East African Journal of Education and Social Sciences

EAJESS July-September 2020, Vol. 1, No. 2, pp. 141-149

ISSN: 2714-2132 (Online), 2714-2183 (Print), Copyright © The Author(s)
Published by G-Card
DOI: https://doi.org/10.46606/eajess2020v01i02.0029
URL: http://eajess.ac.tz

Adequacy of Laboratory Facilities for Effective Implementation of

Competence-Based Curriculum in Public Secondary Schools in Arumeru
District, Tanzania
Daniel Kosia Mokoro
Tumaini University Makumira, Tanzania
*
Corresponding author: danielkosia@yahoo.com

Abstract: The purpose of this study was to find out the extent to which implementation of
competence based curriculum (CBC) is adequately supported by laboratory facilities in public
secondary schools in Arumeru District in Tanzania. Convergent parallel mixed method design was
applied in the study. The study sampled 111 teachers, 177 students, 9 head of schools and 9
academic masters/mistresses making a total sample size of 306 respondents. Stratified-random
sampling technique was used to select students and teachers whereas a purposive sampling
technique was used to select heads of schools and academic masters/mistresses. Data were
collected using questionnaires, interview guide, observation checklist and focus group discussion
(FGD) guide. Data analysis was done using descriptive statistics and thematic analysis. The study
established that, laboratory facilities were not adequate in the schools hence it was concluded that,
the competence-based curriculum is not effectively implemented in the studied schools due to
shortage of laboratory facilities. It was therefore recommended that the government in collaboration
with other educational stakeholders should establish the required laboratory facilities for effective
implementation of the competence- based in the schools.

Key words: Competence-based curriculum, implementation, laboratory facilities, Arumeru

