An investigation on the teachers’ perceptions on the implementation of the competence-based curriculum to the teaching and learning of Mathematics at ordinary level in Marondera district.

Author
Ndaneta, C. T.
Title
An investigation on the teachers’ perceptions on the implementation of the competence-based curriculum to the teaching and learning of Mathematics at ordinary level in Marondera district.
Abstract
The purpose of this study was to gather teachers' perceptions on the implementation of Competence-Based Curriculum in the teaching and learning of Mathematics at the Ordinary Level in Marondera District, Mashonaland East, with Igava and Mushangwe Secondary Schools as case studies. This study was led by four key objectives, which included: to understand teachers' perceptions of the competence-based curriculum and how it differs from previous curricula, to identify the challenges and barriers that teachers face in implementing the competence-based curriculum, especially when teaching mathematics, to investigate the factors that influence teachers' attitudes and readiness to adopt the new curriculum, and finally to evaluate the impact of the competence-based curriculum on student learning outcomes, particularly. The study adopted qualitative research methodology drawing largely from case study design. The target population included 15 Mathematics teachers who were teaching Ordinary Level classes at both schools, in Marondera District, Mashonaland East Province. A sample of about 11 Mathematics teachers, and 1 Head of Science Department was purposively drawn in order to elicit information for this study. Data were collected through in-depth interviews and questionnaires. The resultant information was analyzed by both qualitative and quantitative approaches. The study revealed that most Mathematics teachers lacked knowledge of the requirements of Competence-Based Curriculum in the teaching and learning of Mathematics at Ordinary Level. The respondents indicated that lack of this know-how affected the effective implementation of CBC. The study also found that most teachers continue to use traditional teaching and assessment methods and rarely employ Competence-Based teaching methodologies. It was also revealed that there is a requirement for teacher training and/or staff development in the implementation of competency-based curriculum.
Date
2024
Publisher
BUSE
Keywords
teachers’ perceptions
teaching and learning
Mathematics
ordinary level
Supervisor
Dr. Z. Ndemo
Item sets
Department of Science and Mathematical Foundations
Media
NDANETA CONSTANCE TRACY

Part of An investigation on the teachers’ perceptions on the implementation of the competence-based curriculum to the teaching and learning of Mathematics at ordinary level in Marondera district.