English Teaching Methods and Pupils’ Performance in Nangako Town Council, Uganda

Abstract

This study examined English language teaching methods and their influence on primary school pupils' performance in Nangako Town Council, Bududa District, Uganda. The study was guided by the objective: to identify English language teaching methods used in local primary schools. A descriptive survey design was employed, integrating both qualitative and quantitative approaches. The study involved 255 participants, drawn from a target population of 510, comprising 48 teachers, 205 pupils, and 2 education officials. Stratified sampling was used for pupils, while purposive sampling was applied for teachers and education officials. Data were collected through questionnaires, interviews, and focus group discussions. Quantitative data were analyzed using frequencies and percentages, while qualitative data were thematically analyzed. Findings revealed that 36% of teachers use audiovisual methods, while 20% use the direct method. The study concluded that over-reliance on the mother tongue and grammar translation impairs pupils' ability to develop proficiency in English. It recommends strategic bilingual education and strengthening teacher training in communicative and student-centered methodologies.