Tanzania

Introduction curriculum is affected by lack of in-service training

This study was propelled by the fact that previous to teachers, lack of knowledge and understanding of
studies conducted in Tanzania showed that the CBC, low quality of students joining secondary
implementation of Competence-Based Curriculum schools and students’ reluctance to accept
(CBC) has remained traditional and not effective. competence-based curriculum. Furthermore, Komba
Examples of these studies include that of Nyoni and Mwandanji (2015) investigated about the
(2018) who assessed the challenges facing teachers implementation of the CBC in secondary schools in
in implementation of the paradigm shift towards a Morogoro and found that, most teachers did not
competence-based curriculum in Iringa region. The have proper understanding of the objectives of the
study revealed that, teachers were aware of the CBC. The study concluded that, the implementation
paradigm shift but most of them did not implement of the curriculum in schools was ineffective.
due to factors such as lack of teaching and learning In the context of the current study, the literature is
resources and poor level of language proficiency on silent about any empirical research conducted in
the part of some teachers and most students. A Arumeru district on the implementation of the
study by Makunja (2015) analyzed the challenges competence-based curriculum in secondary schools.
facing teachers in implementation of the CBC in Though studies in other regions in the Tanzanian
secondary schools in Morogoro. The findings context have established that the implementation
showed that, effective implementation of the of the curriculum is ineffective, the effective
142 East African Journal of Education and Social Sciences (EAJESS) 1(2)141-149
implementation of the CBC has not been senior secondary schools in Zaria metropolis of
investigated by the previous studies. Reviewed Kaduna State, Nigeria. The study used a descriptive
literature indicated no research that investigated survey design and the population of the study
about the situation in secondary schools in Arumeru comprised of 12 government secondary schools.
District. It is against this background that, the The study established that, of 135 Biology
current study sought to investigate on laboratory laboratories required, only 51 on average were
facilities as determinants of effective available in the schools. The majority of teachers
implementation of the CBC in Tanzania, particularly (68.8%) expressed dissatisfaction with the number
in secondary schools of Arumeru District. of laboratories available in the schools. Out of 16
respondent teachers, 14 (87.5%) mentioned that
The competence-based curriculum in Tanzania is an they improvise for laboratory facilities in their
innovation intended to enhance skills and schools. These means that, teachers apply their
competencies among secondary school students. innovative skills and knowledge to ensure resources
Although studies in the Tanzanian context show that are made from local environment to enable learning
the implementation of CBC is not effective, these to take place. Also, 51.8% of students indicated that,
studies mainly focused on the teaching approaches teachers did not hold practical lessons while only
and most of them covered the tertiary and 28.2% indicated that teachers held practical lessons.
university level context (Paulo, 2014; Kavindi, 2014; This suggests a possibility that practical activities are
Tambwe, 2017; Nzima, 2016). These studies carried out due to laboratory facilities inefficiency.
revealed that, tutors are aware of the CBC concepts Further, 10 (62%) of the teachers stated that, they
but the classroom practice shows the opposite occasionally utilized laboratory facilities while
whereby traditional teaching approaches are 3(18.7%) utilize the facilities always and 18.7%
dominant. In so far as CBC implementation in utilize the facilities most of the time.
secondary schools is concerned, few studies such as
that of Makunja (2015) and that of Komba and Alufohai and Aziegbe (2016) investigated about the
Mwandanji (2015) addressed the issue in Morogoro influence of French Language laboratory on
apart from one (Muneja, 2015) which was students’ academic achievement in French in
conducted in Arusha Region where the this study Nigeria. The study used a pretest-posttest control
has been conducted. Further, some of these studies group quasi-experimental research design. The
employed the case study design with small samples, results showed that, students taught in the language
making the results not generalizable beyond the laboratory plus classrooms achieved better in
specific case context. None of the reviewed studies French language than those taught in the classroom
was conducted in Arumeru District, yet the National only. It was thus concluded that, language
Examination Council of Tanzania (NECTA) database laboratory is very important in effective
shows relatively poor performance of public implementation of the French curriculum.
secondary schools in the District for the past four
In India, Mercy (2016) investigated on the
years as 16.2% of the schools scored divisions 1 to 3
effectiveness of using language laboratory in
on average while 63.7% of private schools scored
teaching English among standard VII students in
the same divisions on average (NECTA, 2018). The
Combatore District. The study employed
study therefore investigated about the adequacy of
experimental design with a sample of 64 students.
laboratory facilities in connection to effective
Achievement test was used to collect data. Data
implementation of the competence-based
analysis involved descriptive and inferential
curriculum in public secondary schools in Arumeru
statistics (t-test) by comparing the means of
