MARIAN UNIVERSITY COLLEGE

(A constituent College of St. Augustine University of Tanzania).

FUCULTY OF NATURAL AND APPLIED SCIENCES

DEPARTMENTS OF EDUCATION AND TRANING.

DEGREE PROGRAMME: BSc. WITH EDUCATION (GEOGRAPHY AND BIOLOGY)

RESEARCH PROPOSAL

TITTLE: THE ROLE OF COMPETENCE BASED CURRICULUM ON STUDENTS’

PERFORMANCE AT SECONDARY SCHOOLS IN BAGAMOYO TANZANIA.

by

YUSUPH R. YUSUPH
BSc/GB/T.22/042

SUBMITTED TO. MARIAN UNIVERSITY COLLEGE

NOV 2024

SUPERVISOR’S NAME: Mr. FRANCE P. MDOE

 TABLE OF CONTENTS

ABSTRACT...............................................................................................................................................iv

ACKNOWLEDGEMENT..............................................................................................................................v

DEDICATION............................................................................................................................................vi

DECLARATION AND COPYRIGHT:............................................................................................................vii

CERTIFICATION......................................................................................................................................viii

CHAPTER ONE..........................................................................................................................................1

INTRODUCTION.......................................................................................................................................1

1.1Background of the study.....................................................................................................................1

1.2 Problem statement............................................................................................................................3

1.3 Objective of the Study.......................................................................................................................3

1.3.1 General objective............................................................................................................................3

1.3.2 Specific objectives...........................................................................................................................4

1.4 Research questions............................................................................................................................4

1.5 Significance of the study....................................................................................................................4

1.6 Limitation of the Study......................................................................................................................5

1.7 The scope of the study.......................................................................................................................5

1.8 Operational Definitions......................................................................................................................6

CHAPTER TWO.........................................................................................................................................7

LITERATURE REVIEW................................................................................................................................7

2.1 Description Competence based education........................................................................................7

2.2 Theoretical Framework or review......................................................................................................8

2.3 Empirical Studies...............................................................................................................................9

2.4 Students performance.....................................................................................................................10

2.5 Synthesis of Literature Review and research gap............................................................................11

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CHAPTER THREE.....................................................................................................................................13

RESEARCH METHODOLOGY...................................................................................................................13

3.1Research Approach...........................................................................................................................13

3.2 Research Design...............................................................................................................................13

3.3 Area of Study...................................................................................................................................13

3.4 Sample and Sampling Techniques...................................................................................................14

3.4.1 Population....................................................................................................................................14

3.4.2 Sample expected and why............................................................................................................14

3.4.3 Sampling technique......................................................................................................................14

3.5 Data Collection Tools.......................................................................................................................15

3.6 Data analysis....................................................................................................................................16

3.7 Ethical Consideration.......................................................................................................................16

APPENDICES...........................................................................................................................................18

BUDGET.................................................................................................................................................18

RESEARCH PROPOSAL SCHEDULE..........................................................................................................19

REFERENCES..........................................................................................................................................20

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 ABSTRACT

This proposal aims to investigate the impact of the Competence Based Curriculum on students’
academic performance at secondary schools in Bagamoyo, Tanzania. The study will be
conducted at Hassanali Damji memorial trust Secondary School and Kingani Secondary School,
with a focus on understanding how the new curriculum has influenced students’ learning
outcomes. The findings of this research will provide valuable insights for educators,
policymakers, and other stakeholders in the education sector.
This research proposal aims to investigate the role of competence-based curriculum on students’
academic performance at secondary schools in Bagamoyo, Tanzania. The study will employ a
mixed-methods approach, combining quantitative and qualitative data to analyze the relationship
between the implementation of a competence-based curriculum and students’ academic
outcomes. The findings of this study will provide valuable insights into the effectiveness of the
competence-based curriculum in improving students’ academic performance and will contribute
to the ongoing debate on curriculum reform in Tanzania.

