Browsing by Author "Mbwilo, Santana Joseph"

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    Implementation Of Competence Based Curriculum Approach By Science Teachers In Primary Schools In Kinondoni Municipality, Tanzania
    (University of Dar es Salaam, 2016) Mbwilo, Santana Joseph
    This study investigated the implementation of competence based curriculum approach by science teachers in primary schools in Kinondoni municipality, Tanzania. Specifically, the study sought to; examine the extent to which primary school teachers’ classroom/etching practice reflects CBBC teaching strategies; explore approaches science teachers employ in teaching science CBC to help learners to develop competences and examine whether pupils to develop competences as prescribed in primary school science syllabus and identify challenges primary school teachers face in using CBC teaching approaches in teaching and learning of science subject. The study was conducted in selected primary schools in Kinondoni District. The study used as a sample of 66 respondents. This study was qualitative in nature used case study design. The study used interviews, focus group discussion, observation checklist and documentary review as a method of data collection. The study findings revealed science teachers’ classroom teaching and learning practice did not reflect CBC teaching and learning approach as most of them were still using content based teaching approach. It was found that most of science teachers were still using traditional teaching methods. Science teachers faced many challenges such as inadequate time to accomplish syllabus, existence of multiple science subject books, high teacher student ratio and irregular in-service training which had negatively impacted on the effective teaching and learning of science subject. It was concluded that, science teacher’s classroom base teaching practice does not reflect CBC approaches and teachers are still using content based teaching approach to implement CBC at classroom lesson. The study recommended that, the government should conduct pre-programs of new approach to teachers and give them time to internalize before they are introduced to pupils.