IMPACT OF IMPLEMENTATION OF COMPETENCE-BASED CURRICULUM ON

STUDENTS’ ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS AT

BAGAMOYO TANZANIA

YUSUPH R. YUSUPH

Bachelor of Science with Education in Science (Bios & Geo)

Marian uUniversity cCollege
February, 2025

i
 IMPACT OF IMPLEMENTATION OF COMPETENCE-BASED CURRICULUM ON
STUDENTS’ ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS AT
BAGAMOYO TANZANIA

YUSUPH R. YUSUPH

A RESEARCH PROJECT REPORT SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE WITH
EDUCATIOAN AT MARIAN UNIVERSITY COLLEGE (A CONSTITUENT COLLEGE
OF ST. AUGUSTINE UNIVERSITY OF TANZANIA)

FEBRUARY, 2025

ii
 DECLARATION

I, Yusuph R Yusuph, declare that this Research Project is my own original work and that it has
not been presented and will not be presented to any other University for a similar or any other
degree award. If it could happen the author or Marian University College should be
acknowledged.

Signature……………….

Date……………………

iii
 CERTIFICATION

The undersigned certifies that he has read and hereby recommends for acceptance a research
proposal entitled “Impact of Implementation of Competence-Based Curriculum On
Students’ Academic Performance in Secondary Schools at Bagamoyo Tanzania” in the
partial fulfilment of the requirements for the award of bachelor of science with education at
Marian university College, a constituent college of St. Augustine university of Tanzania
(SAUT).

Mr. France P. Mdoe

……………………………….
Mr. France P. Mdoe
(Supervisor`s Signature)
Date :………………………….
Date

iv
 DEDICATION

I dedicate this research project work 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 work is dedicated to the students, teachers, and administrators of
BagmoyoBagamoyo secondary schools as well as the staff of Marian University College, for
their support and cooperation throughout the research process.

v
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to the God, the Almighty, for showering me with his
blessings throughout my research work.
I would like to acknowledge and give my warmest thanks to my supervisor Mr. France P. Mdoe
who made this work possible. His guidance and advice carried me through all the stages of
writing my project.
I would like also to express my grateful to my URP 311 coordinator and lecturer Rev Dr. Elias
Ruvahofi for providing me with basic knowledge of understanding the scope of research.
Additionally, I would to express my warmest special thanks to my fellow colleague Rosemary
Kashindye for her immense support during my research work.
Lastly but not least, I am extremely grateful to my family for their love prayers caring and
sacrifices for providing me with good education and preparing me for my future.

vi
 ABSTRACT

This research project report aims to investigate impact of implementation of competence-

based curriculum on students’ academic performance in secondary schools at bagamoyo,
Tanzania. The study will be conducted at Hassanali Damji memorial trust 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 work aims to investigate the impact of implementation 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.

vii
 TABLE OF CONTENTS
DECLARATION............................................................................................................................iii

CERTIFICATION..........................................................................................................................iv

DEDICATION.................................................................................................................................v

ACKNOWLEDGEMENT..............................................................................................................vi

ABSTRACT..................................................................................................................................vii

LIST OF ABREVIATIONS...........................................................................................................xi

LIST OF TABLES AND CHARTS..............................................................................................xii

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

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

1.1 Background of the Study...........................................................................................................1

1.2 Statement of the Problem...........................................................................................................2

1.3 Objectives of the Study..............................................................................................................3

1.3.1 General Objective...................................................................................................................3

1.3.2 Specific Objectives.................................................................................................................3

1.4 Research Questions....................................................................................................................3

1.5 Significance of the Study...........................................................................................................4

1.6 Limitations of the Study............................................................................................................4

1.7 Scope of the Study.....................................................................................................................4

1.8 Operational Definitions.............................................................................................................4

viii
CHAPTER TWO.............................................................................................................................5

LITERATURE REVIEW................................................................................................................5

2.1 Description of Competence-Based Education...........................................................................5

2.2 Theoretical Framework..............................................................................................................5

2.3 Empirical Studies.......................................................................................................................5

2.4 Student Performance..................................................................................................................5

2.5 Synthesis of Literature Review and Research Gap....................................................................6

CHAPTER THREE.........................................................................................................................6

RESEARCH METHODOLOGY....................................................................................................6

3.1 Research Approach....................................................................................................................6

3.2 Research Design........................................................................................................................6

3.3 Area of Study.............................................................................................................................6

3.4 Sample and Sampling Techniques.............................................................................................6

3.5 Data Collection Tools................................................................................................................7

3.6 Data Analysis.............................................................................................................................7

3.7 Ethical Considerations...............................................................................................................7

CHAPTER FOUR...........................................................................................................................7

DATA PRESENTATION, ANALYSIS, AND DISCUSSION......................................................7

4.0. Data Analysis............................................................................................................................7

4.1. Student Perceptions of Competence Based Curriculum from the appendix I..........................8

Demographic Information Students.................................................................................................8

ix
4.2.1 Demographic Information for the teachers...........................................................................16

4.2.2 Teachers Insights for appendix II.........................................................................................20

Qualitative Insights........................................................................................................................24

4.3.1 Interviews with teachers revealed from appendix III...........................................................24

4.3.2 Conclusion............................................................................................................................24

