Browsing by Author "Ntakamulenga, Judith"

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    Perception of secondary school teachers towards the implementation of competence-based curriculum in Kibaha
    (University of Dar es Salaam, 2015) Ntakamulenga, Judith
    The study examines the perception of secondary school teachers towards the implementation of Competence-Based Curriculum (CBC) in Kibaha district. Specifically the study assesses the teacher’s use of participatory methods in CBC and their conception on the concept of CBC. It assesses whether or not teaching methods reflect CBC elements and the extent to which’ general and specific objective incorporate CBC elements. The study adopted a qualitative approach using a case study design with a sample of 52 participants selected through purposive and quota sampling procedures. Interviews schedules, focus group discussion (FGD), observation schedules and documentary review method were used to collect data. Content analysis method was used to analyze study findings. The study findings revealed that most of teachers almost (60%) had a relatively poor conception of CBC. Similarly, teaching and learning methods largely remained largely teacher-centered and most of the CBC recommended methods used were largely not used in classrooms. Most of the subject teachers 50% lacked competencies in stating general and specific clearly in line with CBC elements. Similarly much of the stated objectives represent lower thinking abilities and higher order skills were largely neglected. It was observed further that, although curriculum has changed from content-based to competence-based, most of the teaching and learning methods largely remained the same. The study recommended that, the Education authorities such as Ministry of Education and Vocational Training should provide further training on competence-based curriculum (CBC) and learning facilities. Likewise, inspectors should frequently monitor and evaluate the T/L process among teachers and learners in secondary schools to ensure CBC principles procedures and methodologies are effectively implemented. With regard to future studies, it is recommended that, since this study covered only 4 secondary schools from Kibaha town council, future studies might cover a large area for comparative purpose