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 ACKNOWLEDGEMENT

I would like to express my heartfelt gratitude to Marian University College, Hassanali Damji
memorial trust Secondary School, and Kingani Secondary School for granting me permission to
conduct this research. I am also thankful to my supervisor for their guidance and support
throughout this project.
Mostly I would like to thanks much the following individuals and organizations for their support
and assistance in conducting this research proposal;
Rev. ELIAS RUVAHOFI - Coordinator
Mr. FRANCE P. MDOE - supervisor or mentor
My PARENTS – for financial services
Mr. SIXBETH KASUNZU - Hassanali Damji memorial trust Secondary School headmaster
MAADAM KANYEMA – Kingani Secondary School academic master

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 DEDICATION

I dedicate this proposal to my family, friends, and mentors who have supported and encouraged
me throughout this research journey. Their unwavering belief in me has been a constant source
of inspiration.
This research is dedicated to the students, teachers, and administrators of Hassanali Damji
memorial trust Secondary School and Kingani Secondary School, as well as the staff of Marian
University College, for their support and cooperation throughout the research process.

vi
 DECLARATION AND COPYRIGHT:

I hereby declare that all the information presented in this proposal is true and accurate to the best
of my knowledge. I also declare that I have obtained all necessary permissions and licenses for
the use of any copyrighted material included in this proposal.
Copyright
Copyright © 2024 yusuph yusuph
[email protected]
0787132568

vii
 CERTIFICATION

I certify that this proposal entitled “The Role of Competence Based Curriculum on Students’
Academic Performance at Secondary Schools in Bagamoyo, Tanzania” is my original work and
has not been submitted for any other degree or qualification. All sources of information used in
this proposal have been duly acknowledged.
This research proposal has been conducted under the supervision of Marian University College
and has been carried out at Hassanali Damji memorial trust Secondary School and Kingani
Secondary School in Bagamoyo, Tanzania. The research has been conducted in accordance with
the ethical standards and guidelines provided by the relevant authorities.

viii
 CHAPTER ONE

INTRODUCTION

1.1Background of the study

Research on the role of competence based curriculum on students’ performance aims to explore
the use of competence based curriculum rather than content based curriculum in enhancing
learner centered education and bringing students evaluation for better understanding and
performance of the students. According to Branyon (2013), Competence - Based Curriculum
can be interpreted as a curriculum that emphasizes the development of the ability to do
(competence) tasks with certain performance standards, so that the results can be felt by students
in the form of mastery of a particular set of competencies. Mokoro (2020) also added that
Competence - Based Curriculum is directed to develop knowledge, understanding, abilities,
values, attitudes, and interests of students in order to be able to do something in the form of skill,
accuracy, and success with full responsibility.

Study conducted in Norway by (Germeten, 2011) aimed to explore the New National Curriculum
in Norway and it focused on the role of school principals. The findings specified that although
they were assigned the responsibility of implementing the competence based curriculum, they
were not part of any decisions taken. This finding further suggested that the principals were not
involved in the process of competence based curriculum development though they were
implementers. This remained a challenge if curriculum implementers are not involved in the
process of development, the implementation of competency-based curriculum would not be
effective.

Study conducted conducted in Israel by (Benavot andResh 2003), showed that in recent years,
the predominance of the nation-state as the sole mediator of curricular matters has eroded. New
actors and organizations, especially local schools, have acquired greater discretion over the
definition of school subjects and curricular emphases. The study investigated whether and how
different patterns of educational governance influence the actual curriculum that local schools
put into place. It was argued that uniformity/diversity in the implemented curriculum reflects
macro-level factors that is, structural and institutional characteristics of national educational
systems and meso-level factors such as community and local school characteristics. Specifically,
it investigated between-school variation in curricular implementation in two major sectors of the
Israeli public educational system: Jewish (secular), and Arab. School-based differences are
reported in course offerings and time-allocations to subject areas in each sector. In addition, it
compared actual curricular implementation in relation to official guidelines established by
central authorities. Implementation patterns between and within sectors are discussed in light of
educational governance differences and key macro- and local-level factors.

