Teachers’ practices on effective implementation of the competence-based curriculum in biology teaching

Abstract

This study sought to evaluate how Biology teachers implement CBC in lower secondary schools in Uganda. The specific objectives of the study include; (i) to identify pedagogical practices (lesson planning, classroom management, teaching methods and assessment strategies) recommended by NCDC for lower secondary Biology under the competence based curriculum, (ii) to examine the actual pedagogical practices used by Biology teachers in lower secondary school, (iii) to examine the knowledge of Biology teachers on pedagogical practices in CBC and (iii) to assess the attitude of lower secondary school Biology teachers towards CBC. The study employed both mixed methods that is, questionnaire, focus groups and observation. Data was collected using closed ended questionnaire, observation and focus group discussion. The researcher used both inferential and descriptive statistics to analyse data. The data collected was checked and analysed using SPSS software version 25. The study findings revealed that, although Biology teachers were generally aware of the Competency-Based Curriculum (CBC) requirements, their actual classroom practices did not fully align with the recommended pedagogical approaches. Most teachers continued to use teacher-centered methods such as lectures and note-taking, with limited application of learner-centered strategies like group work, inquiry-based learning, and hands-on activities. The study results further revealed that while most Biology teachers possessed a moderate level of knowledge regarding the pedagogical practices prescribed by the Competency-Based Curriculum (CBC), there were notable gaps in their understanding of specific learner-centered strategies and assessment techniques. This study recommends that schools and education authorities should prioritize improving the availability and accessibility of teaching and learning resources, particularly laboratory equipment, textbooks, and ICT tools, which are essential for delivering the hands-on and inquiry-based learning experiences emphasized in the CBC. Addressing resource shortages will enable teachers to better translate curriculum guidelines into meaningful classroom practices, thereby enhancing student engagement and competence development.