The aim of this study is to assess challenges facing implementation of competence-based curriculum in Science subjects in secondary schools. The study followed a qualitative approach, and adopted a case study design. A sample of three science teachers and four science learners participated in the study. Data were collected through individual interviews with teachers, focus group interviews with learners and lesson observation.
Teaching and learning of science is faced by many challenges in most developing countries. There is a shortage of qualified science teachers in some African countries and in some instances teachers Data were then analyzed. The study found that there were numerous challenges related to lack of required infrastructure and resources for science teaching. There were also challenges related to learners’ background, language of instruction and lack of parental support.
Table of Contents
1.0 INTRODUCTION
1.1 Objective of the study
1.2 Research Questions
1.3 Significance of the Study
1.4 Delimitation of the study
1.5 Limitation of the study
2.0 LITERATURE REVIEW
2.1 Research gap.
3.0 RESEARCH METHODOLOGY
3.1 Research Approach
3.2 Research design
3.3 Sample Size
3.4 Sampling Procedure/technique
3.5 Research Instruments
4.0 FINDINGS AND DISCUSSION
4.1 Findings
4.1.1 Description of the participants who participated in the study
4.1.2 Challenges facing teachers and students on teaching and learning science subjects
4.2 Discussion
4.3 Measures to address challenges
4.4 Suggestions on Overcoming Challenges
4.4.1 Textbooks and Reference Books Should Reflect CBC
4.4.2 Selection of Qualified Secondary School Students
4.4.3 Construction of quality laboratories and enough apparatus.
4.4.4 Time allocation
5.0 CONCLUSION AND RECOMMENDATIONS
5.1 Conclusion
5.2 Recommendations
Objectives and Topics
The primary objective of this study is to identify and analyze the challenges encountered by teachers and students in the implementation of the competence-based curriculum (CBC) within science subjects in Tanzanian secondary schools, specifically focusing on the Iringa region.
- Implementation of Competence-Based Curriculum (CBC) in science education.
- Infrastructure and resource availability in secondary school science laboratories.
- Impact of the English language as the medium of instruction on scientific understanding.
- Socio-economic factors, including parental support and learner background.
- Teacher preparedness, content knowledge, and instructional time management.
Excerpt from the Book
1.0 INTRODUCTION
Competence is a set of skills, knowledge and behaviors that someone needs to have achieved in order to perform tasks or activities at school and in the world of work (Sullivan, 2005 cited in Mosha, 2012 and Makunja, 2016).
Kouwenhoven, (2003) defines competence as the capability to choose and apply an integrated combination of knowledge, skills and attitudes with the intention to realize a task in a certain context (cited in Makunja 2016). In Tanzania CBC was adopted in secondary education in 2005 (Makunja 2016).
Science is part of our daily lives: all day, every day, everywhere we go. Our personal lives are real world contexts for learning science and understanding the impact of science on our lives. Everyone can become engaged in science by way of linking daily personal experiences to science.
Teaching and learning of science is faced by many challenges in most developing countries. There is a shortage of qualified science teachers in some African countries and in some instances teachers available to teach science may not be qualified to teach the subject. Teachers’ problems in understanding some of the topics in the subjects that they teach, raises concern on their content knowledge.
Summary of Chapters
1.0 INTRODUCTION: Defines the concept of competence and the background of CBC in Tanzania, while outlining the study's core objectives regarding science education challenges.
2.0 LITERATURE REVIEW: Examines existing scholarly works on science education, focusing on teacher qualifications, curriculum content issues, and the necessity of integrating STEM subjects.
3.0 RESEARCH METHODOLOGY: Details the qualitative case study approach, sampling techniques for teachers and learners, and the specific instruments used for data collection.
4.0 FINDINGS AND DISCUSSION: Presents the empirical data gathered from participants and provides an in-depth analysis of identified challenges, concluding with actionable suggestions for stakeholders.
5.0 CONCLUSION AND RECOMMENDATIONS: Summarizes the study's findings and offers specific recommendations for infrastructure improvement, time allocation, and instructional strategies.
Keywords
Competence Based Curriculum, Science Subjects, Secondary Education, Teaching Challenges, Learning Challenges, Qualitative Research, Tanzania, STEM Education, Laboratory Facilities, Medium of Instruction, Teacher Preparedness, Student Performance, Educational Infrastructure, Cognitive Load Theory, Curriculum Implementation.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on identifying the various challenges that impede the effective implementation of the competence-based curriculum in science subjects within secondary schools in the Iringa region of Tanzania.
Which thematic areas does the study cover?
The study covers themes such as infrastructure availability, teacher content knowledge, the impact of language (English) as the medium of instruction, time allocation for practicals, and parental involvement.
What is the primary objective of this study?
The primary objective is to assess the specific challenges faced by both teachers and students and to explore their perceptions on potential solutions to these educational hurdles.
What research methodology was employed?
The study utilized a qualitative approach, adopting a case study design that involved individual interviews with teachers and focus group discussions with learners.
What does the main body of the work address?
The main body addresses the theoretical framework of science education, the methodology used to gather field data, and a comprehensive discussion of findings regarding school resources, curriculum constraints, and teacher-learner dynamics.
Which keywords best characterize this work?
Key terms include Competence Based Curriculum, Science Education, Teaching Challenges, Laboratory Facilities, and Educational Policy in Tanzania.
How does the medium of instruction impact science learning according to the study?
The study highlights that many learners struggle with English as the medium of instruction, which hinders their understanding of scientific terms and processes, often necessitating explanations in their mother tongue.
Why is the availability of laboratory infrastructure considered vital?
Laboratory infrastructure is crucial because observation and experimentation are fundamental to science education; without them, the curriculum remains overly theoretical and fails to promote scientific literacy.
What specific suggestion is made regarding textbooks?
The author recommends the use of a single, relevant textbook that strictly aligns with current CBC syllabus requirements, rather than a plethora of books that encourage rote memorization.
What is the author's stance on teacher preparedness?
The research suggests that teacher content knowledge is a critical factor, and that challenges often arise when teachers struggle to grasp the complex topics within the subjects they are tasked to teach.
- Quote paper
- Peter Shang'wet (Author), 2019, Challenges Facing Teaching and Learning of Secondary Schools’ Science Subjects in Implementation of Competence Based Curriculum in Tanzania, Munich, GRIN Verlag, https://www.grin.com/document/1132501
