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 challenges facilitators face in implementing it in Uganda. A phenomenological design was adopted to explore teachers’ perceptions. Data were collected through semi-structured interviews in focus group discussions. In addition, data were collected from classroom observations and document analysis from ten purposively selected physics teachers in seven secondary schools in Mubende Municipality. The data were analyzed thematically. Teachers had positive attitudes toward PBL and acknowledged its role in enhancing learner engagement and real-world problem-solving. However, implementing PBL was constrained by teachers' 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.