Teachers’ Perceptions of Project-Based Learning in Ordinary Level Physics in Uganda

Abstract

Achieving Sustainable Development Goal 4 requires learner-centred pedagogies within Uganda's competency-based curriculum, particularly in Ordinary Level physics education. This study examined physics teachers' perceptions of project-based learning (PBL) and explored the challenges they face during implementation. Adopting phenomenological design, data were collected through semi-structured focus group interviews, classroom observations, and document analysis involving ten purposively selected physics teachers across seven secondary schools in Mubende Municipality. The data were analysed thematically. Results show that while teachers held positive attitudes toward PBL, acknowledging its role in enhancing learner engagement and real-world problem-solving, actual implementation was constrained by insufficient pedagogical competencies, abstract physics concepts, time limitations, and limited learner support materials. While teachers value learner-centred approaches, structured professional development and school support are essential for sustainable integration. The study's novelty revealed a mismatch between teachers' positive perceptions of PBL and their limited practical competencies in applying it to abstract physics topics within limited learner support materials contexts. Findings inform targeted interventions to strengthen competency-based science education and scientific literacy.