District.
experimental and control groups. The results of the
Literature Review study indicated that, language laboratory enabled
Laboratory facilities play a significant role in students to gain more knowledge in English and that
determining curriculum implementation there was a significant difference between post-test
effectiveness. Teachers’ use of these facilities is scores of the experimental group and control group
therefore the key factor to influencing the of students. A research by Mohamed (2017)
curriculum implementation outcomes. Ngozi and determined the relationship between language
Salisu (2015) carried out a study to find out the laboratories and effective ways of mastering better
availability and utilization of laboratory facilities in performance in English language in Saudi Arabia.
Students were subjected to pre-test first then
143 East African Journal of Education and Social Sciences (EAJESS) 1(2)141-149
taught using audio-visual active and recording- Findings and Discussion
playback, earphones and microphones. A post-test The collected data were analyzed and presented
was then administered and the ANOVA correlation according the research questions which guided this
results showed that, the difference in score marks of study.
the pretest and post-test was significant. The post-
test scores were better than the pretest scores. A Categorization of respondents by gender
study by Mikanjuola and Sidiq (2013) assessed the This section presents the demographic data for
vital facilities and infrastructure available for respondents. Table 1shows the respondents who
effective teaching and learning of Geography in participated in the study as categorized by gender.
senior secondary schools in Ekiti State, Nigeria. The
Table 1: Respondents by Gender
findings showed that, all the schools (100%) lacked
Category Frequency Percent
Geography laboratory. Teachers
To sum up, the reviewed studies were conducted Male 63 56.8%
Female 48 43.2
outside Tanzania and therefore this study addressed
Total 111 100
this gap by investigating on the availability of Students
laboratories toward effective implementation of the Male 91 52.3
competence-based curriculum in public secondary Female 83 47.7
schools in Arumeru District. None of studies in the Total 174 100
reviewed literature were conducted in Arumeru School Heads
District. The current study therefore sought to Male 8 88.9
investigate about the laboratory facilities as Female 1 11.1
determinants of effective implementation of CBC in Total 9 100
public secondary school in Arumeru District. Academic Masters
Male 7 77.8
Female 2 22.2
Methodology of the Study Total 9 100
The study adopted a mixed-method design known
as convergent parallel design. This is a single-phase According to Table 1, more males (56.8%) than
approach where the researcher collects both female (43.2%) teachers participated in the study.
quantitative and qualitative data, analyzes them This was based on the proportions of male and
separately then compares to see if the findings female teachers in the populations whereby males’
confirm or disconfirm each other (Creswell & proportion is slightly higher than that of females.
Creswell, 2018). The convergent parallel design For students, 91 (52.3%) males and 83 (47.7%)
enables the researcher to triangulate the methods females participated in the study. The researcher
by directly comparing and contrasting quantitative sampled equal male and female students who were
statistical results with qualitative findings for given questionnaires in the studied schools.
corroboration and validation purposes (Creswell & However, the difference in their proportions was
Clark, 2011). The convergent parallel design was attributed by questionnaires return rate whereby
preferred as it allowed the collection of both more questionnaires from female students were not
quantitative data and qualitative data for returned leading to the difference. The table also
corroboration purposes. The mixed method design shows that, a majority of heads of schools at the
helps to address the weakness of each design hence studied secondary schools were male (88.9%). Very
the mixed designs complement each other. few female teachers as is the case of 1 (11.1%) are
in the head of school position. Similarly, a majority
Population is a larger group to which one hopes to
of academic masters and mistresses who
apply the results (Fraenkel, Wallen & Hyun, 2015).
participated in this study were males (77.8%). Of
The study had a population consisting of heads of
the 9 academic masters and mistresses involved in
schools, academic masters/mistresses, teachers and
the study, only 2 (22.2%) females were holding
students. The heads of schools population consisted
academic officer position in the studied schools.
of 6 females and 29 males. The total teachers’
population was 1193. The sample included 9 heads Adequacy of Laboratory facilities
of schools, and 9 academic masters/mistresses, 111 The study inquired from various respondents about
teachers and 177 students making a total sample the adequacy of laboratory facilities in their schools.
size of 306. The respondents were teachers, students, heads of
144 East African Journal of Education and Social Sciences (EAJESS) 1(2)141-149
schools and academic masters/mistresses. Tables 2 facilities based on the teachers’ questionnaire
presents the findings about adequacy of laboratory responses.
Table 2: Teachers’ responses about the adequacy of laboratory facilities in their schools
Facility Very adequate Adequate Inadequate
Frequency Percent Frequency Percent Frequency Percentage
Science laboratories (n=26) 6 23.1 14 53.8 6 23.1
Computer laboratories 2 2.4 6 7.2 75 67.6
(n=83)
Language lab (n=86) 3 3.5 2 2.3 81 94.2
Geography lab (n=87) 5 5.7 82 94.3

