Godfrey, Nambua
(2018)
Examining the Practice of
Competence-based Curriculum (CBC). on the Provision of Quality Education in
Tanzania: A Case of Selected Secondary Schools in Tabora and Nzega Districts”.
Masters thesis, The Open University of Tanzania.
Abstract
This study aimed at examining the practice of competency -based curriculum (CBC).
in the provision of quality education in Tanzania. The study employed a case study
design using both qualitative and qualitative research approaches. A sample size of
462 respondents, from 12 public secondary schools, was involved in the study. The
sample included subject teachers and students. Data were collected through three
types of research tools questionnaires, documentary reviews and classroom
observations. Quantitative data were analyzed through descriptive statistics using
SPSS, while content analysis was carried out for qualitative data. The findings have
revealed that, teachers have an idea about competence-based curriculum but in actual
situation the teachers do not implement CBC techniques for classroom teaching and
learning activities. They informed that this condition was due to large class sizes;
lack of teaching and learning materials such as text books, low motivation to
teachers, students’ poor or low level of language proficiency and lack of in-service
training. According to the teachers lecturing method and notes copying were the
dominant teaching techniques used in secondary schools. On the basis of the
findings, the researcher recommends that the government should provide sufficient
teaching and learning materials, improve the teaching and learning environment and
emphasize close monitoring and evaluation of classroom teaching processes in
secondary schools by the quality assurance units which have recently been instituted
in each municipal council in the country. If such monitoring is conducted in a
professional and friendly manner it will constitute one of the motivating factors for
the teachers to actually practice competence-based curriculum as per the current
direction of teaching and learning across the globe.
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