Application of Learning Theories in Curriculum Development and Implementation of the MLT Diploma Programme in Uganda
Wilson Rwandembo Mugisha *
Uganda Institute of Allied Health and Management Sciences, Uganda Allied Health Examinations Board (UAHEB) P.O. Box 34025, Kampala, Uganda.
Christopher B. Mugimu
Department of Foundations and Curriculum Studies,School of Education, College of Education and External Studies, Makerere University, Kampala, Uganda.
*Author to whom correspondence should be addressed.
Abstract
Learning theories play a significant role in curriculum development and implementation. This study evaluated whether and how various relevant and appropriate learning theories were applied in the curriculum design process of the Medical Laboratory Technology (MLT) diploma programme in Uganda. The evaluation entailed the analysis of curriculum documents using a checklist. The checklist comprised of statements depicting the application of specific learning theories. The study also gathered data through questionnaires administered to respondents who included: learners, educators, and clinical supervisors. The results of the study revealed that different learning theories informed the curriculum design process of the MLT diploma programme and promoted the enhancement of appropriate learning outcomes. According to responses from respondents, use of learning theories to inform the process of curriculum development was rated very high. The conclusion of the study is that relevant and appropriate learning theories need to be considered during curriculum development of any programme.
Keywords: Curriculum development, curriculum implementation, learning theories and application, MLT diploma.