4.4 Understanding of the Competence-Based Curriculum............................................................24

4.4.1 Best Teaching Pedagogies for Delivering the Competence-Based Curriculum...................25

4.4.3 Factors Affecting the Implementation and Effectiveness of the Competence-Based

Curriculum.....................................................................................................................................25

4.4.4 Role of the Competence-Based Curriculum in Student Performance..................................26

4.5 Discussion................................................................................................................................26

CHAPTER FIVE...........................................................................................................................27

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS................................................27

5.1 Summary of Findings..............................................................................................................27

5.2 Conclusions..............................................................................................................................27

5.3 Recommendations....................................................................................................................28

5.4 Areas for Further Research......................................................................................................28

5.5 Contribution to Knowledge.....................................................................................................28

REFERENCES..............................................................................................................................29

APPENDIX I (a): QUESTIONNAIRE FOR STUDENTS...........................................................32

APPENDIX II (a): QUESTIONNAIRE FOR TEACHERS..........................................................35

x
APPENDIX III (a): INTERVIEWING FOR TEACHERS AND THE CRS................................39

APPENDIX I (b) MASWALI KWA WANAFUNZI KWA KISWHILI......................................40

APPENDIX II (b) MASWALI YA UCHUNGUZI KWA WALIMU KWA KISWAHILI.........43

APPENDIX III (b) - MASWALI YA MAHOJIANO KWA WALIMU NA WAWAKILISHI

WA DARASA (CRS) KWA KISWAHILI...................................................................................47

APPENDIX IV (a); CONSENT FORM FOR TEACHERS..........................................................48

APPENDIX V (a). CONSENT FORM FOR STUDENTS...........................................................50

APPENDIX IV (b) . FOMU YA IDHINI KWA WALIMU KWA KISWAHILI.........................51

APPENDIX V (b). FOMU YA IDHINI KWA WANAFUNZI KWA KISWAHLI.....................52

APPENDIX VI DURATION AND TIME SCHEDULE..............................................................53

APPENDIX VII BUDGET AND REQUIREMENTS..................................................................54

xi
 LIST OF ABREVIATIONS

ETP Educational Training Policy

CBC Competence Based Curriculum

FFSE Free Fees Secondary Education

FSE Free Secondary Education

MOE Ministry of Education

SPSS Statistical Package for Social Science

MARUCO Marian University College

SAUT St. Augustine University of Tanzania

xii
 LIST OF TABLES AND CHARTS

Chart 1: Showing the demographic information for the

students .............................................................................................................................................
.......... 7
Chart 2: showing the responses on the question asked……………………................................. 8

Chart 3: Showing the demographic information for the

teachers .............................................................................................................................................
.......... 11
Chart 4: showing the responses on the question asked……………………................................. 12

xiii
xiv
 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The study investigated the impact of the implementation of a competence-based curriculum on

students' academic performance in secondary schools in Bagamoyo, Tanzania. The research
aimed to explore the use of a competence-based curriculum, as opposed to a content-based
curriculum, in enhancing learner-centered education and improving students' understanding and
performance. According to Branyon (2013), a competence-based curriculum emphasizes the
development of the ability to perform tasks with specific performance standards, resulting in
students mastering a particular set of competencies. Mokoro (2020) added that a competence-
based curriculum is designed to develop students' knowledge, understanding, abilities, values,
attitudes, and interests, enabling them to perform tasks with skill, accuracy, and responsibility.

A study conducted in Norway by Germeten (2011) explored the New National Curriculum in
Norway, focusing on the role of school principals. The findings revealed that although principals
were responsible for implementing the competence-based curriculum, they were not involved in
the decision-making process. This lack of involvement posed a challenge, as the effective
implementation of a competence-based curriculum requires the active participation of curriculum
implementers.

In Israel, a study by Benavot and Resh (2003) showed that the dominance of the nation-state in
curricular matters had diminished, with local schools gaining greater discretion over curricular
decisions. The study investigated how different patterns of educational governance influenced
the actual curriculum implemented in schools. It highlighted the role of macro-level factors, such
as national educational systems, and meso-level factors, such as community and school
characteristics, in shaping curricular implementation. The study also compared curricular
implementation between Jewish (secular) and Arab sectors in Israel, revealing variations in
course offerings and time allocations to subject areas.

1
In Ethiopia, Likisa (2018) observed that Technical and Vocational Education and Training
(TVET) was a priority area in the education system. TVET, along with a competence-based
curriculum, was introduced in 2004 to address challenges such as poverty, unemployment, and
low technological development. The study examined whether the TVET curricula aligned with
occupational standards to ensure graduates' employability and entry-level competence. Similarly,
in Uganda, Baguma (2020) noted that the secondary school curriculum had shifted from a
teacher-centered approach to a learner-centered, competence-based approach. However, the
implementation of this approach was not fully understood.

In Tanzania, Competence-Based Education and Training (CBET) emphasized the development

of skills required in the workplace, shifting the focus from content knowledge to employment
outcomes (Kyobe and Rugumayo, 2005). However, the effective implementation of CBET faced
challenges, including the need for teacher training, adequate teaching resources, and sufficient
classrooms. Despite the implementation of the competence-based curriculum for eighteen years
in Tanzania, students' educational achievements in areas such as self-employment, creativity, and
innovation remained below public expectations (Mokoro, 2020). This indicated that challenges
related to the implementation of the competence-based curriculum had not been adequately
addressed.

