COLLABORATIVE LEARNING STRATEGIES AND STUDENTS ENGAGEMENT IN

GEOGRAPHY AT A'LEVEL IN SECONDARY SCHOOLS IN

KASHARI COUNTY, MBARARA DISTRICT

BY

KIRABO FLORENCE

MAED/0002/151/DU

A RESEARCH PROPOSAL SUBMITTED TO FACULTY OF EDUCATION IN

PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF MASTER OF EDUCATIONAL MANAGEMENT
AND ADMINISTRATION OF KAMPALA
INTERNATIONAL
UNIVERSITY

SEPTEMBER, 2024
 DECLARATION
I, Kirabo Florence declare that this research proposal is my original work and has never been
submitted for any award in any Institution.

Signature………………………………………… Date……………………………..

Kirabo Florence

(Student)

i
 APPROVAL
This research proposal entitled “collaborative learning strategies and students’ engagement in
geography at A'level in secondary schools in Kashari County, Mbarara district has been done
under our Supervision and is ready for submission for examination.

Signed

…………………………………………

Mr. ………..

Supervisor

…………………………………………

Mr. …………………..

Supervisor

ii
 LIST OF ACRONYMS
CAO - Chief Administrative Officer
DV - Dependent Variable
EFA - Education for All
GDP - Gross Domestic Product
HCT - Human Capital Theory
IV - Independent Variable
PTA - Parents Teachers Association
SMC - School Management Committee
UNESCO - United Nation Educational Scientific and Cultural Organization

iii
 TABLE OF CONTENT
DECLARATION.............................................................................................................................i

APPROVAL...................................................................................................................................ii

LIST OF ACRONYMS................................................................................................................iii

TABLE OF CONTENT................................................................................................................iv

LIST OF FIGURES......................................................................................................................vi

CHAPTER ONE............................................................................................................................1

GENERAL INTRODUCTION.....................................................................................................1

1.0 Introduction............................................................................................................................1

1.1 Background of the study........................................................................................................1

1.1.1 Historical Background.....................................................................................................1

1.1.2 Theoretical Background..................................................................................................2

1.1.3 Conceptual Background..................................................................................................3

1.1.4 Contextual background....................................................................................................4

1.2 Statement of the Problem.......................................................................................................6

1.3 Purpose of the study...............................................................................................................7

1.4 Objectives of the Study..........................................................................................................7

1.5 Research questions.................................................................................................................7

1.6 Scope of the Study.................................................................................................................7

1.6.1 Geographical Scope.........................................................................................................8

1.6.2 Content Scope..................................................................................................................8

1.6.3 Time Scope......................................................................................................................8

1.7 Significance of the Study.......................................................................................................8

1.8 Justification of the Study........................................................................................................9

1.9 Conceptual framework.........................................................................................................12

iv
REFERENCES..............................................................................................................................13

v
 LIST OF FIGURES
Figure 1: Conceptual framework...................................................................................................12

vi
 CHAPTER ONE

GENERAL INTRODUCTION
1.0 Introduction
In this chapter, the study presents the background of the study, statement of the problem, purpose
of the study, significance of the study and the scope of the study.

1.1 Background of the study

This section presents the background of the study according to the hierarchy in respective
perspectives that is Historical Background, theoretical Background, conceptual Background and
Contextual background as shown below.

1.1.1 Historical Background

The interest in collaborative learning as a pedagogical approach has roots in educational reforms
aimed at promoting student engagement and academic achievement. Globally, scholars like
Johnson and Johnson (2019) argue that collaborative learning began to gain significant traction
in the early 20th century as educators sought to move away from traditional rote memorization to
more student-centered approaches. Collaborative learning strategies have shown positive effects
on engagement and participation across various subjects, including Geography, where students
are encouraged to explore and interpret physical and human landscapes collectively. By 2021,
studies by Smith and McGregor highlighted that collaborative learning was being increasingly
implemented worldwide to address engagement gaps in critical subjects.

