Masters Degree Dissertations

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Browsing Masters Degree Dissertations by Subject "Competency-based education"

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    Teachers’ preparedness in delivery of competence based curriculum in selected government- aided secondary schools in Soroti district, Uganda
    (Kyambogo University (Unpublished work), 2024-10) Omoding, Basil
    The study was epistemological and in particular it aimed at exploring teachers’ preparedness in delivery of Competence Based Curriculum in selected Government-aided secondary school in Soroti district, Uganda. Three objectives guided the study; to explore teachers’ preparedness to use learner centered methods, to establish teachers’ preparedness to use instructional materials and to examine teachers’ preparedness to use appropriate assessment modes during the delivery of Competence Based Curriculum in Government- aided secondary schools. This study was guided by Lev Vygotsky’s Constructivism Theory. The study also used Phenomenological research design. The sample populations comprised of twenty-five participants; 02 head teachers, 02 directors of studies and 21 teachers in senior three classes who dispense episteme in the seven compulsory subjects in Competence Based Curriculum; Mathematics, English, Physics, Chemistry, Biology, History and Political Education and Geography. Data collection methods included; In-depth interviews, Observation and Document analysis. Trustworthiness was done through triangulation, entailing the use of multiple methods of data collection as well as multiple sources of data. Credibility or dependability, the researcher constantly compared data with the codes to ensure consistent coding. The findings of the study were; teachers tried to provide learners with an opportunity to actively participate through working in pairs and groups. The research findings further indicate that, most teachers still do not know the different techniques in the learner methods and so, they became teacher centered during the lesson delivery by considering learners as blank slates (tabula rasa). Besides, there is still a challenge on the teachers’ preparedness to use instructional materials this was observed as teachers were not using the modern technologies like smart phones and internet. They also had a difficult in improvising the instructional materials from the local environment and yet according to Naturalistic philosophers, education should be conducted within the learners’ natural environment. Most teachers were unable to set scenario- based questions and track learners’ performance using criterion- based reference assessment. The study therefore, concludes that, teachers have at least had training in the delivery of Competence Based Curriculum in terms of using learner centered methods, instructional materials and appropriate assessment modes, though they are still not yet well versed with the new delivery of the Competence Based curriculum. Key recommendations were; the Ministry of Education and Sports and NCDC should continue to support teachers’ preparedness to deliver Competence Based Curriculum, through regular re-trainings. Finally, the teacher training institutions should integrate Competence Based Curriculum in to their teaching syllabus so as to produce teachers who are well versed with the Competence Based Curriculum which is the postmodern philosophical teaching and learning paradigm.