The Stakeholders’ Opinions on the Learner-Centred Pedagogies Used in Competence-Based Curriculum (CBC) in Selected Secondary Schools in Kampala District

Abstract

The study investigated the Stakeholders’opinions on learner-centred pedagogies used in Competence-Based Curriculum (CBC) in selected Secondary schools A and B found in Kampala District. The Learner-centred Pedagogies (LCP) under the CBC place the learner at the centre of the learning process, promoting active participation and self-directed learning. The study was guided by curriculum implementation theory by Gross et al (1971). The study adopted a qualitative research approach that analysed the learner centred pedagogies from the subjective point of view while involving the study participants’ opinions. The study followed the Interpretivist paradigm which enabled participants to create and construct their social reality in line with the study. The study also adopted a single case study research design in order to get an in-depth understanding of the opinions of stakeholders on CBC. A sample of 22 participants including Headteachers (H), Teachers (T) and Students (S) were selected purposively and used for the study. This enabled the researcher to gather qualitative responses, from the best-fit participants whose responses were relevant to the study. The study employed the use of the interviews for the two headteachers and eight teachers, focus group discussions to students while considering in each group six students from each school and observation method to collect data. Through triangulation the methods enabled the researcher to collect in-depth subjective reality which was analysed using thematic analysis. The findings of the study indicated that; to some extent the learner centred pedagogies used by teachers are good and they should be used when teaching. This was because the methods encourage full participation of learners and development of skills. However, to another extent the finding of the study also revealed that, the learner centred pedagogies used by teachers are not good due to inadequate teaching skills by teachers, limited materials to use and methods are time consuming. The study recommended that, the government of Uganda through the MoES to; train teachers so as to equip them with the necessary skills of teaching, facilitate schools with enough educational facilities and materials to use and continuously monitor, supervise and evaluate CBC practices in schools.