Adaption of competence-based curriculum to improve quality of secondary education in Tanzania
| dc.contributor.author | Makunja, Grace | |
| dc.date.accessioned | 2020-04-21T09:30:30Z | |
| dc.date.available | 2020-04-21T09:30:30Z | |
| dc.date.issued | 2013 | |
| dc.description | Available in printed form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1628.T34M34) | en_US |
| dc.description.abstract | This study assessed the adaption of competence-based curriculum (CBC) to improve quality of secondary education in Tanzania. Four research objectives guided the study: to determine teachers’ knowledge in implementing CBC; find out teachers’ attitude towards CBC; determine the extent to which CBC improves students’ academic performance; and identify the challenges teachers face in implementing CBC in the teaching and learning process. The study was conducted in Morogoro Municipality and covered six public secondary schools. The study employed a mixed research approaches which utilised a descriptive survey design. Purposive, stratified and simple random sampling procedures were used to select a total of 163 respondents; one District Education Officer, six heads of secondary schools, six academic teachers, 102 class teachers and 48 secondary students. The questionnaire, interviews, observations and documentary review were used to collect requisite information. Quantitative data were analysed with the help of SPSS version 16 whereas qualitative data were subjected to content analysis. The study established that the majority of teachers lacked requisite knowledge for implementing CBC during the teaching and learning process. The majority of the teachers had a negative attitude towards CBC for varied reasons which shaped their practice. Furthermore, the study found that CBC did not contribute much to improving students’ academic performance because teachers were still using the traditional methods of teaching. It was also found that teachers faced a variety of challenges which impeded the effective implementation of CBC in teaching and learning. On the basis of these findings, the study concluded that, adaption of competence- based curriculum to improve quality of secondary education in Tanzania has yet to translate into quality secondary education. Indeed, teachers, who are the major implementers, lacked knowledge and skills for implementing CBC effectively. As a result, the majority of teachers had a negative attitude towards CBC. The study, therefore, recommended that efforts be made by the government through the Ministry of Education and Vocational Training (MOEVT) to conduct immediate and regular in-service training to teachers to equip them with necessary knowledge and skills for implementing CBC efficiently and effectively. It was also recommended that a similar study should be conducted in other districts and regions in Tanzania to test a reliability of the results for generalisations to be made on a wider scale. | en_US |
| dc.identifier.citation | Makunja, G. (2013) Adaption of competence-based curriculum to improve quality of secondary education in Tanzania, Master dissertation, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/9711 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | High schools | en_US |
| dc.subject | Curricula | en_US |
| dc.subject | Education | en_US |
| dc.subject | Secondary | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Adaption of competence-based curriculum to improve quality of secondary education in Tanzania | en_US |
| dc.type | Thesis | en_US |