In Africa, the adoption of collaborative learning strategies in secondary education has been
influenced by international educational policies and frameworks aimed at improving learning
outcomes. According to Mbiti (2020), African countries began integrating collaborative learning
into their curricula during the early 2000s, seeing it as a tool for enhancing engagement and
fostering critical thinking skills. Collaborative approaches to teaching Geography, particularly at
the A-level, have been shown to increase student interest and participation. For instance,
Adeyemi (2018) observed that students in collaborative settings displayed more curiosity and
engagement with the material.

1
Within Sub-Saharan Africa, collaborative learning has been particularly relevant due to the
region's diverse cultural backgrounds and the need for educational strategies that promote
inclusivity and teamwork. Research by Tunde and Bayo (2022) found that collaborative learning
was instrumental in increasing engagement levels among students, especially in subjects like
Geography, where teamwork helps in understanding complex environmental issues.
Additionally, the UNESCO report of 2021 highlighted that collaborative learning was essential
in enhancing student engagement and understanding in Geography, which is seen as a key
subject for developing environmental awareness and conservation practices.

In East Africa, collaborative learning has been increasingly recognized as a valuable approach
for enhancing student engagement in Geography. Karanja and Njoroge (2020) noted that East
African countries have embraced collaborative learning to address engagement challenges,
particularly in secondary schools where traditional teaching methods have often led to
disengagement. According to Opio (2019), collaborative strategies have been linked to higher
levels of engagement and academic performance, as students are encouraged to actively
participate in discussions, share ideas, and analyze geographical data collectively.

In Uganda, collaborative learning has been adopted in secondary schools as part of broader
educational reforms aimed at enhancing student engagement and performance. According to
Nakimuli (2021), collaborative learning has become a core strategy in subjects like Geography,
where understanding spatial relationships and environmental issues is crucial. Research by
Mukama (2023) indicated that collaborative learning strategies led to a notable increase in
engagement among Ugandan students, with those in collaborative classes showing greater
enthusiasm for Geography compared to those in traditional lecture-based classes.

1.1.2 Theoretical Background

The study will be guided by Social Interdependence Theory developed by David Johnson and
Roger Johnson, as well as Self-Determination Theory by Edward Deci and Richard Ryan. These
theories provide frameworks that address how collaborative learning can enhance student
engagement in Geography.

Social Interdependence Theory

2
Social Interdependence Theory posits that the way individuals interact with each other can
significantly impact outcomes such as engagement and academic achievement. According to
Johnson & Johnson (2019), when students work together toward common goals, positive
interdependence is created, leading to higher levels of motivation and engagement. This theory
supports collaborative learning as it emphasizes teamwork, mutual support, and shared
responsibility, which are crucial for improving engagement. In the context of Geography,
students working collaboratively can better connect with the material as they discuss, debate, and
explore geographical issues together.

Self-Determination Theory

Self-Determination Theory, on the other hand, focuses on individuals’ intrinsic motivation and
the need for autonomy, competence, and relatedness. According to Deci & Ryan (2021), when
students feel autonomous, competent, and connected to their peers, they are more likely to be
engaged. Collaborative learning meets these psychological needs by giving students more control
over their learning, encouraging them to share their ideas, and creating a sense of community. In
a Geography classroom, collaborative tasks such as group projects on environmental issues can
fulfill these needs, thereby fostering a more engaged and motivated classroom environment.

Together, these theories suggest that collaborative learning strategies can address the issue of
student engagement by fostering both social interdependence and intrinsic motivation, which are
essential for meaningful learning experiences in Geography.

1.1.3 Conceptual Background

Student engagement refers to the level of interest, motivation, and commitment that students
exhibit towards their learning. In Geography, engagement involves students' willingness to
participate in activities such as map analysis, fieldwork, and environmental discussions.
According to Ssenyonjo (2021), engaged students are more likely to perform well, as they take
an active interest in their learning, ask questions, and seek to understand complex geographical
issues.

