A cross-sectional study to assess the influence of reflective teaching methods on students’ behavioural, cognitive, and emotional engagement in agriculture classes in selected secondary schools in Luwero District.
DOI:
https://doi.org/10.51168/b2622130Keywords:
Reflective teaching methods, Engagement in agriculture classes, Luwero districtAbstract
Background
This study investigated the influence of reflective teaching methods on students' behavioural, cognitive, and emotional engagement in secondary school agriculture classes in Luwero District, Uganda.
Methodology
The study employed a mixed-methods correlational survey design in four secondary schools to examine the relationship between learner-centered teaching methods and student engagement. A total of 260 students, 4 DOS, and 20 PTA members were sampled using stratified random and purposive techniques. Data were collected through questionnaires, interviews, focus group discussions, and document review, and the instruments demonstrated strong validity (CVI >0.90) and reliability (Cronbach’s α = 0.76–0.91). Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic content analysis.
Results
The study achieved a 100% response rate (166/166), comprising 144 students (86.7%) and 22 DOS/PTA members (13.3%). Gender distribution was nearly equal (50.6% male, 49.4% female), with most respondents aged 21–30 years (75.3%). Students were evenly distributed across four schools, while DOS/PTA members had mostly bachelor’s and master’s qualifications and limited experience (1–5 years: 4.8%; 6–10 years: 4.2%). Qualitative findings indicated that journaling, group discussions, and teacher feedback enhanced students’ reflective and critical thinking, linking theory to practice. Correlation analysis revealed a significant positive relationship between reflective/discussion methods and student engagement (r = 0.650, p < 0.01). ANOVA showed no significant difference in engagement across schools (F = 2.15, p = 0.096). Linear regression indicated reflective/discussion methods strongly predicted engagement (R = 0.841, R² = 0.707, β = 0.220, p < 0.001), accounting for 70.7% of variance in student engagement.
Conclusion
Reflective teaching strategies enhance students’ cognitive, behavioral, and emotional engagement, sustaining the benefits of active learning methods.
Recommendation
Develop assessment frameworks for practical and reflective skills and provide ongoing teacher professional development to ensure lasting improvements in agricultural education.
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Copyright (c) 2025 Sekatuba William, Dr Nalukwago Hariet, Edmand Bakashaba (Author)
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