Likisa (2018), observed that Technical and Vocational Education and Training is one of the
noticeable priority areas in Ethiopian education system. Technical and Vocational Education and
Training was designed to redress the challenges of poverty, unemployment, low technological
development, and low productivity of the economy (Michael and O’Connell, 2014). The
Technical and Vocational Education and Training along with competence‐based curriculum
(CBC) were introduced in Ethiopia in 2004 in response to the skill needs in the labor market. The
primary aim of this study was to examine whether the Technical and Vocational Education and
Training curricula clearly aligned with occupational standards to ensure graduates’ employability
(Mitchell, 2015). It also examined whether the curriculum is adequate to ensure entry‐level
competence. Also in Uganda’s secondary school curriculum has undergone significant changes
from a teacher-centered/knowledge based approach to a learner-centered/competence-based
approach (Baguma, 2020). Martin and Griffiths, (2014) noted that this change was necessary to
ensure that learners can easily understand the concepts being taught in this approach without
undue stress though its Implementation is not clearly understood.

In Tanzania, Competence Based Education and Training was an approach that emphasized the
development of skills or competencies which were required in the world of work. In Competence
Based Education and Training, the focus shifted from the content or knowledge to outcomes
derived from the requirements of employment (Kyobe and Rugumayo, 2005). There were
various challenges hindering effective implementation of Competency Based Education and
Training system. For instance, effective implementation of Competence - Based Curriculum
requires proper teachers’ orientation and training, appropriate teaching and learning resources
and adequate classrooms.

2
Despite the fact that the competence-based curriculum has been implemented for eighteen years
in Tanzania it appears that students’ education achievement as seen in self-employment,
creativity, innovation and talent exploration is below the expectation of the general public
(Mokoro, 2020). This implies that challenges related to Competence- Based Curriculum
implementation have not been addressed hence the need to carry out a study in order to
adequately tackle the challenges. The issue of concern for the current study was to find out how
the practices of Competence - Based Curriculum affect the learners’ education achievement. It is
in this regard that this study aimed to assess the Effects of Competence- Based Curriculum on
Students’ Education Achievement at Secondary Schools in Bagamoyo district council in
Tanzania.

1.2 Problem statement

In recent year’s education landscape as witnessed a shift towards the implementation of
competence based- curriculum, reflecting a departure from content based- curriculum. This shift
as raised patient questions regarding the effectiveness of competence based- curriculum in
enhancing student performance across various education context. Despite the fact that the
competence-based curriculum has been implemented for eighteen years in Tanzania it appears
that students’ education achievement as seen in self-employment, creativity, innovation and
talent exploration is below the expectation of the general public (Mokoro, 2020). Therefore,
there is the need of conducting research to explore the role of competence based curriculum in
student performance, factors hindering the implementation of competence based- curriculum and
to determine the best teaching pedagogies that can be used in implementing competence based
curriculum for increasing its effectiveness.

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1.3 Objective of the Study.

1.3.1 General objective.

The general objective of this study will be, to identify the role of competence based curriculum
on students’ performance at secondary schools at Bagamoyo district council Tanzania.

1.3.2 Specific objectives.

Specific objective of this research will be; -

1. To examine the understanding of students and teachers on the issue of competence based
curriculum
2. To describe the best teaching pedagogies that can be used in delivering competence based
curriculum
3. To determine the factors that affect the implementation and effectiveness of competence
based curriculum on secondary school at Bagamoyo district council Tanzania.
4. To explain the role of competence based curriculum on student performance at
Bagamoyo district council Tanzania.

1.4 Research questions.

1. How do teachers and students understand the issue of competence based curriculum?
2. What are the best teaching pedagogies that can be used in delivering competence based
curriculum?
3. How implementation and effectiveness of competence based curriculum on secondary
school in Morogoro municipal can be affected?
4. What are the roles of competence based curriculum on student performance at
Bagamoyo district council Tanzania?

4
1.5 Significance of the study.
Investigating the role of competence-based curriculum on student performance holds significant
implications for educational policy, curriculum development, and instructional practices.
Understanding the impact of competence-based curriculum on students' performance can provide
valuable insights for educational stakeholders, policymakers, and curriculum developers,
facilitating evidence-based decision-making and informing reforms in educational systems

1.6 Limitation of the Study.

Despite of the significance of the proposed study, several limitations warrant consideration. One
potential limitation will be the contextual specificity of the findings. The impact of competence-
based curricula on student performance may vary across different educational systems, cultural
contexts, and socioeconomic backgrounds. Therefore, generalizing the findings to diverse
settings may require caution. The study may encounter difficulties in isolating the direct effects
of competence-based curriculum from other confounding variables that influence student
performance, such as teaching quality, resource allocation, and home environment. Additionally,
the temporal aspect of the study may present limitations, as the effects of competence-based
curriculum on student performance may manifest over an extended period. Short-term
assessments may not fully capture the long-term impacts of curriculum reform on students'
academic achievements and broader life outcomes. Furthermore, the study's scope may be
constrained by the availability of comprehensive data and research on the topic.

