Teachers’ Perception Towards the Implementation of Competency Based Approach in Secondary Yaoundé Vi Sub Division.

Abstract

The general objective of this study is to teacher’s perception towards the implementation of Competency Based Approach (CBA) in some selected secondary schools in Yaoundé VI Sub Division. Specifically, the study sets out to assess teacher’s views, teacher’s readiness, factors influencing teacher’s decision to adopt CBA and challenges faced by teachers in implementing CBA in some selected secondary schools in Yaoundé VI Sub Division. It should be noted that despite the numerous workshop, seminars and pedagogic days exposed to teachers, teachers still find it very difficult to accept and implement competency based Approach. This is backed by the fact that some teachers some teachers still perceive CBA as a threat to their usual practices; others think that the introduction of CBA was hasty and abrupt; while some teachers do not completely understand what CBA is all about. This is seen in the planning and dispensation of lessons which are still very traditional (objective based approach) with little mastery of the problem situation and competences that are required to solve problems. This situation is further complicated by the fact that material and infrastructural and material resources needed to accompany the implementation of CBA are in most cases rudimentary and insufficient rudimentary. To put this study within its proper perspective, the following theories were used three theories and two models of evaluation, social constructivism, adult learning theory, and the quantitative and qualitative approaches were employed in data collection and data analysis. This was realized through the construction of a questionnaire (open and closed ended questions). The study data was analyzed using descriptive statistics and inferential statistics. For the descriptive statistic percentages and frequencies alongside measures of central tendency like the mean and mode were used. For inferential statistics the Pearson correlation analysis was used. The empirical analysis of the study was done using regression. The student test was used for testing the study hypothesis at 5% level of significance while the fisher test was used for testing the reliability of the overall model. From the regression results it was discovered that teacher’s view toward CBA and challenges faced by teacher have significant negative effects on the implementation of CBA in some selected secondary schools in Yaoundé VI Sub Division. The adjusted coefficient of determination of the regression model reveals 0.736 implying that 73.6% of changes in CBA implementation in some selected secondary schools in Yaoundé VI subdivision are explained by changes in teachers’ perception.