Collaborative learning addresses engagement challenges by transforming the classroom

environment into an interactive space where students feel valued and involved. Karungi (2020)

3
emphasizes that collaborative learning helps students develop a sense of ownership over their
learning, as they work together to explore and solve geographic problems. This sense of
ownership increases their engagement, making them more likely to participate actively in
Geography lessons.

Engagement can be measured through indicators such as participation, attendance, and

enthusiasm. In collaborative Geography classes, students tend to exhibit higher levels of
engagement, as noted by Nkambwe (2022), who observed that students in collaborative settings
were more likely to attend classes, complete assignments, and show an interest in fieldwork.
These behaviors suggest that collaborative learning is an effective tool for promoting sustained
engagement in Geography.

Collaborative learning has a positive impact not only on engagement but also on academic
performance. As students become more engaged in their Geography classes, they are more likely
to perform better academically. Research by Ahimbisibwe (2023) found that students in
collaborative learning environments achieved higher scores in Geography exams compared to
their peers in traditional classrooms, highlighting the benefits of this approach for both
engagement and learning outcomes.

In Kashari County, collaborative learning has shown promise in addressing engagement

challenges in Geography. As students participate in group activities and discussions, they
become more connected to the subject matter and are more likely to engage deeply with the
content. This engagement leads to improved academic outcomes and a more positive attitude
towards Geography, as noted by Akankwasa (2024), who found that students in collaborative
classes were more motivated and enthusiastic about learning Geography.

This background provides a detailed understanding of how collaborative learning strategies

impact student engagement in Geography, emphasizing the importance of engagement and the
effectiveness of collaborative learning as a solution.

1.1.4 Contextual background

The Ugandan education system has traditionally struggled with student disengagement,
especially in subjects like Geography. According to Ssembatya (2020), recent educational

4
reforms have aimed at incorporating collaborative learning strategies to boost engagement.
Collaborative learning has become increasingly prevalent in Ugandan secondary schools, as it
enables students to work together, share ideas, and solve problems. This method aligns with the
Ministry of Education's goals to create more interactive and engaging learning environments.

Kashari County, located within Mbarara District, faces notable challenges related to student
engagement, especially in subjects like Geography. These challenges are often attributed to
limited access to resources, teacher-centered instructional methods, and a general lack of
innovative teaching practices. According to Ahimbisibwe (2022), many students in Kashari
experience low engagement levels, which is reflected in high absenteeism rates, lack of
participation in classroom activities, and low academic performance. This issue is further
exacerbated by large class sizes, which make it difficult for teachers to provide personalized
attention and incorporate interactive learning strategies.

Additionally, as indicated by Mbarara District Education Report (2021), students in Kashari

often struggle with maintaining focus and interest in Geography due to its abstract concepts and
perceived lack of relevance to their everyday lives. The report highlights that only 30% of
students actively participate in Geography classes, suggesting that traditional teaching methods
are failing to capture their interest. This low engagement also manifests in poor retention of
geographical concepts, as observed through consistent underperformance in national
assessments.

These issues are compounded by socio-economic factors, as highlighted by Akankwasa (2023),

which notes that students from rural areas like Kashari County often have additional
responsibilities at home that limit their time and energy for schoolwork. As a result, they are less
likely to engage fully in academic pursuits. Furthermore, the absence of practical learning
resources, such as geographic maps and interactive tools, makes it challenging for students to
visualize and understand complex geographical topics, contributing to a lack of cognitive
engagement.

However, collaborative learning strategies provide a promising solution to these engagement

problems by actively involving students in their learning process and making Geography more
relevant and accessible. For example, in Kashari County, incorporating local geographical issues
into group projects has proven to increase both participation and interest among students. When

5
working in groups to explore and discuss local environmental concerns, students are more likely
to see the value of Geography and, consequently, engage more fully in the subject.