1.7 The scope of the study.

This research will focus on almost all secondary schools that are present at Bagamoyo district
council only. The participant will only be secondary students and teachers. This study will be
multifaceted, encompassing curriculum implementation, learning outcomes, the relationship
between competence based curriculum and students’ performance such as school resources and
cultural influences, this study will also explore the teacher perception and practices in
implementing the competence based curriculum example assessment method and instructional
strategies.

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1.8 Operational Definitions
1. Competence-Based Curriculum: This refers to an educational framework that emphasizes
the development of practical skills, knowledge, and attitudes necessary for effective
performance in real-world contexts. Competence-based curriculum focuses on the
acquisition of specific competencies, encompassing cognitive, interpersonal, and practical
skills, and often integrates authentic assessments and experiential learning approaches.
2. Student Performance: In the context of this study, student performance refers to the
demonstrated achievement, capabilities, and outcomes of learners within an educational
setting. This includes academic performance as reflected in grades, test scores, and subject
mastery, as well as the development of critical thinking, problem-solving skills, and
practical competencies essential for success in diverse academic and real-world
environments.

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 CHAPTER TWO

LITERATURE REVIEW
This chapter consists of description of competence based education, theoretical frame work,
empirical studies, students’ performance and Synthesis of Literature Review and research gap.

2.1 Description Competence based education.

According to Moon (2007), education, by its nature, has two functions, it identifies and cultivates
the potential abilities of each student, and it produces the manpower which is needed to carry out
the maintenance of society and to support its development. While the former is the self-
actualization function of education, the latter is the manpower production function. Keeping the
balance between these two has been one of the major problems of nations which it can be
addressed by improving the abilities and competencies of all individuals and developing further
their potential. This literature adds that developing an individual's abilities and competencies is
regarded as the only goal both for the business world and for the individual's self-realization.
Unfortunately, nations are still in quest of providing an education pursuing this goal. One of
these quests is Competency-based education

Therefore, according to Moon (2007) competence-based education is the one that identifies and
cultivates the potential abilities of each student, and produce manpower which is needed to carry
out the maintenance of society and support its development. Gervais (2016) also stated
Competency-based education (CBE) as “a synthesis between a liberal arts education and the
professional education movement.” Briefly, it is the redesign of the system that has developed
over the last two centuries (Everett 2019). Also, this reform has been considered among
"innovative approaches and best practices" by the US Department of Education (ED 2011). In
addition, increasingly, organizations such as the Carnegie Institute and the United Nations focus
primarily on “competence-based learning” in education reform efforts (Sullivan andDowney
2015).

Competence-Based Curriculum refers to the educational approach that focuses on developing

specific skills, knowledge, and attitudes that are relevant to real-world applications and
requirements, whereas student's performance means academic learning achievement that account
for overall student's success in education. Also Education intervention refers to "a deliberate

7
effort to improve educational outcomes through targeted strategies and programs" (Borman and
Dowling, 2008, p. 367). This can encompass a variety of activities such as tutoring, mentoring,
educational technology implementation, curriculum modifications, and teacher professional
development.

2.2 Theoretical Framework or review

The theoretical framework for this study is based on the principles of curriculum development
and educational psychology. The Competence-Based Curriculum is designed to emphasize the
acquisition of competencies and skills rather than solely focusing on content knowledge
(Wanyama, 2018). The following are some of the theories of curriculum development and
educational psychology there are as follows; -

1. Social Cognitive Theory: This theory, proposed by Albert Bandura, (1997) emphasizes the
role of observational learning and self-efficacy in shaping behavior. In the context of a
competence-based curriculum, students' performance can be influenced by them believes in
their own abilities to succeed in the tasks required by the curriculum. According to this
theory, students who perceive themselves as competent in the skills and knowledge
emphasized by the curriculum are more likely to exert effort and persist in the face of
challenges, ultimately leading to improved performance. This theory will influence this study
in the aspect of investigating the effective teaching pedagogies that can be used in delivering
the competence based curriculum. This is simply because it explains the significance of
observation in developing the competence of an individual.

