Abstract:
This study investigated teachers and students‟ perception on Competency-Based
English Language Curriculum (CBELC) in secondary schools in Mvomero district
council. Generally, the study was guided by four specific objectives; first, to find the
extent to which teachers and students understood the concept of CBELC, second, to
investigate the perception of Teachers and students on CBELC methodology and
environment, third, to investigate the implementation of CBELC and the last was to
challenges faced teachers and students in implementation of the CBELC in teaching
and learning. The study adopted a case study design and the sample size was drawn
using purposive and simple randomly sampling techniques where a total of 105
respondents were involved in the study. Basically the study was qualitative in nature
though quantitative approach was used to some extent. The data were collected using
questionnaires, interviews, classroom observation and documentary review.
With regards to the specific objectives of this study, the following were the findings;
it was revealed that both teachers and students had little knowledge about the concept
due to the fact that very few teachers had attended seminars and workshops. On the
other hand the teachers had no culture of informing students about competences they
were supposed to demonstrate. The findings also revealed that teachers had negative
perception on CBELC methodology and its environment, that teachers viewed
CBELC methodology as just wastage of time for one to apply them always in the
course of teaching and learning. Through classroom observation it was revealed that
teachers were teaching both content and competency-based syllabi to meet the
national examination demands with the reason that NECTA is assessing students
basing on both syllabi. However, the study also indicated that teachers and students
were facing a lot of challenges which include; failure to interpret the syllabus
demands, lack of seminar and workshops, lack of teaching and learning materials,
lack of management support from schools management, district education
department, and overcrowded classrooms.
Pertaining to the findings, the following are some of recommendations given before
implementing any curriculum, teachers should be trained first as the key players
before implementation, there should be enough teaching and learning material
including text books, The National examination council of Tanzania should conduct
training to teachers on how to assess students with competency based requirement.
Therefore, in-service training and management support are very important to change
teachers and students awareness on CBELC.
