Researchers at Makerere University have pioneered an innovative tool integrating music, dance, and drama to enhance mathematics instruction in lower secondary schools. Dr. Sylvia Antonia Nakimera, the Principal Investigator, highlighted this development in response to persistently poor mathematics performance among students, despite various government initiatives.
The research team identified several key factors contributing to the lackluster results in mathematics. A primary issue was the scheduling of mathematics lessons after lunch when students were typically fatigued. Additionally, teachers frequently employed repetitive teaching methods, which failed to engage students effectively. Some educators also struggled to adapt to the new lower secondary curriculum, further exacerbating the issue.
Dr. Nakimera explained that incorporating music into mathematics lessons could make the subject more enjoyable and memorable for students. The newly developed model includes specific guidelines for teachers on how to integrate music, dance, and drama into their instruction. This approach aims to help students relax and enjoy their lessons, thereby improving their ability to retain information.
An innovative feature of this model is an accompanying app that allows students to create their own songs, further aiding memory retention. However, the model has some limitations. It requires close supervision to prevent misuse and is recommended to be used for no more than two hours to ensure a balance between learning and enjoyment.
Dr. Nakimera emphasized the potential benefits of incorporating performing arts into mathematics education, asserting that this method could significantly enhance student engagement and understanding. She supported the broader integration of this approach in lower secondary schools.
Mr. Ismail Mulindwa, the Director of Basic Education, acknowledged the historical use of music, dance, and drama in schools but noted a decline in its application over time. He advocated for refining the new model and exploring its incorporation into the education system to foster better teaching and learning outcomes.
Prof. Buyinza Mukadasi, the academic registrar of Makerere University, stressed the importance of thoroughly testing the model before its implementation in teacher training programs at the university. He highlighted the need for rigorous research to ensure the model's effectiveness and sustainability in improving mathematics education.
In summary, Makerere University's initiative to integrate performing arts into mathematics instruction presents a promising solution to longstanding educational challenges. By making learning more engaging and enjoyable, this approach has the potential to significantly improve student performance and interest in mathematics. However, careful implementation and ongoing evaluation will be crucial to its success.
