Exploring students’ perceptions of teaching methods for enhancing perception in the competence-based curriculum in Uganda: a case of Mengo Secondary School in Kaampala District, Uganda

Abstract

study explored students’ perceptions of teaching methods under the Competence-Based Curriculum (CBC) at Mengo Secondary School in Kampala District, Uganda. The Competence-Based Curriculum waThiss introduced to promote learner-centred teaching approaches aimed at enhancing learner participation, motivation, critical thinking, and practical skills acquisition. However, concerns have been raised regarding the continued use of teacher-centred approaches, which may limit effective implementation of the curriculum. The purpose of the study was to explore students’ perceptions of teaching methods used under the Competence-Based Curriculum. A qualitative case study design was employed. Data were collected from students and teachers through interviews, focus group discussions, and classroom observations. Data were analyzed thematically. The findings revealed that learner-centred teaching methods, including group discussions, project work, classroom presentations, and practical activities, enhanced students’ classroom participation. The findings further indicated that interactive teaching approaches increased learner motivation by making learning more engaging and relevant to real-life experiences. In addition, practical and activity-based teaching methods were perceived to promote the acquisition of practical skills, problem-solving abilities, and collaborative competencies. However, challenges such as large class sizes, inadequate instructional materials, and limited time for practical activities constrained effective implementation of learner-centred approaches. The study concluded that students generally perceived learner-centred teaching methods positively and considered them important in achieving the goals of the Competence-Based Curriculum. The study recommends increased teacher support, continuous professional development, and provision of adequate instructional resources to strengthen effective CBC implementation.