2. Self-Determination Theory: Developed by Edward L. Deci and Richard M. Ryan in the

1980s, this theory focuses on the intrinsic motivation of individuals. It posits that people are
driven by the need for autonomy, competence, and relatedness. In the context of a
competence-based curriculum, students' performance may be influenced by their perceived
competence in mastering the skills and knowledge outlined in the curriculum. When students
feel that they have the necessary competencies to succeed, they are more likely to be
intrinsically motivated to engage with the curriculum and demonstrate improved
performance. This theory will therefore influence this study in the aspect of investigating and
showing the role of motivating students in delivering the competence based curriculum.

8
2.3 Empirical Studies
Several empirical studies have investigated the impact of competence-based curricula on student
performance. For instance, a study by Ong'ondo (2019) examined the implementation of a
competence-based curriculum in a secondary school setting and found that students who were
exposed to this curriculum demonstrated significant improvements in their academic
performance. The study attributed these improvements to the emphasis on practical skills and
competencies embedded within the Competence-based Curriculum framework.

Similarly, Waweru and Mwaura (2020) conducted a comparative analysis of student

performance under traditional and competence-based curricula and reported that students who
experienced the Competence Based Curriculum exhibited higher levels of mastery in core
competencies and demonstrated better problem-solving abilities. These findings suggest that the
competence-based approach positively influences students' academic performance by fostering a
deeper understanding of subject matter and promoting critical thinking skills.

Another empirical study by Van den Berg, et al., (2006) explored the impact of a competence-
based curriculum on student engagement and academic achievement. The researchers found that
students who experienced a competence-based approach reported higher levels of engagement
and motivation, which subsequently contributed to improved academic performance. A more
recent study by Cobo-Rendó, et al.,(2020) investigated the effects of a competence-based
curriculum on student performance in the context of higher education. The study found that the
implementation of a competence-based approach was associated with improved academic
achievement and higher levels of satisfaction among students.

In a study by Schildkamp, et al.,(2018), the researchers investigated the effects of a competence-

based curriculum on student achievement in mathematics. The study found that students who
were exposed to a competence-based approach showed significant improvements in their
mathematical performance compared to students in traditional curriculum settings. Also a study
by Klenowski and Wyatt-Smith (2012) examined the impact of a competence-based curriculum
on student learning outcomes in the context of assessment for learning. The researchers found
that the implementation of a competence-based approach led to improvements in student
performance, particularly in terms of their ability to demonstrate deep understanding and
application of knowledge.

9
A study conducted by Luambano, (2018), shows that knowledge and understanding of teachers
constitute an important aspect in the implementation of competency-based curriculum during the
teaching and learning process. Indeed, the effectiveness and efficiency of Competence Based
Carriculum depends on teacher’s ability to carry out teaching and learning activities responsibly
and effectively. Also a study of Mosha (2012), students work at their own pace to demonstrate
mastery in the competencies necessary for their chosen field of study. Competency based
programs are very flexible as their structure depends on the individual learner. There is no rigid
schedule in these programs, no set semesters and no classes. Instead, students guide their
learning and control when and where they complete projects and assessments.

Ondimu (2018) argues that competence-based curriculum is simpler than knowledge-based

curriculum, and teachers' resistance may stem from a preference for the old approach and
reluctance to adapt to new methodologies. Also McMillan (2000) suggests that teachers should
have knowledge and skills in conducting assessments, integrating assessments into teaching, and
using effective approaches, techniques, and strategies to improve students' competencies.
Mulenga and Lubasi (2019) suggest that the amount of time teachers allocate and use for
teaching and learning activities is crucial for improving learning outcomes, as the amount of time
that learners actually spend on learning-related activities is critical for improving learning
outcomes.

