Co-Curricular Activities for Values-Based Science Education: A Case Study from Luweero District, Uganda
Abstract
In Uganda, co-curricular activities (CCAs) are often undervalued in formal education, yet they present opportunities to foster values critical for holistic learning. Despite their recognised potential, little is known about how science teachers in Ugandan primary schools use CCAs to promote values education, particularly through means such as CCAs. This study examined how science teachers utilise CCAs to foster values among learners in two government-aided primary schools in Luweero District, with the overall aim of identifying strategies to enhance the value-promoting potential of CCAs in science education. Anchored in an interpretivist paradigm, a qualitative case study design was employed. Data were collected through semi-structured interviews with five purposively sampled science teachers and focus group discussions with 28 purposively sampled pupils. Findings revealed that while some teachers and learners participated in CCAs such as debates, leadership roles, and occasional science exhibitions, their involvement was inconsistent and largely implicit, promoting values notably cooperation, sharing, and creativity among learners. Science-based CCAs, such as science clubs and fairs, were notably absent, primarily due to limited time, unclear responsibilities, and inadequate support. Nonetheless, all teachers acknowledged that CCAs have the potential to cultivate values such as cooperation, creativity, and responsibility. The study concludes that CCAs remain an underutilised avenue for values education in science. Their effective integration requires increased administrative support, timetabling these activities, teacher training, and adequate resources. It is recommended that education stakeholders provide guidance, capacity building, and policy backing to elevate CCAs as strategic platforms for values-based science education in Ugandan primary schools. These findings underscore the need for interdisciplinary collaboration between science teaching, values education, and reimagining CCAs as deliberate tools for fostering both science concepts and moral development in pupils.
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