An assessment of competence-based curriculum implementation in teaching and learning ordinary level physics: the case of Singida municipality, Tanzania.
| dc.contributor.author | Timothy, Venance Amasi | |
| dc.date.accessioned | 2020-02-17T09:46:06Z | |
| dc.date.available | 2020-02-17T09:46:06Z | |
| dc.date.issued | 2011 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF QC31.T34T55) | en_US |
| dc.description.abstract | The study aimed at assessing the implementation of competence-based curriculum (CBC) in teaching and learning Physics at ordinary level secondary schools in Singida municipality. Three tasks guided the study: first, to examine teachers; awareness and knowledge about CBC: secondly, to investigate how teachers apply competence-based leaching strategies in teaching ordinary level 'Physics and thirdly to examine the availability of appropriate instructional materials, laboratory equipment and physical facilities for the implementation of CBC. Data were collected from 4 public and private ordinary level secondary schools (SS) in Singida municipality. The sample size comprised 62 respondents involving 48 students, 8 Physics teachers. 4 heads of schools and 2 education officers obtained through purposive and stratified random samplings techniques. Interviews (face-to-face), observation, documentary review and focused group discussion were used to collect data that were both qualitatively and quantitatively analyzed. Study findings revealed that most Physics teachers in Singida municipality had not yet been familiarized with CBC since its adoption. Consequently, they had low understanding of the concept of CBC and failed to practice it due to low knowledge and the poor teaching-learning (T/L) environment existing particularly in public SS. Physics teachers were found applying competence-based teaching strategies inappropriately with teacher-centered instructional methods such as lecture and demonstrations being dominant. There was acute shortage of Physics text-and reference books in two public schools and ' one private school. Some laboratory apparati were available in each sampled school though they were not enough, while the two public schools had neither a laboratory nor a library. The available Physics textbooks from the bomber Institute of Curriculum Development (ICD) are still found useful in the current syllabus but wanting to be revised so as to fulfill the requirements of CBC. The study recommends effective in-service training be conducted to orient teachers with CBC, Ministry of Education and other stakeholders to improve the T/L environment particularly at public SS by providing enough and relevant text-and reference hooks, laboratory equipment, and physical facilities such as laboratories and libraries, The Tanzania Institute of Education to prepare teachers guides for Physics CBC. Further research is recommended on the implementation of Physics CBC at advanced level and on how teachers are prepared at Teachers Colleges. | en_US |
| dc.identifier.citation | Timothy, V. A. (2011). An assessment of competence-based curriculum implementation in teaching and learning ordinary level physics: the case of Singida municipality, Tanzania. Master dissertation, University of Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/7164 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Physics | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Curricula | en_US |
| dc.subject | Curriculum Development (ICD) | en_US |
| dc.subject | Singida region | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | An assessment of competence-based curriculum implementation in teaching and learning ordinary level physics: the case of Singida municipality, Tanzania. | en_US |
| dc.type | Thesis | en_US |