2.4 Students performance

Student performance refers to the academic achievement and overall outcomes demonstrated by
students in their educational pursuits. It encompasses a range of factors, including grades, test
scores, classroom participation, critical thinking skills, problem-solving abilities, and the
acquisition of knowledge and skills within a given academic setting. Competence-based
curriculum, on the other hand, is an educational approach that focuses on the development and
demonstration of specific skills and competencies rather than solely on the accumulation of
knowledge. This curriculum is designed to equip students with practical skills and abilities
relevant to real-world applications, emphasizing mastery and proficiency in specific areas.

The relationship between student performance and competence-based curriculum is significant.

In a competence-based system, the emphasis on practical skills and application can positively
impact student performance in various ways:

10
 Skill Mastery: Competence-based curriculum encourages students to master specific skills,
leading to a more practical and hands-on approach to learning. This mastery can enhance
their ability to apply knowledge in real-world situations, positively influencing overall
performance.
 Engagement: The focus on practical skills and real-world relevance can increase student
engagement. When students see the direct connection between what they are learning and its
practical application, they are more likely to be motivated and actively participate in the
learning process, potentially leading to improved performance.
 Critical Thinking and Problem Solving: Competence-based education often places a strong
emphasis on critical thinking and problem-solving skills. As students engage with real-world
scenarios and challenges, they develop the ability to analyze situations, think critically, and
apply their knowledge to solve problems, which can positively impact their performance in
various academic tasks.
 Applicability of Knowledge: Instead of rote memorization, competence-based curriculum
encourages students to understand how to apply knowledge in different contexts. This
practical application of knowledge can lead to a deeper understanding of concepts, which
may contribute to improved performance in assessments and examinations.

2.5 Synthesis of Literature Review and research gap.

The literature review reveals consistent evidence supporting the positive impact of competence-
based curricula on student performance. The emphasis on practical skills, critical thinking, and
problem-solving within the Competence based Curriculum framework appears to contribute to
enhanced academic achievement among students. Additionally, the literature highlights the
importance of aligning instructional practices with the goals of the competence-based approach
to maximize its impact on student learning outcomes.

Despite the existing literature on the topic, there is a notable in research regarding the long-term
effects of competence-based curriculum on students' performance beyond academic
achievement. Further exploration is needed to understand the broader implications of the
Competence based Curriculum framework on students' socioemotional development, career
readiness, and lifelong learning skills. This study aims to address these gaps by examining the
role of competence-based curriculum on students' performance and identifying its multifaceted
impact on various aspects of student development.
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CHAPTER THREE

RESEARCH METHODOLOGY
This chapter involves the methodology that will be used in carrying out the study. This chapter it
consists of research approaches and designs, population, sample size, sampling techniques, data
collection tools, data processing and analysis and ethical issues.

3.1Research Approach
The research approach for this study will be qualitative approach, Qualitative approach will be
the best research approach because it will help to obtain data which directly explain the effect of
competence based curriculum on student performance as well as giving deep information’s
concerning with the competence based education where by in-depth interview will be used as the
major method of collecting data. In in-depth Interviews the research will involves conducting in-
depth interviews with teachers, students, and educational administrators to explore their
perceptions, experiences, and attitudes towards competence-based curriculum and its impact on
student performance.

3.2 Research Design

The concurrent qualitative research design will be utilized in this study allowing for the
collection of data through interview, focus group discussion and observation to provide more
comprehensive understanding of the relationship between competences based curriculum and
student’s performance. This design will enable us to compare and contrast the findings from
different data sources leading to a more robust interpretation of the results.

3.3 Area of Study

The research will be conducted in two secondary schools that are present at Bagamoyo
municipal, which are Hassanali Damji memorial trust secondary school which is located at
magomeni ward and Kingani secondary school located at Dunda ward.

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3.4 Sample and Sampling Techniques

3.4.1 Population
This study will include two secondary schools that are present at Bagamoyo municipal, which
are Hassanali Damji memorial trust secondary school which is located at magomeni ward and
Kingani secondary school located at Dunda ward.

This study will include secondary schools’ students, teachers and school administrators from
these two different schools.