The study aimed to assess the impacts of the implantation of competence-based curriculum on
students' educational achievement in secondary schools in Bagamoyo District Council, Tanzania.

1.2 Statement of the Problem

In recent years, the education landscape in Tanzania had shifted towards the implementation of a
competence-based curriculum, moving away from a content-based approach. However, this shift
raised questions about the effectiveness of the competence-based curriculum in enhancing
student performance. Despite its implementation for eighteen years, students' educational
achievements in areas such as self-employment, creativity, and innovation remained below
expectations (Mokoro, 2020). This study sought to explore the impacts of the competence-based
curriculum on student performance, identify factors hindering its implementation, and determine
the best teaching pedagogies for its effective delivery.

2
1.3 Objectives of the Study

1.3.1 General Objective

The general objective of the study was to identify the impact of implementation of competence-
based curriculum in students' academic performance in secondary schools in Bagamoyo District
Council, Tanzania.

1.3.2 Specific Objectives

The specific objectives of the study were:

i. To examine the understanding of students and teachers regarding the competence-

based curriculum.
ii. To describe the best teaching pedagogies for delivering the competence-based
curriculum.
iii. To determine the factors affecting the implementation and effectiveness of the
competence-based curriculum in secondary schools in Bagamoyo District Council.
iv. To explain the role of the competence-based curriculum in student performance in
Bagamoyo District Council.

1.4 Research Questions

[(a)] 1. How do teachers and students understand the competence-based curriculum?

[(b)] 2. What are the best teaching pedagogies for delivering the competence-based
curriculum?
[(c)] 3. How does the implementation and effectiveness of the competence-based
curriculum in secondary schools in Bagamoyo District Council get affected?
[(d)] 4. What are the roles of the competence-based curriculum in student performance
in Bagamoyo District Council?

3
1.5 Significance of the Study

The study had significant implications for educational policy, curriculum development, and
instructional practices. By understanding the impact of the competence-based curriculum on
student performance, the findings provided valuable insights for educational stakeholders,
policymakers, and curriculum developers, facilitating evidence-based decision-making and
reforms in the education system.

1.6 Limitations of the Study

The study faced several limitations. First, the findings were context-specific, and generalizing
them to other settings required caution. Second, isolating the direct effects of the competence-
based curriculum from other variables, such as teaching quality and resource allocation, was
challenging. Third, the study's temporal scope limited its ability to capture the long-term impacts
of the curriculum. Finally, the availability of comprehensive data on the topic constrained the
study's scope.

1.7 Scope of the Study

The study focused on secondary schools in Bagamoyo District Council, Tanzania. Participants
included secondary school students and teachers. The study explored curriculum implementation,
learning outcomes, the relationship between the competence-based curriculum and student
performance, and teachers' perceptions and practices in implementing the curriculum.

1.8 Operational Definitions

Competence-Based Curriculum: An educational framework emphasizing the development of
practical skills, knowledge, and attitudes necessary for real-world performance.

Student Performance: The demonstrated achievement, capabilities, and outcomes of learners

within an educational setting.

4
 CHAPTER TWO

LITERATURE REVIEW

2.1 Description of Competence-Based Education

Moon (2007) described education as having two functions: cultivating students' potential abilities
and producing the manpower needed for societal development. Competence-based education
aimed to balance these functions by developing individuals' abilities and competencies. Gervais
(2016) defined Competency-Based Education (CBE) as a synthesis of liberal arts and
professional education, emphasizing the redesign of the education system.

2.2 Theoretical Framework

The study was guided by Social Cognitive Theory and Self-Determination Theory. Social
Cognitive Theory, proposed by Bandura (1997), emphasized observational learning and self-
efficacy in shaping behavior. Self-Determination Theory, developed by Deci and Ryan (1980s),
focused on intrinsic motivation driven by autonomy, competence, and relatedness.

2.3 Empirical Studies

Several studies highlighted the positive impact of competence-based curricula on student
performance. Ong'ondo (2019) found that students exposed to a competence-based curriculum
demonstrated significant improvements in academic performance. Waweru and Mwaura (2020)
reported that students under a competence-based curriculum exhibited higher levels of mastery
and problem-solving abilities. Van den Berg et al. (2006) found that a competence-based
approach increased student engagement and motivation, leading to improved academic
performance.

2.4 Student Performance

Student performance under a competence-based curriculum was influenced by skill mastery,
engagement, critical thinking, and the applicability of knowledge. The emphasis on practical
skills and real-world relevance enhanced students' ability to apply knowledge, leading to
improved academic outcomes.

5
2.5 Synthesis of Literature Review and Research Gap
The literature consistently supported the positive impact of competence-based curricula on
student performance. However, there was a gap in understanding the long-term effects of the
curriculum on students' socioemotional development, career readiness, and lifelong learning
skills. This study aimed to address these gaps by examining the multifaceted impact of the
competence-based curriculum on student development.

6
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Approach

The study employed a qualitative research approach to obtain in-depth insights into the effects of
the competence-based curriculum on student performance.

