Implementation of competence based curriculum in teaching and learning mathematics in primary schools in Tanzania a case of Kilwa district

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dc.contributor.authorMasukira, Halfani Omari
dc.date.accessioned2019-10-31T14:28:52Z
dc.date.accessioned2020-01-08T09:49:59Z
dc.date.available2019-10-31T14:28:52Z
dc.date.available2020-01-08T09:49:59Z
dc.date.issued2014
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF QA135.5.T34M37)en_US
dc.description.abstractThis study investigated the implementation of competence-based curriculum in the teaching and learning mathematics in primary schools in Kilwa District in Lindi region, Tanzania. The main objectives of the study were firstly, to examine the level of awareness and knowledge among teachers teaching mathematics using competence-based curriculum in primary education; secondly, to assess teaching and learning methods used in competence- based curriculum; thirdly to establish challenges encountered in the process of teaching and learning mathematics using Competence-based curriculum. The study mainly adopted qualitative research methodology with a case study research design. The data used in this study, have been collected through interviews, direct classroom observations, focused group discussions and documentary review techniques. On the interviews the main informants were teachers and pupils in the primary schools. The sample size comprised of 62 informants namely 5 primary school head teachers, 5 subject teachers, 50 pupils and 2 District Educational Officials. The findings revealed that a majority of primary school teachers expressed diverse views on the awareness and knowledge of the use of Competence based curriculum in the teaching and learning of mathematics. It was revealed that teachers had awareness of CBC but with narrowed knowledge hence poor implementation in classroom practices. This made the implementation of CBC in Mathematics teaching superficial. The findings further revealed that teachers mostly relied on lecture method despite the introduction of competence-based curriculum. Also the findings revealed that the major challenges hindering the effective implementation of competence based mathematics curriculum was the scarcity of mathematics textbooks, lack of training on CBC, heavy workload and large class size. The study recommends that effective pre-service and in-service training be conducted to orient teachers with knowledge and skills of using competence-based curriculum. Also the government, through the Ministry of Education and Vocational Training and other stakeholders should provide enough and relevant instructional materials such as mathematics textbooks, reference books and teaching and learning aids related to competence-based curriculum at a right time.en_US
dc.identifier.citationMasukira, H.O. (2014) Implementation of competence based curriculum in teaching and learning mathematics in primary schools in Tanzania a case of Kilwa district, Master dissertation, University of Dar es Salaam, Dar es Salaamen_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/4981
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectPrimary schoolsen_US
dc.subjectMathematicsen_US
dc.subjectCurriculaen_US
dc.subjectKilwa districten_US
dc.subjectTanzaniaen_US
dc.titleImplementation of competence based curriculum in teaching and learning mathematics in primary schools in Tanzania a case of Kilwa districten_US
dc.typeThesisen_US

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