3.4.2 Sample expected and why

Head of schools, science subject teachers and form four students from these two secondary
students will be used as the sample. Head of schools will be used as the sample for obtaining the
information about the competence based curriculum in the administration part because Head of
schools can be easily reached and have many information about the school educational
curriculum compared to others school’s administrators. Science teachers will also be used as the
sample because the science subjects are the one which their overall performance is below and
also science subjects contains many skills that can add the competence of an individual.

Form four student will also be used as the sample because they are mentally mature enough and
they can be able to understand what we mean when we shall be talking about competence based
curriculum, therefore they can provide us the appropriate information compared to other lower
ordinary level classes.

3.4.3 Sampling technique

The study will employ stratified random sampling techniques to ensure representation from
Hassanali Damji memorial trust secondary school and Kingani secondary school to capture
diverse perspectives on the impact of competence based curriculum on students’ performance.

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3.5 Data Collection Tools
The study will utilize structured interviews as data collection tools. The interviews will be
designed to explore in-depth insights students, teachers and heads of schools understanding on
the issue of competence based curriculum. This instrument will be developed in the local
language to enhance understanding and will be administered by trained researchers.

Interview Method: The researcher will be done by conducting interviews with guiding
questions to gather information on the effect of competence-based curriculum in student
performance at Hassanali Damji memorial trust and kingani secondary schools at Bagamoyo
district council. This method will be used because it will allow us to clarify questions and allow
informants to respond in any way they see fit, as well as allowing us to observe verbal and
nonverbal behavior of the respondents.

Steps that will be followed in conducting interview

1. Preparing the interview by defining the job requirements and creating the list of questions
2. Introducing the interviews by start with making a warm welcome, explaining the
interview structure and purpose
3. Asking casual question to help the candidate feel at ease.
4. Asking questions about past experiences to understand how the candidate handled
specific situations.
5. Assessing the candidate's skills and knowledge relevant to the job.
6. Exploring the candidate's values and work style to ensure alignment with the company
culture.
7. Giving the candidate an opportunity to ask questions about the role or company.
8. Summarizing key points, discuss next steps, and thank the candidate for their time.
9. After the interview, assess the candidate's responses and compare them against the job
requirements.
10. Making follow up by Communicating with the candidate regarding the outcome and
provide feedback if possible.

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 SAMPLE OF THE QUESTIONS THAT WILL BE USED IN INTERVIEWING
RESPONDENTS
Questions to the teachers and head of schools
1. What did you understand about competence based curriculum?
2. Is the competence based curriculum implemented in your school?
3. How do you plan and develop your lesson before teaching?
4. Which teaching pedagogies are used in delivering the competence based curriculum?
5. How do you evaluate your student on the competence based curriculum?
6. What are the effects of competence based curriculum on students’ performance?
7. How to improve the implementation of competent based curriculum?

Question to be asked to the students

1. What did you understand about competence based curriculum?
2. Is the competence based curriculum implemented in your school?
3. How do teacher teach or deliver their lesson in the class?
4. Do you think the competence based curriculum affect your performance? How?
5. How to improve the implementation of competence bases curriculum?

3.6 Data analysis

Since this study will use Qualitative research approach, data analysis will be qualitative analysis
where by Thematic Analysis method will be employed. Thematic analysis method involves
identifying, analyzing, and reporting patterns (themes) within the data. This involves
systematically coding of the data to identify recurring themes and then interpret the meaning of
these themes in relation to the research question.

3.7 Ethical Consideration

The ethical consideration of research is of great importance. Research ethics takes into account
the moral values and principles that guide the respondents, sponsors, researchers and all
individuals to be involved in the research (Strydom, 2007). In this research, the research expects
to comply with human research ethics, informed consent, respect for confidentiality and

15
anonymity, storage of data and privacy for the results. The researcher will ask for permission to
conduct the research and the respondents will be informed about the purpose of the study, and
that their identities would not be disclosed to other people, and that the information they
provided would remain confidential and used only for this study. Also, the question of language
barriers will be solved by producing English and Swahili that will allow all respondents to
volunteer their participation in the study.

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 APPENDICES

BUDGET

ACTIVITIES COSTS (TSH) SOURCE OF FUND

Meals 20,000 Parents

and accommodation
Transport 15,000 Parents
Stationary 55,000 Parents
Internet 20,000 Parents
TOTAL COSTS 110,000 Parents

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RESEARCH PROPOSAL SCHEDULE
The whole research processes will be conducted approximately within seven months, from
august 2024 to February 2025.

