Articles, Conference and Workshop Papers Collection
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Browsing Articles, Conference and Workshop Papers Collection by Subject "Competence-based curriculum"
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Item Adopting competence-based curriculum to improve quality of secondary education in Tanzania: “is it a dream or reality”?(2015-11-11) Makunja, G.This paper assessed the adoption of competence based curriculum (CBC) to improve quality of secondary education in Tanzania whether is a dream or reality. This paper tries to determine teachers’ knowledge in implementing competence based curriculum. The study employed a mixed research approaches which utilised a descriptive survey design. Purposive and simple random sampling procedures were used to select a total of 162 respondents from six public secondary schools in Morogoro Municipality; six heads of secondary schools, six academic teachers, 102 class teachers and 48 secondary students. The questionnaire, interviews and observations were used to collect requisite information. Quantitative data were analysed by using descriptive statistics to determine frequency and percentage whereas qualitative data were subjected to content analysis. The study established that the majority of teachers lacked requisite knowledge for implementing competence based curriculum during the teaching and learning process. On the basis of these findings, the study concluded that, adoption of competence based curriculum to improve quality of secondary education in Tanzania has yet to translate into quality secondary education. Indeed, teachers, who are the major implementers, lacked knowledge and skills for implementing competence based curriculum effectively. The study, therefore, recommended that efforts be made by the government through the Ministry of Education and Vocational Training (MOEVT) to conduct immediate and regular in-service training to teachers to equip them with necessary knowledge and skills for implementing competence based curriculum efficiently and effectively.Item Comparing the effectiveness of an inquiry-based approach to that of conventional style of teaching in the development of students’ science process skills(LOOK Academic publishers, 2017-10-03) Athuman, J. J.This study aimed at assessing the effectiveness of an inquiry-based approach on students’ scientific process skills development by comparing it with traditional or conventional style of teaching. The study used genetic as the case study to find out whether or not these two styles of teaching genetics would develop differently students’ science process skills. Inquiry-based approaches to science have been heavily emphasized by the newly adopted competence based curriculum in Tanzania. Two months (08weeks) were spent during the summer of 2015 in teaching themes within genetics at the selected schools in the vicinity of Morogoro Municipality. The study employed a quasi-experimental research design with pre and posttests. Eight (08) weeks genetics teaching courses were designed on the basis of both the inquiry based learning principles and conventional style. Form six classes were taught using conventional method while form five classes in these schools had enough time and were taught using inquiry approach. Both classes had never been exposed to advanced level genetics. An analysis of Biology Process Skills Test (BPST) posttest scores revealed that the experimental group students performed better in science process skills after undergoing treatments of inquiry constructivist activities as compared to their counterparts in the control group. An analysis of independent samples t-test based on type of instruction students received at (α) =0.05 produced a p of 0.047 and a t value of 0.633, hence rejecting the null hypothesis (Ho1). However repeated measures ANOVA found that regardless of the method of teaching, there were significant within-groups effects with regard to the development of science process skills.Item Implementation of competence based curriculum in the context of colonial education system in Tanzania(International Journal of Research Studies in Education, 2021) Lupeja, Thabita; Komba, SotcoWith the aim of producing secondary education graduates with adequate knowledge and skills that could enable them to survive in the ever-changing world, Tanzania introduced the competence-based curriculum in 2005. The curriculum regards learners to have the capability to construct and apply knowledge beyond the classroom context. Since the Tanzania education system passed through different eras, this article assesses the influence of the historical background of education systems on stakeholders’ perspectives on adoption and practice in teaching, learning, and assessment in the competence-based curriculum. Semi-structured interview and focused group discussion was used to collect data on teaching, learning, and assessment methods employed by both teachers and learners. The data were analyzed by thematic analysis. The results show the elements of the colonial rule education system influences classroom teaching, learning, and assessment practices. Since colonial rule educated few Africans to be employed to serve in the colonial administration, this has contributed to school teaching learning and assessment practices to be perceived as stepping stone for formal employment and not the means of equipping useful and applicable knowledge and skills to learners’ life. The focus of classroom instructional practices is to enable learners to memorize the facts and be able to reproduce in the examinations to qualify for further studies and formal employment. This is a setback for quality instructional methods that promote the acquisition of livelihood skills. Given this, the study recommends key stakeholders involved in curriculum development to redefine the roles of school education to align with classroom instructional practices.