3.2 Research Design

A concurrent qualitative research design was used, allowing for data collection through
interviews, focus group discussions, and observations.

3.3 Area of Study

The study was conducted in one secondary school in Bagamoyo District Council: which is
Hassanali Damji Memorial Trust Secondary School.

3.4 Sample and Sampling Techniques

The study included head teachers, science teachers, and students from a school. Stratified
random sampling was used to ensure diverse perspectives.

7
3.5 Data Collection Tools
Data were collected through;

i. Questionnaire for Students (Appendix I)

ii. Questionnaire for Teachers (Appendix II)
iii. Interview Questions for Teachers and Class Representatives (CRs) (Appendix III)

The instruments were developed in two languages (Swahili and English) to enhance
understanding.

3.6 Data Analysis

Thematic analysis was used to identify and interpret patterns within the data. The data collected
were analyzed quantitatively and qualitatively. Quantitative data are presented using graphs and
charts, while qualitative insights from interviews complement the analysis.

3.7 Ethical Considerations

The study adhered to ethical principles, including informed consent, confidentiality, and
anonymity. Participants were informed about the study's purpose, and their identities were
protected.

8
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS, AND DISCUSSION

4.0. Data Analysis

The data collected were analyzed quantitatively and qualitatively. Quantitative data are presented
using graphs and charts, while qualitative insights from interviews complement the analysis.

9
4.1. Student Perceptions of Competence Based Curriculum from the appendix I

Table 1 Demographic Information Students’ Sex

Sex: No of students Percentages

Male 60 60%

Female 40 40%

(i) Student’s sex

Sex: No of students Percentages

Male 60 60%

Female 40 40%

40%

male
female

60%

Figure 1 Pie chart show proportion of respondents against their sex

10
Table 2 (ii)The student’s’ Age and there proportion

Age: No of students Percentages

12 to 14 25 25%

15 to 17 50 50%

18 and above 25 25%

60%

50%

40%
Percentage (%)

30%

20%

10%

0%
12 to 14 15 to 17 18 and above

Age (years)

Figure 2 The respondents against age

11
(iii) student’s class level

Class level No of students Percentages

Form one 20 20%

Form two 25 25%

Form three 30 30%

Form four 25 25%

A CLUSTERED BAR CHART TO SHOW THE PER-

CENTAGE OF STUDENTS AGAINST THEIR CLASS
LEVEL

form four
class level

form three

form two

form one

0% 5% 10% 15% 20% 25% 30% 35%

Percentage

12
Question I: To what extent does the Competence-Based Curriculum effectively improve
student academic performance?

PIE CHART TO SHOW THE PERCANTAGE OF STUDENTS

ATTEMPTS AGAINST THE QUESTION ASKED

(c) verry low

15%

(a) verry high

40% (a) verry high
(b) medium
(c) verry low

(b) medium
45%

13
Question II: What are the challenges hindering the effective role of CBC?

(a) Increase of the number of students in the class: 40%

(b) Conflict between teachers and students: 30%

(c) Lack of teacher morale, expertise, and teaching materials: 30%

A COLUM BAR GRAPH TO SHOW THE PERCENTAGE OF

STUDENTS ATTEMPT AGAINST THE QUESTION ASKED
40%
40%

35%
30% 30%
30%
percentage

25%

20%

15%

10%

5%

0%
(a) (b) (c)

answer

14
Question III: Suggested Measures to Overcome Challenges

Series. 1 Increase fund in education institutions:

SA: 60%

A: 30%

U: 5%

D: 3%

SD: 2%

Series 2. Government should provide enough teaching and learning materials:

SA: 70%

A: 25%

U: 3%

D: 2%

SD: 0%

15
 A DOUBLE BAR CHART TO SHOW THE STUDENTS PER-
CENTAGE AGAINST THEIR ANSWERS IN TWO SERIES 1& 2

SD (strong dissagree)

D (dissagree)
answers

U (dissagree)

A (Agree)

SA (Strong agree)

0% 10% 20% 30% 40% 50% 60% 70% 80%

percentage

Series2 Series1

16
4.2.1 Demographic Information for the teachers
(i) Teacher’s sex

Sex: No of teachers Percentage

Male 15 60%

Female 10 40%

PIE CHART TO SHOW THE NUMBER OF

TEACHERS AGAINST THEIR SEX

10
male
female

15

17
(ii) Teacher’s education level

Education Level No of teachers Percentages

Diploma 9 36%

Bachelor 13 52%

Masters 3 12%

18
PIE CHART TO REPRESENT THE EDUCATION LEVEL FOR
THETEACHERS

masters; 12%

diploma;
36%
diploma
bachelor
masters

bachelor;
52%

19
(iii) Teacher’s teaching experiences

Teaching Experience No of teachers Percentages

Less than 10 years 5 20%

11 to 20 years 13 50%

More than 20 years 7 30%

BAR CHART TO REPRESENT THE PERCENTAGES FOR

THETEACHERS AGAINST THEIR TEACHING EXPERIENCES
60%

50%
50%

40%
percentage

less than 10 years

30%
30% more than 20 years
11 to 20 years

20%
20%

10%

0%
100%

teaching experience

20
4.2.2 Teachers Insights for appendix II
Question I: To what extent does the CBC effectively improve student academic
performance?

