Influence of Lesson Planning on Successful Implementation of Lower Secondary School Curriculum in Secondary Schools in Bulamagi Subcounty, Iganga District

Abstract

The study established the implications of lesson planning for the implementation of the lower secondary school curriculum in Bulamagi  Sub County, Iganga District. Objectives were to establish the knowledge of teachers regarding the key learning outcomes of the lower  secondary school curriculum and to identify ways in which lesson planning eases implementation of the lower secondary school  curriculum. We tested the null hypothesis: "Lesson planning has no significant statistical effect on the implementation of lower  secondary school curriculum in secondary schools in Bulamagi Sub County." This study adopted a cross-sectional survey research design,  which involved collecting data from many different individuals at a single point in time on a sample size of 212 respondents,  including students, teachers, and headteachers of four selected secondary schools. Data was presented both descriptively and through  regression analysis. According to the findings, the model summary shows that lesson planning is a significant predictor of the outcome  variable, with an R-squared value of .366. The standardized coefficient of .605 indicates that for every unit increase in lesson planning,  there is a corresponding increase of .605 in the implementation of the curriculum. This relationship is statistically significant with a t-value  of 11.018 and a p-value of .000. In conclusion, lesson planning significantly contributes to the successful implementation of the  lower secondary school curriculum. Schools should prioritize training and support for teachers in effective lesson planning strategies to  enhance the implementation of the curriculum.