A qualitative analysis of the challenges encountered in the teaching of Biology under the competence Based curriculum: a case of Kampala city, Uganda.

Abstract

In 2020, the government of Uganda through the national curriculum development center launched a new competency-based curriculum (CBC) in the lower secondary school. Compared to the old curriculum where the teacher was the sole provider of knowledge, CBC is a learner-centered curriculum where the learners contribute to the teaching and learning process. The introduction of CBC motivated this research to establish the challenges of its implementation focusing on the experiences on the teaching and learning of biology in Kampala city. The overall objective of the research was to find out the administrative, pedagogical and resource-based challenges that biology teachers faced in the implementation of CBC. We used both qualitative and quantitative methods for data collection and analysis. Quantitative data was collected through ranked responses or rating of options to structured questions using a scale of 1-5. Qualitative data was collected using a questionnaire and structured interviews targeting biology teachers in selected secondary schools. Collected field data and information were reviewed, coded and analyzed using SPSS V.22. It established that most biology teachers in Kampala were satisfied with the administrative support in form of CBC trainings and provision of teaching equipment. Moreover, majority of the teachers interviewed were also well acquitted with the pedagogical process of the CBC. Field data indicated however that there are outstanding challenges regarding the teaching and learning of biology under CBC. These include; (i) the complicated mode of assessment (ii) inadequate availability and accessibility to teaching and learning resources (iii) high student-resource ratio (iv) inability to use and integrate ICT in the teaching and learning process, and (v) inadequate skills and resources to cater for students with special needs especially those that were either blind or lame. It was therefore recommended that; (i) there should be more in-service trainings especially on assessment strategies under the CBC (ii) internet connectivity should be improved in schools, coupled with more training on ICT integration for teachers (iii) ministry of education and relevant authorities should support schools with adequate learning materials and resources, and (v) school administration and teachers should endeavor to cater for all categories of learners with special needs.