Students and teachers’ perception on competency-based English language curriculum in secondary schools: A case of Mvomero District council

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.