Chemistry STEM Teaching Techniques in Uganda: Lesson Plans and Interviews

Seven lesson plan reviews and eleven semi-structured interviews form the qualitative core of a PhD study on STEM instructional techniques in Ugandan chemistry education. The data was collected between May and November 2025 for research at Unicaf University in Malawi. Findings contributed to a Chemistry Learning Theory, a Competence and Motivation-Focused lesson plan template, and a transformative motivating processes model.

Use Cases

• Analyzing teacher competencies based on the described Competence and Motivation-Focused lesson plan template.
• Modeling transformative motivating processes based on the TMP model derived from the interviews.
• Evaluating the application of STEM instructional techniques based on the seven reviewed lesson plans.
• Developing teacher training tools based on the constructed Chemistry Learning Theory.

Strengths

• Data collection spanned seven months from May to November 2025, providing a defined temporal scope.
• Includes seven lesson plan reviews and eleven semi-structured interviews, offering multiple qualitative perspectives.
• Findings are linked to specific, named theoretical outputs (CLT, CMF-LP, TMP).

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown, which may limit suitability assessment.
• The dataset contains only qualitative data; quantitative survey data is noted as a separate deposit.

Provenance

Source

PhD study at Unicaf University in Malawi, authored by Cleophus Atukwase.

Collection Method

Exploratory sequential mixed methods study using lesson plan reviews and semi-structured interviews.

Time Range

May 2025 to November 2025

Freshness

Last updated 2026-05-21 22:08:08; freshness should be verified.

Geography

Uganda