Teacher practices and effective implementation of competence based curriculum in public secondary schools in Hoima district, Uganda

Abstract

The main aim of the study was to investigate the effect of teacher practices on the effective implementation of the Competence Based Curriculum. The objectives of the study were to find out the effect of using instructional materials on the effective implementation of the CBC, to find out the effect of teacher‟s adaptation of Learner Centered Approaches on the effective implementation of CBC and to find out the effect of innovative classroom practices on the effective implementation of CBC. A cross-sectional survey design was used incorporating both qualitative and quantitative approaches targeting 138 respondents. Data was analyzed by generating descriptive statistics and by running correlation and regression tests on the study variables using SPSS. Findings indicated that there was no significant relationship between use of instructional materials and effective implementation of CBC (rho=-0.15, p=0.890). There is a significant relationship between Learner Centered Approaches and effective implementation of CBC (rho=0.230, p=0.029). The results showed a markedly low positive correlation (rho=0.037, p=0.729) between ICP and effective implementation of CBC. The regression analysis showed that teacher practices explain up to only 03% of the effective implementation of Competence Based Curriculum. Findings from the interviews indicated that the big class sizes hinder implementation of the CBC. Government should recruit more teachers to manage the big class sizes.