PIE CHART TO SHOW THE PERCENTAGES OF TEACHERS

AGAINST THEIR ANWERS

10%

20%

70%
(a) verry high (b) medium (c) verry low

21
Question II: Challenges identified by teachers include:

(a)A poor foundation of students from primary school: 40%

(b)Insufficient teaching and learning materials: 30%

(c)Shortage of teachers: 30%

A COLUM BAR GRAPH TO SHOW THE PERCENTAGE OF

TEACHERS ATTEMPT AGAINST THE QUESTION ASKED
40%
40%

35%
30% 30%
30%
percentage

25%

20%

15%

10%

5%

0%
(a) (b) (c)

answer

22
Question iii. What measures to be taken so as to overcome the challenges that hinder
effective implementation of role of competence based curriculum in ordinary level
schools?

Series. 1 Government should provide enough teaching and learning materials as well as to
provide seminar and education to the teachers about implementation of competence based
curriculum:

SA: 60%

A: 30%

U: 5%

D: 3%

SD: 2%

Series 2. Government should employ more teachers:

SA: 70%

A: 25%

U: 3%

D: 2%

SD: 0%

23
 A DOUBLE BAR CHART TO SHOW THE STUDENTS PER-
CENTAGE AGAINST THEIR ANSWERS IN TWO SERIES 1&
2

SD (strong dissagree)

D (dissagree)
answers

U (dissagree)

A (Agree)

SA (Strong agree)

0% 10% 20% 30% 40% 50% 60% 70% 80%

percentage

Series2 Series1

24
 Qualitative Insights

4.3.1 Interviews with teachers revealed from appendix III

Many teachers appreciate the CBC but face challenges in adapting their teaching methods.

Teachers expressed the need for more professional development opportunities to enhance their
skills in delivering a competence-based curriculum.

Class representatives (CRs) emphasized the importance of support from parents and the
government to improve educational outcomes.

4.3.2 Conclusion
The study indicates that the competence-based curriculum has the potential to positively impact
student performance in Bagamoyo, although there are significant challenges to its
implementation. Many students recognize its benefits, but teachers report ongoing issues related
to resources and class sizes.

4.4 Understanding of the Competence-Based Curriculum

The study revealed varying levels of understanding among teachers and students regarding the
competence-based curriculum. Teachers demonstrated a moderate understanding of the
curriculum's principles, emphasizing its focus on skill development and real-world application.
However, some teachers expressed confusion about the practical implementation of the
curriculum, particularly in aligning lesson plans with competency-based outcomes.

Students, on the other hand, had limited understanding of the curriculum's objectives. While they
acknowledged the emphasis on practical skills, many struggled to articulate how the curriculum
differed from the previous content-based approach. This gap in understanding highlighted the
need for comprehensive training and awareness programs for both teachers and students.

25
4.4.1 Best Teaching Pedagogies for Delivering the Competence-Based Curriculum
Participants identified several effective teaching pedagogies for delivering the competence-based
curriculum. These included:

i. Learner-Centered Approaches: Teachers emphasized the importance of engaging

students actively in the learning process through group discussions, problem-solving
activities, and project-based learning.
ii. Practical Demonstrations: Teachers highlighted the value of hands-on activities and
real-world applications to enhance students' understanding and skill development.
iii. Collaborative Learning: Group work and peer-to-peer learning were identified as
effective strategies for fostering critical thinking and teamwork.
iv. Continuous Assessment: Teachers stressed the importance of formative assessments to
monitor students' progress and provide timely feedback.

Despite these strategies, some teachers reported challenges in implementing learner-centered

approaches due to large class sizes and limited resources.

4.4.3 Factors Affecting the Implementation and Effectiveness of the Competence-Based

Curriculum
The study identified several factors hindering the effective implementation of the competence-
based curriculum:

i. Inadequate Teacher Training: Many teachers lacked the necessary training to deliver
the curriculum effectively, leading to inconsistent implementation.
ii. Resource Constraints: Schools faced shortages of teaching materials, laboratories, and
classrooms, limiting the practical application of the curriculum.
iii. Large Class Sizes: Overcrowded classrooms made it difficult for teachers to adopt
learner-centered approaches and provide individualized attention.

26
 iv. Resistance to Change: Some teachers and administrators were resistant to transitioning
from the traditional content-based approach to the competence-based curriculum.

These challenges underscored the need for targeted interventions, including teacher training
programs, increased resource allocation, and policy support.

4.4.4 Role of the Competence-Based Curriculum in Student Performance

The study found that the competence-based curriculum had a positive impact on student
performance, particularly in areas such as critical thinking, problem-solving, and practical skills.
Students exposed to the curriculum demonstrated improved ability to apply knowledge in real-
world contexts. However, the impact on academic performance varied, with some students
struggling to adapt to the new approach.

Teachers reported that students who embraced the curriculum showed increased motivation and
engagement, leading to better learning outcomes. However, the lack of alignment between the
curriculum and national examinations posed a challenge, as students were often assessed based
on content knowledge rather than competencies.