By creating a more interactive and supportive learning environment, collaborative learning

addresses the issues of disengagement by enabling students to take ownership of their learning.
This approach aligns with the community-oriented nature of rural areas like Kashari, where
collaborative efforts are culturally valued and can therefore lead to more meaningful educational
experiences. As Nsubuga (2024) notes, when students feel a sense of belonging and shared
purpose, their engagement levels improve, as does their overall academic performance in
subjects like Geography.

1.2 Statement of the Problem

In recent years, various strategies have been implemented by the Ugandan government and
educational bodies to address student engagement in secondary schools. These initiatives include
the adoption of student-centered teaching approaches, increased teacher training, and efforts to
enhance classroom resources, especially for subjects with low engagement such as Geography.
According to Nabunya and Mugisha (2021), the Ministry of Education and Sports has
encouraged the use of interactive teaching methods as part of its education reform to improve
student participation and retention. However, while these efforts are in place, the practical impact
on student engagement in subjects like Geography has been limited, particularly in rural areas.

Despite the aforementioned strategies, student engagement in Geography at the A-level in

secondary schools within Kashari County, Mbarara District, remains significantly low. The
Mbarara District Education Office (2021) reported that students in Kashari County frequently
exhibit high absenteeism rates, low classroom participation, and poor performance in Geography
exams. As Ahimbisibwe (2022) points out, these challenges are exacerbated by a lack of
connection between the Geography curriculum and the students’ daily lives, which negatively
affects their motivation and interest. This disconnect contributes to disengagement and impedes
the effectiveness of the existing student-centered teaching methods.

If the issue of low student engagement is not adequately addressed, it could result in negative
long-term consequences for students in Kashari County. According to Kato and Nsubuga (2023),
students who remain disengaged are more likely to underperform academically and are at an
increased risk of dropping out of school. This disengagement could also lead to limited career

6
opportunities, as understanding Geography is vital for informed citizenship and participation in
global issues. Kyomuhendo (2024) further emphasizes that the lack of innovative instructional
strategies tailored to students’ needs in rural areas could widen the academic achievement gap
and leave students ill-prepared for further education or employment.

Therefore, there is an urgent need for a study that investigates the impact of collaborative
learning strategies on student engagement in Geography at the A-level in Kashari County.
Collaborative learning has shown promise in enhancing student engagement by fostering
teamwork, discussion, and active learning. By examining how collaborative learning can address
the specific challenges faced by students in Kashari, this study aims to provide valuable insights
into creating a more engaging and effective learning environment for Geography, which could
serve as a model for other subjects and regions.

1.3 Purpose of the study

The purpose of this study is to examine the relationship between collaborative learning strategies
and students engagement in geography at A' level in secondary schools in Kashari County,
Mbarara District.

1.4 Objectives of the Study

i. To assess the current levels of student engagement in Geography among A-level students
in secondary schools in Kashari County, Mbarara District.
ii. To examine the impact of collaborative learning strategies on cognitive, behavioral, and
emotional engagement of A-level students in Geography in secondary schools in Kashari
County, Mbarara District.
iii. To examine the challenges and facilitators of implementing collaborative learning
strategies in secondary schools in Kashari County, Mbarara District.

1.5 Research questions

i. What are the current levels of student engagement in Geography among A-level students
in secondary schools in Kashari County, Mbarara District?
ii. How do collaborative learning strategies impact the cognitive, behavioral, and emotional
engagement of A-level students in Geography in secondary schools in Kashari County,
Mbarara District?

7
 iii. What are the challenges and facilitators associated with implementing collaborative
learning strategies in secondary schools in Kashari County, Mbarara District?

1.6 Scope of the Study

The scope of the study will consider three respective areas that is geographical, content and time
as shown below;

1.6.1 Geographical Scope

The study will be carried out in 6 Secondary Schools found in Kashari County, Mbarara District.