Table 3: Observation Checklist data on Availability of Laboratories in schools

Facility Quantity No. Schools Percentage
Three labs 2 22
Science Labs Two labs 2 22
One laboratory 5 55
Computer Lab One 1 11
Not available 8 89
Geography Lab None available 9 100
Languages Lab None available 9 100

Table 2, shows that a majority of science teachers laboratories in schools, inadequate laboratories and
i.e. 14 (53.8%) responded that the laboratories are space, inadequate laboratory supplies, and
adequate. Other, 6 (23%) even rated the science deficiency of human resource (teachers) in science
laboratories very adequate. In addition, a majority subjects.
of teachers (94.2% and 94.3%) stated that the
One of the findings which came out from the
Language and Geography laboratories respectively
thematic analysis of the interview and focus group
are not adequate in the secondary schools. The
discussion (FGD) further revealed the inadequacy of
availability of laboratory facilities in the schools was
science laboratories. Focus group discussions were
further measured through the use of an observation
conducted in two of the sampled public secondary
checklist by the researcher as summarized in Table
schools. By coincidence, both secondary schools had
three.
3 science laboratories, for Biology, Chemistry and
Data from the observation checklist in Table 3 show Physics subjects. Even with the existence of the
the quantities of science laboratories available in three laboratories, the focus group discussion
the studied public secondary schools. Most schools members expressed that, the laboratory space did
(55%) had only one science laboratory. It was also not accommodate all students of a particular class
revealed that 22% had two and another 22% had for experimental activities. This implies that the
three laboratories. The finding implies that, the practical learning may not succeed as expected due
science laboratories are below the required number to large number of students in the practical
whereby three laboratories are required for the sessions. One of the focus group discussion
three natural science subjects namely; Biology, teachers elaborated this point as follows: “for the
Chemistry and Physics. This situation affects the laboratory buildings, we have three but there are
efficiency of teaching as students and teachers have challenges e.g. students are forced to be congested
to alternate in using the same facilities for practical in doing experiments especially in Biology where all
sessions. Furthermore, it was found that Language students study it” (FGDT2).
and Geography laboratory facilities were not
The data imply that, the situation in the laboratories
available at all the nine studied secondary schools.
may hinder effective learning as some students lack
The qualitative data from interview with heads of
the opportunity to participate in experiments and
schools revealed that science laboratories are
making observations effectively. Learning becomes
inadequate in studied secondary schools. Thematic
effective when learners take part by setting the
analysis of qualitative data captured using interview
experiments, making observations and recording.
and focus group discussion guides revealed the
Due to big number of students in secondary schools,
following findings about the adequacy of science
145 East African Journal of Education and Social Sciences (EAJESS) 1(2)141-149
practical sessions are affected and this forces a subjects relying on the same facility. The
teacher to sometimes change the mode of practical interviewee illustrated this by saying: “Being one
to demonstration by the teacher where students laboratory in the school, this becomes a scarce
observe in groups of 10 or more. This is similar to resource as when one subject is using the room, the
the finding by Mukami (2015) in Kenya who other subjects are affected. About the laboratory
established that the main activities in the resources, we thank the government now we have a
laboratories were teacher demonstration due to an lot of supplies; but we now miss the buildings”
unusual big number of students. (Interviewee 3). This datum shows that, science
laboratories become a challenge in the
Nevertheless, the members of the groups expressed
implementation of the competence based
that, schools have never failed to do practical
curriculum as these facilities are inadequate in the
examinations despite the science resources
schools though the laboratory supplies may be
shortage. This is a significant observation that
adequate. The laboratory resources need to be well
schools are doing all possible means to make sure
organized, stored appropriated and used
learners do the actual practical examinations
appropriately for learning activities. Having a single
instead of ‘alternative to practical’ (NECTA, 2019)
laboratory building creates more space deficiency as
whereby practical questions are asked and learners
the resources/supplies for different science subjects
attempt theoretically than doing the actual
are mixed up in the available space.
experiments.
This finding about the science laboratories adequacy
The interviews with heads of schools also revealed
in secondary schools agrees with that by Achimungu
that the schools had inadequate numbers of
(2016) in Nigeria who also found that, the lack of
laboratories and also some are incomplete in terms
science laboratories and inadequate infrastructure
of gas and water systems, storage rooms and fumes
affected the implementation of Chemistry
chambers. This finding agrees with that by Mukami
curriculum in secondary schools. The results also
(2015) in Kenya who found that some available
support the findings of two studies (Zengele &
science laboratories in secondary schools in Meru
Alemeyahu, 2016; Daba & Anbesaw, 2016) which
South District were lacking vital requirements like
found that, secondary schools lacked laboratory
fume chambers, first aid kit, gas taps and running
rooms and separate laboratories for sciences
water. The inadequacy of science laboratories is
respectively in Ethiopia. The contexts of the three
likely to affect the implementation of the
studies are similar as all represent the developing
competence based curriculum in schools.
countries whereby the infrastructures for science
Several interviewees expressed about how facilities may not be well established. The finding is
inadequacy of science laboratories is affecting also similar to that of Pareek (2019) which
learning in schools. One interviewee for example established that most studied secondary schools in
explained about the effect of sharing laboratory India did not have separate science laboratories and
room among different subjects as follows: “the that only one of the 21 studied secondary schools
sharing of laboratories between A-level and O-level had one functional science laboratory.
students is affecting learning as students don’t get Table 4: Availability of computer laboratory
enough time to use the laboratories due to sharing” Response Frequency Percent
(Interviewee 1). The A-Level students follow their Available 25 14.5%
own curriculum which is different from the O-level Not available 148 85.5%
(two different cycles of education). Thus the Total 173 100%
laboratory sharing is likely to inconvenience each
class level in planning and conducting experiments As Table 4 shows, a majority (85.5%) of students
within the same laboratory buildings as the other mentioned that their schools are lacking computer
group will get delayed to cover the required laboratories. Few students (14.5%) said the schools
experiments. This makes laboratory a limited and had computer laboratories. Data from observation
scarce facility as both levels of education rely on the checklist also show similar finding as only one school
limited laboratory facility due to inadequate had a computer laboratory. Absence of this facility
numbers of laboratories. The presence of a single in schools may make the schools lag behind in
science laboratory in a school made the laboratory gaining computer literacy skills which are among the
become a scarce resource due to different science CBC competencies. Thematic analysis of qualitative

