A meta -analysis of the impact of competency-based curriculum implementation on secondary school student academic performance, Kampala.

Abstract

The present research conducted a meta-analysis of the impact of Competency-Based Curriculum (CBC) implementation factors on secondary school student academic performance in Kampala, Uganda. The population consisted of research conducted on this subject between 2015 and 2026 across countries implementing CBC frameworks. This study employed a Quantitative Meta-Analysis design by combining the results of multiple empirical studies and educational reports to examine the effect of four CBC implementation factors: teacher training, ICT resource allocation, instructional material availability, and classroom density, on student academic performance. A total of 19 studies and educational reports were included in the analysis, encompassing cross-sectional studies, comparative research, and national tracking surveys. Summary statistics, regression models, publication bias assessments, tests for small-study effects, and multivariate meta-regression models were estimated. Based on systematic sampling approaches, standardized mean differences (Cohen's d) were computed using the random effects model in STATA 15.0. The computed results indicate that CBC implementation has a positive overall impact on academic performance (effect size d = 0.618, p < 0.05). However, the effect varies significantly across implementation factors. Teacher training showed the strongest positive effect (β = 1.24, p < 0.001), followed by ICT resource allocation (β = 0.69, p < 0.001) and instructional material availability (β = 0.58, p < 0.01). Classroom density demonstrated the strongest negative effect (β = -0.64, p < 0.001). Results revealed high heterogeneity (I² = 97.3%), indicating substantial variation in implementation effectiveness across different school settings. These findings have important implications for educators, policymakers, and school administrators in Uganda. The study demonstrates that while CBC implementation shows promise for improving academic outcomes, success critically depends on addressing structural bottlenecks in teacher preparation, technology infrastructure, curriculum materials distribution, and classroom capacity management. Key recommendations include: (1) scaling direct teacher training beyond the current 35% to achieve at least 90% coverage, (2) prioritizing ICT infrastructure investments in resource-constrained schools, (3) establishing equitable textbook distribution systems, and (4) implementing classroom decongestion strategies. The study provides valuable empirical foundations for future research and policy formulation, emphasizing that curriculum reform success requires integrated systematic support rather than isolated interventions.