Challenges in implementing competence-based Biology learning in Lower Secondary Schools in Bududa, Uganda

Abstract

This study investigated the challenges affecting the effective implementation of Competence-Based Biology (CBB) learning in lower secondary schools in Bududa District, Uganda. The study was guided by objectives that sought to examine the level of teacher preparedness, assess the availability of instructional resources, identify administrative and infrastructural challenges, and suggest strategies for improving the implementation of the Competence-Based Curriculum (CBC) in Biology. A descriptive research design was adopted, using both quantitative and qualitative approaches. Data were collected from 4,000 students, 12 teachers, and several school administrators through questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, and mean scores, while qualitative data were analyzed thematically. The findings revealed that although the majority of teachers and students were aware of the Competence-Based Curriculum, its implementation remained low. Most teachers lacked adequate training in Competence-Based Learning (CBL) methods and rarely incorporated practical activities in their lessons. In addition, schools faced severe shortages of laboratory equipment, reagents, and instructional materials. Overcrowded classrooms, limited administrative support, and inadequate infrastructure further constrained effective teaching and learning. Community support and parental involvement were also found to be minimal. The study concluded that successful implementation of CBB depends on improved teacher capacity, adequate resourcing of schools, effective administrative support, and enhanced stakeholder engagement. It was recommended that the Ministry of Education and Sports (MoES) and the National Curriculum Development Centre (NCDC) strengthen teacher training programs, provide adequate instructional materials, and ensure regular monitoring of CBL activities. Continuous assessment and community sensitization should also be emphasized to promote learner-centered, practical, and competency-oriented education in Biology.