146 East African Journal of Education and Social Sciences (EAJESS) 1(2)141-149
data also revealed that “lack of computer laboratory explaining the importance of computers and
facilities” influence the effective implementation of internet, one member said:
the curriculum.
It is important to have a computer
The FGD with teachers revealed that, schools lacked laboratory to enable students to search
computer laboratories and computers. Only the materials. The Library and computer
administrators’ offices had one computer to serve laboratories are not separable. This is a
the whole school. In one FGD, it was mentioned that problem in our school. When a student
the school had a Liquid Crystal Display (LCD) cannot find a book in the library, a student
projector and the resource is helping teachers to can shift to searching the material in the
display notes and experimental procedures in computer that is connected with the internet
classes. This is commendable as it adds efficiency to (FGDT).
the teaching process and adds value to learning
The lack of computers in schools makes learners
through seeing instead of just hearing. The resource
ignorant of current technology and achievement of
complements the traditional way of teaching
computer literacy competence among secondary
through teacher talk or lecture.
school students will just be a dream not achievable.
Both FGD groups expressed that, the integration of The Ministry of Education should therefore think
ICT in teaching/learning is affected by absence of about this competence and develop materials and
computers and internet in their schools. A research human resources in this aspect so as to equip
by Ghaviefekr and Rosdy (2015) in Malaysia noted secondary school community with computing skills.
that, technology-based teaching and learning in
Students’ responses supported those from teachers
schools is more effective than the traditional
and the observation checklist. When asked about
classroom. Some teachers who participated in the
the availability of Geography and Language
current study stated that, they sometime try
laboratories in their schools nearly all indicated that
downloading materials using their phones but the
these laboratories are not available. Their responses
use is affected by lack of computer facilities. In
are summarized in Table 5.
Table 5: Students’ responses about availability of Geography and Language Laboratories
Laboratory Available Not available
Frequency Percentage Frequency Percent
Geography 8 4.6 165 95.4
Languages 5 2.9 173 97.1

With reference to Table 5, most students mentioned French language than those taught only in the
that their schools do not have Geography and classroom. Also in India, Mercy (2016) proved that,
Language laboratories (95.4% and 97.1%) language laboratory supported learning positively
respectively. Very few students who mentioned that when compared to traditional method as it
these facilities are available possibly they don’t impacted positively on the teaching of English
understand what these facilities are. The finding of language in primary schools in the country.
the current study is similar to the finding by
Mwesiga (2017) in Morogoro which showed that, These findings imply that, the laboratory facilities
four community secondary schools studied did not for the mentioned non-science subjects are not of
have a Geography laboratory except the existence the priority by educational stakeholders. This may
of at least a Geography resource room in one be due to the notion that there are no practical
school. The results are also similar to the findings by activities or papers in those subjects during
Mikanjuola and Sidiq (2013) in Nigeria who found examinations. This also shows that, there is
that, in 43 studied secondary schools, all the 43 did knowledge gap between curriculum developers and
not have a Geography laboratory among other the implementers since these laboratory facilities
facilities missing. This suggests that Geography were included among the facilities required in
laboratories are not common in schools. A research secondary education competence based curriculum
study by Aluofohai, and Aziegbe (2016) in Nigerian in Tanzania.
secondary schools established that students taught Due to the absence of Geography laboratory in
in the laboratory and classroom achieved better in secondary schools, secondary school students will
147 East African Journal of Education and Social Sciences (EAJESS) 1(2)141-149
continue missing learning important aspects that The government should also collaborate with
would best be learned though practical sessions for stakeholders such as community to establish all the
acquisitions of geographical skills. In responding to required facilities such as Science, Geography,
the teachers’ questionnaire, a teacher mentioned language and computer laboratories.
the consequences such as: “absence of Geography
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