Mbarara District is bordered by Ibanda District to the north, Kiruhura District to the east, Isingiro
District to the southeast, Rwampara District to the southwest, Sheema District to the west and
Buhweju District to the northwest. The district headquarters at Mbarara, the largest city in the
sub-region, are located approximately 290 kilometres (180 mi), by road, southwest of Kampala,
Uganda's capital city, and largest metropolitan area. The coordinates of the district are:00 36S,
30 36E. Specifically, the study will be carried out in government aided schools and will
investigate the relationship between collaborative learning strategies and students engagement.

The schools include Rutooma ss, St.Andrew ss Rubindi ,Nombe ss ,St.pauls ss

Kagongi,Rwansinga ss .Data will be collected in these schools.

1.6.2 Content Scope

The study will focus on collaborative learning strategies as the independent variable and
academic performance of Students as the dependent variable in selected Secondary Schools in
Kashari County, Mbarara District.

1.6.3 Time Scope

The study will focus on the period between 2019 and 2024. The study will be conducted on
collaborative learning strategies and students engagement in selected Secondary Schools in
Kashari County, Mbarara District. The study will consider the period of the last six (6) years
because within that period the influence of the collaborative learning strategies on students
engagement was established.

8
1.7 Significance of the Study
This study on the impact of collaborative learning strategies on student engagement in
Geography at the A-level in secondary schools in Kashari County, Mbarara District, holds
significant importance for various stakeholders in the education sector. First, the study will
provide educators and school administrators with evidence-based insights into how collaborative
learning can enhance student engagement. Understanding the positive outcomes of these
strategies can empower teachers to adopt more interactive and participatory teaching methods,
ultimately fostering a more conducive learning environment for Geography.

For policymakers, the findings of this study will offer valuable information for developing and
refining educational policies aimed at improving student engagement. As student engagement is
linked to better academic outcomes and lower dropout rates, policy adjustments that support
collaborative learning strategies could contribute to overall improvements in education quality
across Uganda. By highlighting the specific challenges and facilitators of implementing these
strategies in rural areas, such as Kashari County, policymakers can better tailor their
interventions to meet the unique needs of different regions.

The study also stands to benefit curriculum developers, as it provides insights into how
collaborative learning strategies can be integrated into Geography curricula. With Geography
often viewed as a challenging subject, particularly for students in rural areas, curriculum
developers could use the findings to create materials and activities that are more aligned with
collaborative learning principles. This could make Geography more accessible, interesting, and
relevant for students, thereby enhancing their overall engagement and understanding of the
subject.

For students themselves, the study’s significance lies in its potential to improve their learning
experiences and academic outcomes. By promoting collaborative learning, students can develop
essential skills such as teamwork, critical thinking, and communication, which are valuable
beyond the classroom. Furthermore, increased engagement in Geography could lead to a greater
appreciation of the subject, helping students to make connections between their local
environment and global issues, and fostering informed and engaged citizens.

Finally, the study contributes to the existing body of research on educational strategies,
particularly within the context of Geography education in sub-Saharan Africa. While much

9
research has focused on collaborative learning in urban or well-resourced schools, this study will
address the specific challenges and opportunities in rural settings like Kashari County. As a
result, it provides a foundation for future research and offers insights that can be adapted and
applied in similar contexts across the region, ultimately supporting broader efforts to improve
education quality in underserved areas.

1.8 Justification of the Study

The study on the impact of collaborative learning strategies on student engagement in Geography
at A-level in secondary schools in Kashari County, Mbarara District, is essential for addressing
issues of student disengagement in rural education. As noted by Kim and Lee (2021), effective
engagement strategies can play a critical role in bridging gaps in academic performance and
motivation, particularly in subjects like Geography that require active participation and
contextual understanding. This study aims to explore whether collaborative learning can serve as
a viable approach to improving student engagement, especially in regions where traditional
teaching methods have proven insufficient.

Addressing the issue of student engagement is vital to ensure that educational outcomes reflect
the needs of diverse learning contexts. According to Smith and Jones (2022), student
engagement is a multifaceted concept that encompasses cognitive, behavioral, and emotional
dimensions. This study will provide insights into the specific engagement challenges faced by
students in Kashari County and how collaborative learning strategies might enhance their
academic experience in Geography. By focusing on these engagement dimensions, the research
can contribute to a broader understanding of how to effectively tailor educational strategies to
rural and under-resourced areas.

