Implications of integrating local materials on pupils’ participation in primary science instruction in Namutumba District, Uganda

Abstract

Science education and training are challenges in many regions with inadequate tools and materials, even when recommendations to use locally available materials have been encouraged. This study examined how the use of instructional materials available in the local environment affects learners' participation and comprehension of science subjects in rural primary schools in Namutumba District, eastern Uganda, a region characterized by an acute lack of traditional science resources. The theoretical framework employed for the research was Experiential Learning Theory, while the design adopted was an explanatory sequential mixed-methods approach. Data were collected from 37 respondents (science teachers and school administrators) and 269 pupils chosen through random sampling. Locally made instructional materials such as plants, soil, water, household items, and recycled materials facilitate learner engagement, improve comprehension of abstract science theories, and motivate learners by creating a link between learning and everyday experiences. Nevertheless, teachers face several challenges, including a lack of skills for improvising, large class sizes, insufficient time for lesson preparation, and minimal institutional support. It can be concluded that despite the availability of locally produced instructional materials offering a realistic and sustainable alternative to traditional materials, their effectiveness largely depends on pedagogical skills and adequate institutional support.