Assessing the Implementation of Competency Based Approach in Primary Schools in Cameroon
Gracemary Eloheneke Moluayonge *
Higher Technical Teacher’s Training College, University of Buea, Cameroon.
Sonnita Washi
Higher Technical Teacher’s Training College, University of Buea, Cameroon.
*Author to whom correspondence should be addressed.
Abstract
The objectives of this study were to investigate how CBA is implemented; to ascertain the implementation of CBA and how it affects the pupils’ academic performance; and to find out the challenges teachers face in the implementation of CBA in Primary Schools in Kumba sub division of Cameroon. A survey research design was used and the sample respondents and schools were selected using simple random sampling. This sample was madeup of 60 teachers from 6 schools (GS Fiango group I, GS Fiango group II, GBPS Kosala II, GBPS Kosala group III, GBPS Kosala group IV and GS Ekemba). A questionnaire was used to collect data. For administration of the instrument, the direct delivery method was used. Data collected was analyzed by both qualitative and quantitative methods. This study concluded from its findings that; The CBA is significantly being implemented by the teachers of primary schools in Kumba II sub-division; there is a significant relationship between teachers’ knowledge of the CBA and the effective implementation of the CBA in primary schools of Kumba II sub-division; teachers face several challenges while implementating CBA in primary schools in Kumba II sub-division. Based on these findings some recommendations were made.
Keywords: Competency Based Approach (CBA), primary education, teaching methods, implementation