• Asmaa, Elsayed Emara
• Anumaka, Blessing Ijeoma.
• Sofia Sol T Gaite

The study examined lesson development and students’ mathematics performance in public secondary schools in Makindye Division, Kampala, Uganda. The study objectives was establish the relationship between lesson development and student’s mathematics performance in public secondary school. The study employed descriptive correlational design. Correlation was used to determine the relationship between lesson development and student’s mathematics performance. The researcher used both qualitative and quantitative approaches. This method was good at providing a better understanding of the research problem. The target population was 993 respondents, which included senior four students and 12 mathematics teachers from four selected schools in Makindye Division. Questionnaires, observation checklists and interview guide were used to gather data. Frequency, percentage, means, standard deviations and Pearson Linear correlation coefficient were used to analyze the data. The findings showed that there is an insignificant relationship between lesson development and students’ mathematics performance. Based on the findings the conclusion is that lesson development has relationship with students’ mathematics performance. In the process of lesson development, it is recommended that mathematics teachers should improve on the way they begin their lessons to attract, excite and stimulate the students more, as well as using appropriate methods to encourage more student’s participation

Lesson development, Students’ mathematics performance, Public secondary schools,Uganda

"Teachers’ Lesson Development and students’ mathematics performance in public secondary schools, Makindye Division, Kampala, Uganda", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.9, Issue 4, page no.b334-b340, April-2022, Available :http://www.jetir.org/papers/JETIR2204144.pdf

"Teachers’ Lesson Development and students’ mathematics performance in public secondary schools, Makindye Division, Kampala, Uganda", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.9, Issue 4, page no. ppb334-b340, April-2022, Available at : http://www.jetir.org/papers/JETIR2204144.pdf