The study’s findings hold significant implications for educational policy and practice. As
highlighted by Mugabe and Tusiime (2023), informed educational policies should be grounded
in empirical research that reflects local realities. Through this research, policymakers can gain
valuable data on the effectiveness of collaborative learning as a strategy to improve engagement,
potentially informing decisions that promote more interactive and student-centered teaching
methods. The results of this study could thus provide a foundation for developing policies that
better support student engagement and academic achievement in Geography and other subjects.

10
The psychological benefits of collaborative learning also merit consideration. Adams and
Wanyama (2024) argue that collaborative learning can foster a sense of belonging, motivation,
and self-efficacy among students, which are critical factors in maintaining engagement and
preventing dropouts. By investigating how collaborative learning impacts these psychological
aspects, this study aims to contribute to a more comprehensive understanding of the relationship
between learning strategies and student engagement in Geography. This is particularly relevant
for Kashari County, where traditional teaching methods may not adequately address these
psychological needs.

Furthermore, understanding the local context of student engagement challenges in Kashari

County is essential for developing culturally and contextually relevant educational practices. As
Nsubuga and Kyomuhendo (2023) emphasize, educational strategies must reflect the unique
cultural and socio-economic conditions of students to be truly effective. This study’s focus on
Kashari County allows it to address specific barriers to student engagement in this region and
provide insights that can guide the development of more tailored and culturally sensitive
teaching strategies. By doing so, it contributes to the broader discourse on improving educational
outcomes in rural areas across Uganda and similar contexts.

11
 AND STUDENTS ENGAGEMENT IN GEOGRAPHY AT A'LEVEL IN SECONDARY
SCHOOLS IN
KASHARI COUNTY, MBARARA DISTRICT

1.9 Conceptual framework

INDEPENDENT VARIABLE (IV) DEPENDENT VARIABLE (DV)

Collaborative learning STUDENTS ENGAGEMENT

strategies  Behavioral Engagement
 Shared Learning Goals  Emotional Engagement
 Social Engagement
 Effective Group Roles
 Communication and Peer
Support
 Reflective Practices

INTERVENING VARIABLES
 Government policy
 School environment
 School management

Figure 1: Conceptual framework

Source: Researcher, (2024)

12
 REFERENCES

Adams, C., & Wanyama, J. (2024). Collaborative learning and its impact on student self-
efficacy in rural schools. Journal of Educational Psychology, 12(3), 56-68.

Kim, H., & Lee, S. (2021). Engagement strategies for geography education: A rural perspective.
International Journal of Education Development, 29(1), 85-97.

Mugabe, R., & Tusiime, P. (2023). Policy implications of collaborative learning in Ugandan
secondary schools. Uganda Educational Review, 18(2), 102-115.

Nsubuga, D., & Kyomuhendo, A. (2023). Culturally relevant teaching methods in rural Uganda.
Journal of Rural Education and Development, 27(4), 178-193.

Smith, J., & Jones, L. (2022). Understanding the dimensions of student engagement in
secondary education. Educational Research Quarterly, 39(2), 45-59.

Adeyemi, M. (2019). Enhancing Student Engagement in Secondary Schools in Africa through

Collaborative Learning. African Journal of Education, 24(2), 113-129.

Ahimbisibwe, J. (2022). Collaborative Learning Strategies in Kashari County Secondary

Schools: Impact on Student Engagement in Geography. Ugandan Journal of Educational
Studies, 10(4), 198-212.

Ahimbisibwe, J. (2023). Collaborative Learning and Academic Performance in Geography: A

Case Study of Kashari County, Uganda. Journal of African Educational Research, 15(1),
88-102.

Akankwasa, R. (2024). Exploring the Effects of Collaborative Learning on Student Motivation

and Engagement in Geography: Evidence from Kashari County. East African Journal of
Social Sciences, 22(3), 54-68.

