Teachers’ Perceptions of the Implementation of Competence-based Curriculum Teaching Methods in Geography Lessons in Public Secondary Schools in Morogoro Municipality, Tanzania
Paulina Luanda *
Jordan University College, A Constituency College of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
Paul S. D. Mushi
Jordan University College, A Constituency College of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
Wadrine Maro
Jordan University College, A Constituency College of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
*Author to whom correspondence should be addressed.
Abstract
This study explored teachers’ perceptions of Competence-based Curriculum (CBC) teaching methods in Geography lessons and examined how their accounts related to lesson planning and observed classroom practice in four public secondary schools in Tanzania. A qualitative multiple-case study design was used. Each school contributed one Geography teacher, one Head of School and ten students, giving four teachers, four Heads of Schools and 40 students. Data were drawn from semi-structured interviews, classroom observations, student focus group discussions and analysis of the syllabus and instructional planning documents. The data were analysed thematically and compared across the four school cases. Teachers generally considered CBC methods valuable for promoting participation, collaboration, critical thinking and practical understanding. However, planning documents and classroom observations indicated that prescribed learner-centred approaches were not consistently applied. Traditional teacher-centred instruction was prominent across the cases, although group discussions and student presentations were observed in some lessons. Field observation, independent library study and other activities were sometimes adapted or not observed. Teachers associated these choices with large classes, limited teaching materials, restricted instructional time, challenging Geography topics and pressure to cover the syllabus. Students also described practical and participatory learning as valuable but not routinely experienced. The findings suggest that favourable perceptions should be considered alongside the instructional conditions shaping classroom choices. Continuing professional development, appropriate resources and school-level instructional support may help strengthen CBC teaching.
Keywords: Competence-based curriculum, geography teaching, teachers’ perceptions, teaching methods, curriculum implementation