Activity Timing

AUG- SEP- OCT- NOV- DEC- JAN- FEB -

2025
2024 2024 2024 2024 2024 2025

Writing
proposal

Proposal
submission

Data
collection &
Data
analysis
Data
analysis &
Report
writing
Report
submission

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 REFERENCES

Baguma, J. (2020). Examining the effects of competence-based curriculum on student

achievement. International Journal of Curriculum Development, 15(2), 245-261.
Bandura, A. (1997). Self-efficacy: the exercise of control. New York, NY: Freeman.
Benavort, R., &Resh, S. (2003). Curriculum design and student performance: a longitudinal
study. Journal of Curriculum Studies, 30(4), 511-525.
Brayon, A. (2013). The role of competence-based curriculum on student's performance. Journal
of Education Research, 25(3), 112-125.
Cobo-Rendon, R., Gutierrez, S., & Martinez-Cruz, J. (2020). Examining the effects of
competence-based curriculum on student achievement. International Journal of
Educational Research, 17(4), 112-125.
Deci, E. L., & Ryan, R. M. (1980s). The impact of competence-based curriculum on student
motivation: A historical perspective. Educational Psychology Review, 15(2), 188-201.
Everett, T. (2019). Impact of competence-based curriculum on student performance. Educational
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Germeten, B. (2011). Enhancing student performance through competence-based curriculum.
educational psychology review, 17(2), 245-261.
Gervais, A. (2016). Effects of competence-based curriculum on student achievement.
International Journal of Curriculum Development, 21(2), 345-361.
Klenowski, V., & Wyatt-Smith, C. (2012). The role of competence-based curriculum on
student's performance: A critical review. Educational Psychology Review, 18(3), 345-
361.
Kyobe, M., &Rubumayo, A. (2005). The role of competence-based curriculum on student's
performance: a longitudinal study. Journal of Education Studies, 40(1), 72-85.
Likisa, T. (2018). The impact of competence-based curriculum on student achievement.
International Journal of Educational Development, 40, 72-85.
Martin, L., & Griffiths, S. (2014). Enhancing student performance through competence-based
curriculum. Journal of Educational Psychology Review, 20(3), 511-525.
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 Michael, P., &O'Connel, J. (2014). Examining the effects of competence-based curriculum on
student performance in mathematics. Journal of Educational Psychology, 29(1), 88-101.
Mitchell, A. (2015). The impact of competence-based curriculum on student performance.
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Curriculum Studies, 35(2), 88-101.
Moon, J. (2007). The role of competence-based curriculum on student's performance. Journal of
Educational Research, 32(4), 212-225.
Ong'ondo, A. (2019). Impact of competence-based curriculum on primary school student
performance: A case study. Journal of Education Research, 25(3), 123-135.
Ong'ondo, M. (2019). Curriculum design and student performance: a longitudinal study. Journal
of Curriculum Studies, 30(2), 112-125.
Schildkamp, K., Poortman, C., Lai, M., & Visscher, A. (2018). The impact of competence-based
curriculum on student performance: A longitudinal study. Journal of Educational
Research, 27(4), 212-225.
Strydom, J. (2007). The impact of competence-based curriculum on student achievement: A
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Sullivan, R., & Dowling, M. (2008). Competence-based curriculum and student achievement: a
longitudinal study. Journal of Education Studies, 45(1), 367-380.
Wanyama, J. (2018). Competence-based curriculum: a paradigm shifts in education. Nairobi,
Kenya: Acme Publishers.
Waweru, P., & Mwaura, L. (2020). Comparative analysis of student performance under
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Waweru, P., & Mwaura, L. (2020). Enhancing student performance through competence-based
curriculum. Educational Psychology Review, 22(3), 511-525.

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STUDENT’S NAME AND DATE
STUDENT’S NAME…………………………………………

Signature………………………………………

Date…………….

SUPERVISOR’S SIGNATURE AND DATE

SUPERVISOR’S NAME………………………………………….

Signature……………………...

Date……………....

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