4.5 Discussion
The findings align with previous studies highlighting the benefits of competence-based curricula
in enhancing student engagement and skill development (Ong'ondo, 2019; Waweru & Mwaura,
2020). However, the study also revealed significant challenges in implementation, echoing
concerns raised by Mokoro (2020) and Kyobe and Rugumayo (2005).

The gap in understanding among teachers and students suggests a need for comprehensive
training and awareness programs. Additionally, addressing resource constraints and aligning the
curriculum with assessment systems are critical for maximizing its effectiveness.

27
 CHAPTER FIVE

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

5.1 Summary of Findings

The study explored the impact of the competence-based curriculum on student performance in
secondary schools in Bagamoyo District Council, Tanzania. Key findings include:

i. Teachers and students had varying levels of understanding of the competence-based

curriculum, with significant gaps in practical implementation.

ii. Learner-centered approaches, practical demonstrations, and collaborative learning were

identified as effective teaching pedagogies.

iii. Factors such as inadequate teacher training, resource constraints, and large class sizes
hindered the curriculum's implementation.

iv. The curriculum positively influenced students' critical thinking and practical skills but faced
challenges in aligning with national examinations.

5.2 Conclusions
The competence-based curriculum has the potential to enhance student performance by
emphasizing practical skills and real-world applications. However, its effectiveness is contingent
on addressing implementation challenges, including teacher training, resource allocation, and
alignment with assessment systems.

28
5.3 Recommendations
Teacher Training: Provide comprehensive training programs to equip teachers with the skills
and knowledge needed to implement the competence-based curriculum effectively.

Resource Allocation: Increase funding for schools to address resource shortages and improve
infrastructure.

Curriculum Alignment: Align the competence-based curriculum with national examinations to

ensure consistency between teaching and assessment.

Stakeholder Engagement: Involve teachers, students, and parents in the curriculum

implementation process to foster buy-in and address concerns.

Monitoring and Evaluation: Establish mechanisms for monitoring and evaluating the
curriculum's implementation to identify and address challenges proactively.

5.4 Areas for Further Research

Future studies could explore the long-term impact of the competence-based curriculum on
students' socioemotional development, career readiness, and lifelong learning skills.
Additionally, comparative studies across different regions could provide insights into contextual
factors influencing the curriculum's effectiveness.

5.5 Contribution to Knowledge

The study contributes to the growing body of literature on competence-based education by
highlighting its potential and challenges in a Tanzanian context. The findings provide valuable
insights for policymakers, curriculum developers, and educators seeking to enhance the quality
of education through competence-based approaches.

29
 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
Psychology Review, 25(3), 411-425.
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.
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.
30
Mitchell, A. (2015). The impact of competence-based curriculum on student performance.
Journal of Educational Research, 27(4), 112-125.
Mokoro, T. (2020). Curriculum design and student performance: a longitudinal study. Journal of
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
longitudinal study. International Journal of Curriculum Development, 12(2), 245-261.
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
traditional and competence-based curricula. International Journal of Educational
Development, 40(2), 87-95.
Waweru, P., & Mwaura, L. (2020). Enhancing student performance through competence-based
curriculum. Educational Psychology Review, 22(3), 511-525.

31
 APPENDIX I (a): QUESTIONNAIRE FOR STUDENTS

Dear student, my name is yusuph r yusuph from Marian University College (MARUCO), I am
currently conducting a study on the Impacts implementation of competence-based curriculum
on students’ performance at secondary schools in Bagamoyo Tanzania. which is a
requirement for my high learning completion.

I request you to fill this questionnaire by providing relevant and honest information that will
enable me to accomplish my study, please feel free to respond by putting a tick in a box provided
or filling gap for your appropriate responses will be treated with maximum confidentially and
will be used for research purpose only.

Thank you in advance

................................................

Yusuph R Yusuph

A: PERSONAL INFORMATION.
Put a tick in the appropriate box.

Sex

Mal ( ) (b) Female ( )

Age

12 to 14 ( ) (b) 15 to 17 ( ) (c) 18 and above ( )

Class level.

Form one ( ), (b) Form two ( ), (c) Form three ( ), (d) Form four ( )

32
Multiple choice

Question I. To what extent does which Competence based curriculum effectively improve
student academic performance?

a) very high

b) medium ( )

c) very low

If any other improvement, please specify

………………………………………………………………………………………………………
…………………………………………………………………………………

Question II. What are the most challenges that hinders effective role of competence based
curriculum on students’ performance at secondary schools?

a) Increase of the number of students in the class

b) Conflict between teachers and students ( )

c) Lack of teacher morale, expertise ability and teaching materials

If any other challenge specifies

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………

33
Question III. What measures to be taken so as to overcome the challenges that hinder
effective implementation of role of competence based curriculum in ordinary level
schools?

Please tick the appropriate one by regarding the following key;

Key: SA=Strongly Agree, A=Agree, U=Undecided, D=Disagree, SD=Strongly Disagree.

MEASURES SA A U D SD

Increase fund in education

institutions.

Government should provide

enough teaching and learning
materials as well as to provide
seminar and education to the
teachers about implementation
of competence based curriculum

Government should employ

more teachers.

Improvement of teaching and

learning condition.

Government should ensure all

facilities are available.

Provision of education to the

society about free education
policy.

