Switching from Knowledge to Competence-Based Teachings: Biology Teachers’ Attitudes and Instructional Practices
The study investigated the attitudes of Biology teachers towards the Biology Competence-Based Curriculum (BCBC) and their instructional practices at t.
- Pub. date: September 15, 2023
- Pages: 201-215
- 369 Downloads
- 654 Views
- 2 Citations
- #Biology teachers
- # competence-based teaching
- # competence
- # curriculum implementation
- # teaching approach.
The study investigated the attitudes of Biology teachers towards the Biology Competence-Based Curriculum (BCBC) and their instructional practices at the lower secondary school level in Nyamagabe district, Rwanda. A descriptive survey design was adopted. Also, a purposive sampling technique was used to select 26 (16 male and 10 female) teachers of Biology. Data were collected using a questionnaire addressed to Biology teachers in selected schools and analyzed and presented in terms of frequencies, percentages, mean, and standard deviation. A one-way ANOVA was employed in the hypothesis testing. The findings indicated that these teachers had positive attitudes towards the implementation of BCBC. As for female ones, they had more positive attitudes towards BCBC implementation than the male ones. Considering those from boarding schools, they had a more positive attitude than the ones from day schools. Additionally, teachers with less teaching experience had more favorable attitudes than those with long experience. Teachers' age did not have any effect on their attitudes. The study also revealed that teachers of Biology rarely applied competence-based approaches in their teaching and assessment processes of students’ learning. It was inferred that the usage of CBC approaches differed significantly among teachers from boarding and day schools. The usage of CBC assessment methods did not differ significantly among teachers. From the findings, it was concluded that CBC seems not to be effectively implemented in the lower secondary schools under the study. Consequently, a recommendation was made to facilitate Biology teachers in schools with in-service training for professional development.
biology teachers competence based teaching competence curriculum implementation teaching approach
Keywords: Biology teachers, competence-based teaching, competence, curriculum implementation, teaching approach.
2
References
Bellanca, J., & Brandt, R. (2010). 21st century skills: Rethinking how students learn. Solution Tree Press.
Bizimana, E., Mutangana, D., & Mwesigye, A. (2022). Performance analysis of biology education under the implementation of lower secondary school biology-competence-based curriculum : Policy implications. Interdisciplinary Journal of Environmental and Science Education, 18(1), Article e2259. https://doi.org/10.21601/ijese/11331
Botha, M. L., & Reddy, C. P. S. (2011). In-service teachers’ perspectives of pre-service teachers’ knowledge domains in science. South African Journal of Education, 31, 257–274. https://doi.org/10.15700/saje.v31n2a354
Byusa, E., Kampire, E., & Mwesigye, A. R. (2020). Analysis of teaching techniques and scheme of work in teaching chemistry in Rwandan secondary schools. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), Article em1848. https://doi.org/10.29333/EJMSTE/7833
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publicationsc.
Fullan, M. (2015). The new meaning of educational change (5th ed.). Teachers College Press.
Hacieminoglu, E. (2016). Elementary school students’ attitude toward science and related variables. International Journal of Environmental and Science Education, 11(2), 35–52. http://www.ijese.net/makale/13.html
Holcomb, Z. C., & Cox, K. S. (2017). Interpreting basic statistics: : A workbook based on excerpts from journal articles (8th ed.). Routledge. https://doi.org/10.4324/9781315225647
Kafyulilo, A. C., Rugambuka, I. B., & Moses, I. (2013). Implementation of competency based teaching in Morogoro Teachers’ Training College, Tanzania. Makerere Journal of Higher Education, 4(2), 311–326. https://doi.org/10.4314/majohe.v4i2.13
Kissima, A. P. (2015). Evaluation of the implementation of competency-based assessment in chemistry subject in secondary schools in Singida Municipality, Tanzania [Master's thesis, Mwenge Catholic University]. Academia. https://bit.ly/3Pgwki5
Komba, S. C., & Mwandanji, M. (2015). Reflections on the implementation of competence based curriculum in Tanzanian secondary schools. Journal of Education and Learning, 4(2), 73–80. https://doi.org/10.5539/jel.v4n2p73
Kumar, A., Brigham, S., Kharbach, M., Downey, A., Lemieux, A., Wells-Hopey, D., & Card, A. (2022). Curriculum in international contexts : A complicated conversation. Transnational Curriculum Inquiry, 18(2), 13–38. https://ojs.library.ubc.ca/index.php/tci/index
Landau, S., & Everitt, B. S. (2004). A handbook of statistical analysis using SPSS. Chapman & Hall/CRC.
