Browsing by Author "Hamisi, Tatu Salehe"

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    Assessment of the implementation of competence-based curriculum for teaching and learning Kiswahili in primary schools in Temeke municipality
    (University of Dar es Salaam,, 2017) Hamisi, Tatu Salehe
    The study assessed the implementation of Competence-Based Curriculum for teaching Kiswahili at primary schools in Temeke municipality. The study had three specific objectives, namely to: assess teachers’ awareness of the CBC in teaching and learning of the Kiswahili subject; to assess teaching methods and assessment tools of Kiswahili in relation to CBC; and to assess the implication of the implementation of the CBC on Kiswahili language learning. The study employed qualitative research approach and applied case study design. Data were collected through the interviews, FGDs, documentary review, and observation. The study involved 1 DPEO, 4 head teachers, 12 Kiswahili primary school teachers, 4 academic teachers, 24 standard seven pupils from four selected schools. Samples were selected using purposive sampling. Data were analysed using content analysis in which the information was categorized and coded in line with the objectives of the study. The study found that teachers were aware of Competence-Based Curriculum even though its implementation was not effective since teachers were not conversant with the curriculum and its objectives. Teaching methods used in Kiswahili subject in relation to CBC, were not directly related to CBC, teachers were trying to use participatory methods but most of them end up using teacher- centered methods with mix of question in which teachers play a dominant part in the learning process. Teachers were found to be little conversant with CBC teaching and learning methods since they were still using teacher centered methods. Furthermore, the teaching and learning environment hindered effective implementation of CBC due to lack of adequate teaching and learning materials hence attainment of CBC objectives was discouraging. The study concludes that, most of teachers were not well-informed on what Competence- Based Curriculum was all about. The study therefore recommends that there is need to train and retrain teachers on ways that will bring about effective teaching and learning that promotes development of skills, competencies and knowledge for learners that are relevant to their environment and lead to promotion of problem solving among pupils.