34
 Provision of motivation to the
teachers.

APPENDIX II (a): QUESTIONNAIRE FOR TEACHERS

Dear student, my name is Yusuph R Yusuph from Marian University College (MARUCO), I
am currently conducting a study on the impacts of implementation of competence-based
curriculum on students’ performance at secondary schools in Bagamoyo Tanzania. which is
a requirement for my high learning completion.

I request you to fill this questionnaire by providing relevant and honest information that will
enable me to accomplish my study, please feel free to respond by putting a tick in a box provided
or filling gap for your appropriate responses will be treated with maximum confidentially and
will be used for research purpose only.

Thank you in advance

................................................

Yusuph R Yusuph

SECTION A: DEMOGRAPHIC INFORMATION

Put a tick in the bracket in front of the appropriate response. Where explanations required use the
space provided.

Sex

Male ( ), (b) Female ( )

What is the highest level of education you attend?

Diploma ( ), (b) Bachelor ( ), (c) Masters ( ), (d) others ( ), Please

specify…………………….

What is your teaching experience including the current year?

35
Less than 10 years ( ), (b) 11 to 20 years ( ), (c) More than 20 years ( ).

36
Question i: To what extent does which Competence based curriculum effectively improve
student academic performance?

Please tick in the appropriate ones.

Achievements Yes No

Very high

Medium

Very low

If any other Achievements, please specify

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………

37
Question ii: What are the most challenges that hinders effective role of competence based
curriculum on students’ performance at secondary schools?

Please tick in the appropriate ones

Challenges Yes No

Poor foundation of the students from primary school

The number of students is too large

Lack of teaching and learning materials

Poor interpretation of free education policy by the parents

Shortage of teachers

Shortage of classrooms

If any other challenges, please specify

………………………………………………………………………………………………………
………………………………………………………………………………………………………

Question iii. What measures to be taken so as to overcome the challenges that hinder
effective implementation of role of competence based curriculum in ordinary level
schools?

Please tick the appropriate one by regarding the following key;

Key: SA=Strongly Agree, A=Agree, U=Undecided, D=Disagree, SD=Strongly Disagree.

38
 MEASURES SA A U D SD

Increase fund in education

institutions.

Government should provide

enough teaching and learning
materials as well as to provide
seminar and education to the
teachers about implementation
of competence based curriculum

Government should employ

more teachers.

Improvement of teaching and

learning condition.

Government should ensure all

facilities are available.

Provision of education to the

society about free education
policy.

Provision of motivation to the

teachers.

If any other solutions specify

………………………………………………………………………………………………………
……………………………………………………………………

39
 APPENDIX III (a): INTERVIEWING FOR TEACHERS AND THE CRS

Questions to the teachers

1. What did you understand about competence based curriculum?
2. How does a competence-based curriculum support student learning and academic
performance?

3. What are some examples of how a competence-based curriculum can be implemented in the
classroom?

4. What are the challenges of implementing a competence-based curriculum, and how can they
be addressed?

Question to be asked to the CRs

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?

40
 APPENDIX I (b) MASWALI KWA WANAFUNZI KWA KISWHILI

Swali la Uchunguzi kwa Wanafunzi

Jina la Mtafiti: Yusuph R. Yusuph

Chuo Kikuu: Chuo Kikuu cha Marian (MARUCO)

Mwanafunzi mpendwa,

Jina langu ni Yusuph R. Yusuph kutoka Chuo Kikuu cha Marian (MARUCO). Ninafanya utafiti
kuhusu "Athari za Utekelezaji wa Mtaala wa Msingi wa Uwezo (Competence-Based
Curriculum) kwa Ufanisi wa Wanafunzi katika Shule za Sekondari Bagamoyo, Tanzania."
Utafiti huu ni sehemu ya mahitaji ya kumaliza masomo yangu ya juu.

Ninaomba ujaze hili swali kwa kutoa taarifa sahihi na za kweli ambayo itanisaidia kukamilisha
utafiti wangu. Tafadhali jisikie huru kujibu kwa kuweka alama (✓) kwenye kisanduku
kilichotolewa au kujaza nafasi kwa majibu yako yanayofaa. Taarifa zako zitakuwa siri na
zitatumika kwa madhumuni ya utafiti tu.

Asante kwa ushirikiano wako.

................................................

Yusuph R. Yusuph

……………………………..

A: TAARIFA BINAFSI

Weka alama (✓) kwenye kisanduku kinachofaa.

1. Jinsia:

Kiume ( ) Kike ( )

41
2. Umri:

12 hadi 14 ( ) 15 hadi 17 ( ) 18 na zaidi ( )

3. Darasa:

Kidato cha 1 ( ) Kidato cha 2 ( ) Kidato cha 3 ( ) Kidato cha 4 ( )

B: MASWALI YA UCHAGUZI ZAIDI

Swali I: Kwa kiwango gani mtaala wa msingi wa uwezo unaboresha ufanisi wa wanafunzi
kimasomo?

a) Kwa kiwango kikubwa sana

b) Kwa kiwango cha wastani

c) Kwa kiwango kidogo sana

Ikiwa kuna maboresho mengine, tafadhali yataje: ___________________________

Swali II: Ni changamoto zipi zinazozuia ufanisi wa mtaala wa msingi wa uwezo katika
ufanisi wa wanafunzi shuleni?

a) Ongezeko la idadi ya wanafunzi darasani

b) Migogoro kati ya walimu na wanafunzi

c) Ukosefu wa morali ya walimu, ujuzi, na vifaa vya kufundishia

Ikiwa kuna changamoto nyingine, tafadhali yataje: ___________________________

42
Swali III: Ni hatua zipi zinahitajika kukabiliana na changamoto zinazozuia ufanisi wa
mtaala wa msingi wa uwezo katika shule za msingi?