Levitt, K. E. (2002). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86(1), 1–22. https://doi.org/10.1002/sce.1042
Luambano, S. B. (2014). The implementation of constructivist approach in competence-based curriculum: A case of geography teaching in selected secondary schools in Sogea Municipality [Master's thesis, The Open Univerity og Tanzania]. The Open University of Tanzania Institutional Repository. http://repository.out.ac.tz/690/
Lynch, T. (2014). Australian curriculum reform II: Health and physical education. European Physical Education Review, 20(4), 508–524. https://doi.org/10.1177/1356336X14535166
Mbarushimana, N., & Allida, D. (2017). Curriculum change and teacher participation in technical and vocational education training programs (TVET): Experiences of groupe scolaire AIPER Nyandungu, Rwanda. Baraton Interdisciplinary Research Journal, 7(Spec.Iss.), 1–10.
Mbonyumuvunyi, A. (2015). School management strategies and students’ academic performance in secondary schools in Rwanda: A case study of Nyamagabe district [Master's thesis, Mount Kenya University]. MKURwanda Repository. https://bit.ly/47ZMsvN
Moodley, V. (2013). In-service teacher education: Asking questions for higher order thinking in visual literacy. South African Journal of Education, 33(2), Article 430. https://doi.org/10.15700/saje.v33n2a430
Msonde, C. E. (2011). Enhancing teachers' competencies on learner-centred approaches through learning study in Tanzanian schools [Doctoral dissertation, University of Hong Kong]. The HKU Scholars Hub. https://doi.org/10.5353/th_b4722985
Mulenga, I. M., & Kabombwe, Y. M. (2019). A competency-based curriculum for Zambian primary and secondary schools: Learning from theory and some countries around the world. International Journal of Education and Research, 7(2), 117–130. https://bit.ly/45Uvw7S
Muneja, M. S. (2015). Secondary school teachers’ implementation of the competency-based curriculum in the Arusha Region, Tanzania [Master's thesis, University of South Africa]. DocPlayer. https://bit.ly/45WW9t7
Mwanza, C. (2017). Teacher involvement in curriculum development in Zambia: A role analysis of selected secondary school teachers in Lusaka district, Lusaka province, Zambia [Mater's thesis, University of Zambia]. University of Zambia Research Repository Online. http://dspace.unza.zm/handle/123456789/5250
Ndalichako, J. L. (2015). Secondary School teachers ’ perceptions of Assessment. International Journal of Information and Education Technology, 5(5), 326–330. https://doi.org/10.7763/IJIET.2015.V5.524
Ndihokubwayo, K., & Habiyaremye, H. T. (2018). Why did Rwanda shift from knowledge to competence based curriculum? Syllabuses and textbooks point of view. African Research Review, 12(51), 38–48. https://doi.org/10.4314/afrrev.v12i3.4
Ndihokubwayo, K., & Murasira, G. (2019). Teachers’ training college learners’ expectations for their future teaching career. A Journal of Contemporary Research, 16(2), 1–10.
