IN TEACHING

PREPARING LESSON PLAN

MANAGING DISCIPLINE

REFLECTING ON MY LESSON

39%

38%

37%

35%

33%

31%

18%

Distribution of ESP/CSP Areas where Students find most difficulty

19th November, 2018

23

Problem based learning (80%) was the ATL method that was used most by the respondents.

Brainstorming (80%) was the most used ATL technique and charts (89%) were the most used from

the various listed ATL resources. On average, most of the respondents had used at least one ATL

assessment during school practice and classroom assessment (33%), which included elements like

exercises and tests, was the most used ATL assessment.

On average, to most of the respondents (55%), the interaction rate with their students in the

classroom was good during school practice. In 3 NTCs, their highest percentages were of

respondents who had had a good interaction with their students in classroom. The highest

percentages for NTCs Kabale and Muni, were of respondents who had had an excellent interaction

with students in classroom.

In the 5 NTCs, majority of the respondents were of the view that the participation rate of their

students in the classrooms was good during school practice thus the rate had an average of 62%.

Those who were of the view that the participation rate of their students in the classrooms was

excellent followed with 30%. The average and poor rates had percentages of 8% and 0%

respectively.

Likewise, when it came to the practicality of the respondents’ lessons during school practice,

majority of them on average, across the 5 NTCs were of the view that it was good (65%). To 22% of

the respondents, it was excellent while to 13%, it was average. The least percentage was that of

respondents who were of the view that it was poor (1%).

Additionally, this survey sought to get feedback on the piloted CSP system in the NTCs and PSS as

well as to bring out the role CSP has played towards ESP. The questions that stood out most at

pointing out these views were; which CSP activities had helped students the most to feel confident

for ESP, what had students learnt through CSP, what would students identify as benefits of CSP so

far, what challenges had students faced during the implementation of CSP, to which level had CSP

prepared students for ESP.

Regarding the students’ satisfaction CSP, those who were satisfied with the CSP activities provided in

the NTCs were significantly more than those who were satisfied with the CSP activities provided in

the partner secondary schools by 7%. 64% of the students were satisfied (20% very satisfied, 44%

satisfied) with the CSP activities provided in their NTCs. More than half of the students (57%) were

satisfied (41%- satisfied, 16%- very satisfied) with the CSP activities provided in the partner

secondary schools.

The CSP activities, which take place in the NTCs, that helped students the most to feel confident for

ESP included; Development of lesson plans, Development of schemes of work and Observation of a

demonstrative lesson by a NTC lecturer

For the CSP activities in partner secondary schools, class observation (56%), and class practice (28%)

helped students the most to feel confident for ESP.

19th November, 2018

24

The key aspects learnt through CSP are lesson preparation (82%), class management (78%), and

lesson delivery (73%). The most important benefit of CSP being that it improves confidence for ESP

and results to ESP. For the majority of respondents CSP prepare them for ESP (40% a lot, 47%

moderately).

The most vital challenges of CSP were lack of transport (42%), financial costs not taken in charge

(40%), its negative impact on the NTC timetable (36%) and inadequate support from partner

secondary schools to NTC students, which was rated 29%.

The data still showed the importance of offering teaching practice to the students in the NTC

activities, via microteaching, preparation of instruction materials and class observation in partner

secondary schools.

The survey also showed that lesson preparation, class management, and lesson delivery as well as

practicing of Active teaching and learning were selected most as the elements that the respondents

had learnt through CSP.

Despite the fact that preparing schemes of work was identified as the CSP activity that helped the

students most to feel confident for ESP as well as the element that was learnt most through CSP, it

was identified as the area of ESP or CSP where the respondents found most difficulty (38%). Other

areas where students found most difficulty included; preparing portfolios (37%), incorporating ATL in

teaching (35%) and preparing of lesson plans (33%).

6.0 Recommendations This survey has already shown the positive change of perception about continuous school practice

amongst the students after the first year of piloting CSP in NTCs and partner secondary schools.

However, there are also several areas of improvement that have been identified. To strengthen CSP

further, the following recommendations and actions could be useful to address the identified

shortcomings, thereby contributing to improving the NTC students’ confidence and results for ESP:

f) NTCs need to make the methods courses more practical like micro-teaching and lesson

plans.

g) There is need to strengthen the partner secondary school teachers to develop and use

instruction/teaching materials.

h) Lecturers as well as the NTC students need to be strengthened on assessment

i) There is need for more focus to be put on self and peer reflection as well as on feedback by

NTC lecturers and partner secondary school teachers.

j) Funding for continuous school practice needs to be considered relevant and essential.

19th November, 2018

25

k) Further solidification of CSP follow up mechanisms, in particular feedback meetings with SPOs,

NTC staff and PSS representatives , CSP reports as well as email and phone call reminders to

partner secondary schools staff as these will not only improve the CSP system objective in the

NTCs and PSS but also increase its chances of being rolled out in other institutions.

l) Focused group discussions need to be organized for teachers and students in the NTCs and

PSS to get a better understanding of the results got in the 2nd survey especially.

m) An end-line survey targeting the DES yr.2 students in academic year 2018/19 needs to be

organized in order to have a complete view of the CSP system and thus draw conclusions for

it. A question related to if they would recommend the CSP system to be added into the

colleges’ calendar needs to be added then.

References Krejcie, R.V & Morgan, D.W. (1970). Education and psychological measurement: Determining sample

size for research activities, 30, pp. 607 – 610.

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