Exploring the implementation of the competency- based curriculum in Biology through Walberg's theory: A case study of Kawempe Division, Kampala district.

Abstract

The purpose of this study was to explore the implementation of Competency-Based Curriculum for biology through Walberg’s theory in Kawempe Division, Kampala District. The study aimed to explore the implementation of Competency-Based Curriculum for biology. The study was across sectional study and qualitative data was obtained by observing one biology lesson and interviewing one biology teacher in each school. A sample of five secondary schools were used to obtain the data by attending one of the biology lessons and observing, while collecting data using the observation checklist. Qualitative data was analyzed using deductive approaches to thematic analysis where the data collected was organized into themes and each theme described and explained. The findings revealed that learners’ aptitude greatly aligned with the minimum requirements for CBC for biology implementation. The study further revealed that the teachers’ quality of instruction in the implementation of CBC for biology was largely being realised. And also, the learning environment within which teachers taught during the implementation of CBC for biology was found largely conducive and played the main role in the instruction process. The study concluded that learners had positive aptitude, the environment within which teachers taught was greatly enabling and that the quality of teaching was largely realised in the implementation of CBC for biology.