Ndihokubwayo, K., Uwamahoro, J., & Ndayambaje, I. (2020). Implementation of the competence-based learning in Rwandan physics classrooms: First assessment based on the reformed teaching observation protocol. Eurasia Journal of Mathematics, Science and Technology Education, 16(9), Article em1880. https://doi.org/10.29333/ejmste/8395
Newton, C., & Tarrant, T. (1992). Managing change in schools: A practical handbook. Routledge. https://doi.org/10.4324/9780203035382
Ngeno, B., Mwoma, T., & Mweru, M. (2021). Teachers’ attitude in implementation of the competence-based curriculum in primary cchools in Kericho County. East African Journal of Education Studies, 3(1), 116–129. https://doi.org/10.37284/eajes.3.1.342
Nsengimana, T., Mugabo, L. R., Ozawa, H., & Nkundabakura, P. (2021). Science competence-based curriculum implementation in Rwanda: A multiple case study of the relationship between a school’s profile of implementation and its capacity to innovate. African Journal of Research in Mathematics, Science and Technology Education, 25(1), 38–51. https://doi.org/10.1080/18117295.2021.1888020
Nsengimana, V. (2021). Implementation of competence-based curriculum in Rwanda: Opportunities and challenges. Rwandan Journal of Education, 5(1), 129–138. https://bit.ly/3P5ST7B
Nzeyimana, J. C., & Ndihokubwayo, K. (2019). Teachers’ role and learners’ responsibility in teaching and learning science and elementary technology in Rwanda. African Journal of Educational Studies in Mathematics and Sciences, 15(2), 1–16. https://doi.org/10.4314/ajesms.v15i2.1
Oghenevwede, O. E. (2019). Enhancing biology students’ academic achievement and attitude through self-regulated learning strategy in senior secondary schools in Delta Central Senatorial District. Journal of Educational and Social Research, 9(4), 149–156. https://doi.org/10.36941/jesr-2019-0017
Okechi, J. G., & Asiachi, A. J. (1992). Curriculum development for schools. Educational Research Publications Ltd.
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, principles, and issues (7th ed.). Pearson Education Limited.
Potera, İ., & Shala, L. (2019). Teachers’ attitudes towards new curriculum. E-Journal of New World Sciences Academy, 14(1), 52–69. https://doi.org/10.12739/nwsa.2019.14.1.1c0689
Rubagiza, J., Umutoni, J., & Kaleeba, A. (2016). Teachers as agents of change: Promoting peacebuilding and social cohesion in schools in Rwanda. Education as Change, 20(3), 202–224. https://bit.ly/3r15TDD
Ruth, C., & Ramadas, V. (2019). The “Africanized” competency-based curriculum: The twenty-first century strides. Shanlax International Journal of Education, 7(4), 46–51. https://doi.org/10.34293/education.v7i4.640
Rwanda Education Board. (2015). Competence-based curriculum. Curriculum framework pre-primary to upper secondary. Ministry of Education.https://bit.ly/30W3dd9
Rwanda Education Board. (2017). Teacher training manual - reflections on teaching practice and focus on assessment. REB/MINEDUC.
Smit, B. (2001). How primary school teachers experience education policy change in South Africa. Perspectives in Education, 19(3), 67–83.https://hdl.handle.net/10520/EJC87090
Sparkes, A. C. (1990). Curriculum change and physical education: Towards a micropolitical understanding. UNSW Press.
Suyundikova, G. (2019). Teachers’ attitudes towards implementation of the upgraded curriculum in a secondary school in Aktau City of Mangystau Province, Kazakhstan. [Master's thesis, Nazarbayev University]. Nazarbayev University Repository. https://nur.nu.edu.kz/handle/123456789/4325
Tabaro, C. (2018). The Rwandan secondary school competence-based curriculum: Knowledge, skills and attitudes to incorporate in the university of Rwanda-college of education programs to align them with the current curriculum. International Journal of Education and Practice, 6(2), 64–75. https://doi.org/10.18488/journal.61.2018.62.64.75
Ukobizaba, F., Ndihokubwayo, K., & Uworwabayeho, A. (2020). Teachers’ behaviours towards vital interactions that attract students’ interest to learn mathematics and career development. African Journal of Educational Studies in Mathematics and Sciences, 16(1), 85–93. https://doi.org/10.4314/ajesms.v16i1.7
Waigera, J. K., Mweru, M., & Ngige, L. (2020). Relationship between teachers ’ attitudes and the utilization of instructional materials in pre-primary schools in Kenya. East African Journal of Education Studies, 2(1), 92–104. https://bit.ly/3R7oJ6A
Zangmo, S. (2016). Attitudes of grades ten and twelve students towards science in Bhutan [Master's thesis, Prince of Songkla University]. Prince of Songkla University. https://bitly.ws/TtZv
Zheng, X., & Borg, S. (2014). Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language Teaching Research, 18(2), 205–221. https://doi.org/10.1177/136216881350594