An investigation on the use of learner-centred approach for competence development in biology subject for certificate of secondary education in iringa municipality-Tanzania

The study investigated the use of learner-centred approach for competence development in biology subject in secondary schools. Specifically, the study investigated the extent to which learner-centred teaching and learning strategies are used in biology subject in secondary schools, identified the extent to which learner- centred assessment methods were used in measuring competence developed by the students in biology subject in secondary schools and investigated the challenges facing the use of learner-centred approach in learning biology subject in secondary schools. The study was conducted in Iringa Municipality involving 8 secondary schools. It employed descriptive survey design using both quantitative and qualitative inquiries. The respondents of the study were 356 form four students and 8 biology teachers. Data were collected through questionnaire, interview and documentary review and were analyzed quantitatively and qualitatively. The study found that the lecture strategy dominated in the classroom teaching while those strategies which are learner-centred such as group discussion, plenary discussion, role plays, problem solving and experimentation were rarely used. The assessment methods which involved learners directly and required them to think critically including self-assessment, written report, essays and practical tasks were also rarely used. The assessments were separated from the teaching and learning process. The challenges in the use of LCA involved lack and insufficiency of in- service training on the use of LCA for the teachers, lack of biology teachers, lack of biology books, lack of laboratories and the overloaded curriculum. The study recommends that, the universities and colleges should prepare student teachers in order to employ the prescribed learner-centered approach. Curriculum developers, the school inspectorate, the regional educational officers, heads of schools and other stakeholders should rethink and plan viable useful strategies to orient all biology teachers in secondary schools on how to use LCA for competence development as shown in the 2005 biology curriculum for secondary schools