Application of constructivist approach in competence- based curriculum in secondary schools in Tanzania: the case of Chemistry subject in Songea Municipality

This study investigated application of Constructivist Approach in the competence based curriculum for Chemistry subject in secondary schools in Tanzania. In particular, it investigated: (i) the teachers and students’ understanding of the concept “Constructivist Approach”, (ii) Chemistry teachers’ use of Constructivist Approach; and, (iii) students’ use of competencies. The study was guided by the case study design. It mainly employed qualitative approach and was supplemented by quantitative approach. A sample composed of 131 respondents was obtained through stratified sampling, simple random sampling and purposive sampling procedures. Data were collected through interviews, questionnaire, and documentary search and observation methods and were analyzed qualitatively and quantitatively. Findings revealed the following: First, both Chemistry teachers and their students had no enough knowledge of Constructivist Approach. Secondly, as a result of lack of knowledge Chemistry teachers did not use effectively the said approach in the teaching process. Thirdly, the approach did not help Chemistry students develop and use competencies and skills in real life situation. In light of the findings, the study concluded that basing on the fact that Chemistry teachers lacked knowledge of Constructivist Approach they need to be re-trained on how to use it in the implementation CBE curriculum. The study recommends that the Ministry of Education and Vocational Training ought to provide in-service training to Chemistry teachers on the use of Constructivist Approach from the District level. Finally, the study recommends further studies on Constructivist Approach to a large geographical area on the same or other subjects.