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This study is about challenges faced by teachers in implementing the competence-based
curriculum in the chemistry subject in public secondary schools in Nyamagana District.
The objectives of this study were to determine the influence of teachers' competence,
instructional materials, mode of assessment, and lesson plan on the effective
implementation of the chemistry curriculum. The study used a mixed research approach
and convergent parallel design. It drew a sample of 133 respondents using both
probability and non-probability sampling processes for a population of 38,848
individuals. Data was collected using both primary and secondary sources, specifically a
questionnaire and an interview. The reliability was tested and the coefficient r = 0.8 was
obtained, which hence allowed the researcher to use the tools. Quantitative data
collected was analyzed by the use of descriptive statistics with the help of the Statistical
Package of Social Science version 21 and presented in tables through frequency and
percentage, while qualitative data was coded and analyzed thematically through
narratives. The findings of the study revealed that many public secondary schools in
Nyamagana do not have enough instructional materials such as laboratory chemicals
and apparatus for practical tests, besides inadequate lesson preparations, which are very
important factors in enhancing the implementation of the curriculum in chemistry
subject. The study concluded that most chemistry teachers in the Nyamagana district
had difficulties in lesson planning and implementing competence-based chemistry
curriculum. Also, many schools had inadequate instructional materials such as
laboratory chemicals, laboratory apparatuses, tables, stools, water, laboratory rules
charts, and coats and gloves. The study recommends that the government, with its
stakeholders, provide adequate funds for the supply of instructional materials, for
effective implementation of the competency-based chemistry curriculum. |
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