Title: Pedagogical Methodologies and Their Influence on Students' Social Wellbeing in Refugee Hosting Secondary Schools of Lamwo District, Uganda
Authors: Peninah Beinomugisha, PhD., Victoria Evelyn Aol
Volume: 9
Issue: 11
Pages: 73-81
Publication Date: 2025/11/28
Abstract:
The social wellbeing of students in refugee-hosting schools remains under-researched, particularly concerning the role of pedagogical methodologies. This study examined how teaching methods influence students' social wellbeing in secondary schools located within Lamwo District, Northern Uganda. The study was guided by social constructivist and relational learning theory by Vygotsy and social and emotional learning (SEL) theory. Using a mixed-methods design involving 325 students across four schools, the study applied descriptive statistics, one-sample t-tests, and logistic regression to analyze perceptions of teaching practices. Key findings showed that learner-centered pedagogical methods such as allowing students to ask questions, making lessons enjoyable, and timely class delivery significantly enhanced students' social wellbeing, particularly among refugee learners. However, rigid teacher-determined groupings negatively impacted peer and social relationships. These results suggest that pedagogical responsiveness and inclusive teaching are vital to fostering positive student experiences and social cohesion in refugee education contexts.