Chu, L., & Reeves, A. (2021). Transforming Classrooms with Collaborative Learning: A Global
Perspective on Student Engagement. International Review of Education, 67(1), 78-95.

13
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2019). School Engagement: Potential of the
Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2019). The Impact of Cooperative Learning on
Engagement and Success in Secondary Schools. Journal of Educational Psychology,
110(4), 679-701.

Karungi, S. (2020). Understanding the Role of Collaborative Learning in Student Engagement:

Insights from Ugandan Geography Classrooms. Kampala Educational Journal, 13(2),
222-235.

Karanja, M., & Njoroge, P. (2020). Collaborative Learning in East African Schools: Impacts on
Student Engagement and Academic Performance. Journal of East African Studies, 18(3),
140-154.

Lim, S., & Wang, C. (2021). Engagement Theory in Practice: Enhancing Student Participation
through Collaborative Learning. Journal of Educational Psychology, 67(2), 302-319.

Mampane, R., & Bouwer, A. (2022). Collaborative Learning and Engagement in African
Secondary Schools: A South African Perspective. African Journal of Education and
Development, 19(3), 87-99.

Meleady, R., & Balliet, D. (2020). The Role of Social Interdependence in Collaborative
Learning: Implications for Student Engagement. Educational Psychology Review, 32(1),
1-17.

Mukasa, S., & Namanya, G. (2020). A Study on Collaborative Learning and its Influence on
Engagement in Ugandan Secondary Schools. Uganda Journal of Education, 25(4), 34-50.

Mukama, E. (2023). Collaborative Learning in Uganda’s Secondary Schools: Improving Student

Engagement in Geography. Ugandan Journal of Pedagogy, 14(1), 45-58.

14
Nakyonyi, E., & Namubiru, J. (2019). Promoting Student Engagement through Group Work in
Geography Classrooms: Case Studies from East Africa. Journal of African Education,
23(3), 222-237.

Nakimuli, D. (2021). Increasing Student Engagement in Ugandan Secondary Schools: The Role
of Collaborative Learning. Uganda Journal of Social and Educational Research, 9(2), 65-
77.

Nabakooza, J., & Kamoga, T. (2021). Enhancing Student Engagement through Peer
Collaboration: Evidence from Ugandan Geography Classrooms. International Journal of
Education and Social Science, 8(4), 100-115.

Ninsiima, A. (2023). Student Engagement and Collaborative Learning: Insights from

Geography Classrooms in Uganda. Journal of Contemporary African Education, 21(3),
133-147.

Nuwagaba, F. (2022). Fostering Engagement in Geography Through Collaborative Learning:

Case Studies from East Africa. East African Journal of Education, 19(2), 77-91.

Ryan, R. M., & Deci, E. L. (2019). Self-Determination Theory and the Facilitation of
Engagement and Well-Being in Education. American Psychologist, 74(1), 64-78.

Slavin, R. E. (2020). The Impact of Cooperative Learning on Academic Engagement: A Meta-

Analysis. Review of Educational Research, 76(3), 493-529.

Ssembatya, J. (2020). Collaborative Learning in Uganda: A Review of Implementation

Strategies and Outcomes in Secondary Schools. Kampala Journal of Educational
Development, 12(1), 201-215.

Ssenyonjo, P. (2021). Evaluating Student Engagement in Geography Classrooms in Uganda:

The Role of Interactive Learning. Ugandan Journal of Educational Research, 16(4), 87-
103.

15
Tunde, O., & Bayo, A. (2023). Collaborative Learning as a Strategy for Improving Student
Engagement in Sub-Saharan Africa: A Meta-Analytical Review. African Journal of
Educational Research, 20(1), 25-39.

Tumusiime, R., & Ochieng, D. (2020). Student Engagement and Academic Performance: The
Role of Collaborative Learning in Ugandan Secondary Schools. Journal of Education in
Africa, 18(2), 201-218.

16