Competency-based approach and teachers’ effective implementation in economics in public secondary schools in Mfoundi division

Abstract

This study titled “Competency-Based Approach and Teachers’ Effective Implementation in Economics in Public Secondary Schools in Mfoundi Division” has as purpose to examine the implementation of CBA on the effective teaching of Economics in public secondary schools in Mfoundi division. The study focuses on three (3) research questions: (1) What is teachers’ knowledge on CBA implementation in the teaching of Economics, (2) How are teachers trained for the implementation of CBA, and (3) How is the learning environment organized for the implementation of CBA. This qualitative research adopted a case study research design. The area of the study is Mfoundi division. The target population of the study consisted of 15 Economics teachers from the two public bilingual secondary schools in Yaounde VI sub-division. The researcher used convenient and purposive sampling techniques. The sample size comprises seven (7) Economics teachers from the selected schools. Data were collected using interview and observation checklist. Data were analysed qualitatively, where content data analysis was used for interview and descriptive analysis was used for observation checklist. The finding of this study shows that teachers have limited knowledge on the concept of CBA. As far as teachers’ training is concerned, most of the teachers were adequately trained during their pre-service training. The in-service training was insufficient to provide teachers with the necessary competences to effectively implement CBA during the teaching and learning process of Economics. From the observation checklist the learning environment was in terms of pedagogic and physical environment. Teachers incorporate some CBA strategies in their teaching such as demonstration and discussion. With respect to the physical environment the classroom organisation is still the traditional setting, learners are well seated but there are no spaces in between the benches for free circulation of the teacher and learners during the lesson. For CBA to be well implemented, there should be an increase in the number of pedagogic seminars and workshops organized annually. Teacher trainers should use CBA strategies in training teachers, real-life situations should be added in the syllabus. Class size should be reduced through deconcentration of administrative services to other divisions; resources should be provided for effective implementation of CBA.