Tafadhali weka alama (✓) kwenye jibu linalofaa kwa kuzingatia ufunguo ufuatao:

SA = Sana Kabisa A = Nakubali

U = Sina maoni D = Sikubali SD = Sikubali Kabisa

HATUA SA A U D SD

Kuongeza fedha katika taasisi za

elimu.

Serikali itoe vifaa vya kutosha

vya kufundishia na kujifunzia,
pamoja na kutoa semina na
mafunzo kwa walimu kuhusu
utekelezaji wa mtaala wa msingi
wa uwezo.

Serikali iajiri walimu zaidi.

Kuboresha hali ya kufundishia

na kujifunzia

Serikali ihakikisha vifaa vyote

vinapatikana.

Ikiwa kuna suluhisho lingine, tafadhali yataje

………………………………………………………………………………………………………
………………………………………………………………………………

43
 APPENDIX II (b) MASWALI YA UCHUNGUZI KWA WALIMU KWA KISWAHILI

Mwalimu mpendwa,

Jina langu ni Yusuph R. Yusuph kutoka Chuo Kikuu cha Marian (MARUCO). Ninafanya utafiti
kuhusu "Athari za Utekelezaji wa Mtaala wa Msingi wa Uwezo (Competence-Based
Curriculum) kwa Ufanisi wa Wanafunzi katika Shule za Sekondari Bagamoyo, Tanzania."
Utafiti huu ni sehemu ya mahitaji ya kumaliza masomo yangu ya juu.

Ninaomba ujaze hili swali kwa kutoa taarifa sahihi na za kweli ambayo itanisaidia kukamilisha
utafiti wangu. Tafadhali jisikie huru kujibu kwa kuweka alama (✓) kwenye kisanduku
kilichotolewa au kujaza nafasi kwa majibu yako yanayofaa. Taarifa zako zitakuwa siri na
zitatumika kwa madhumuni ya utafiti tu.

Asante kwa ushirikiano wako.

................................................

Yusuph R. Yusuph

SEHEMU A: TAARIFA BINAFSI

Weka alama (✓) kwenye kisanduku kinachofaa.

Jinsia:

Kiume ( )

Kike ( )

44
Kiwango cha elimu ulichofikia:

Diploma ( )

Shahada ya kwanza ( )

Shahada ya uzamili ( )

Nyinginezo ( ), tafadhali yataje: ___________________________

Uzoefu wako wa kufundisha (pamoja na mwaka wa sasa):

Chini ya miaka 10 ( )

Miaka 11 hadi 20 ( )

Zaidi ya miaka 20 ( )

SEHEMU B: MASWALI YA UCHAGUZI ZAIDI

Swali I: Kwa kiwango gani mtaala wa msingi wa uwezo unaboresha ufanisi wa wanafunzi
kimasomo?

a) Kwa kiwango kikubwa sana

b) Kwa kiwango cha wastani

c) Kwa kiwango kidogo sana

Ikiwa kuna mafanikio mengine, tafadhali yataje: ___________________________

45
Swali II: Ni changamoto zipi zinazozuia ufanisi wa mtaala wa msingi wa uwezo katika
ufanisi wa wanafunzi shuleni?

a) Msingi dhaifu wa wanafunzi kutoka shule za msingi

b) Idadi kubwa ya wanafunzi darasani

c) Ukosefu wa vifaa vya kufundishia na kujifunzia

d) Ufafanuzi dhaifu wa sera ya elimu ya bure na wazazi

e) Uhaba wa walimu

f) Uhaba wa vyumba vya darasa

Ikiwa kuna changamoto nyingine, tafadhali yataje: ___________________________

Swali III: Ni hatua zipi zinahitajika kukabiliana na changamoto zinazozuia ufanisi wa

mtaala wa msingi wa uwezo katika shule za msingi?

Tafadhali weka alama (✓) kwenye jibu linalofaa kwa kuzingatia ufunguo ufuatao:

SA = Sana Kabisa A = Nakubali U = Sina maoni

D = Sikubali SD = Sikubali Kabisa

46
 HATUA SA A U D SD

Kuongeza fedha katika taasisi za

elimu.

Serikali itoe vifaa vya kutosha

vya kufundishia na kujifunzia,
pamoja na kutoa semina na
mafunzo kwa walimu kuhusu
utekelezaji wa mtaala wa msingi
wa uwezo.

Serikali iajiri walimu zaidi.

Kuboresha hali ya kufundishia

na kujifunzia

Serikali ihakikisha vifaa vyote

vinapatikana.

Ikiwa kuna suluhisho lingine, tafadhali yataje

………………………………………………………………………………………………………
………………………………………………………………………………

47
APPENDIX III (b) - MASWALI YA MAHOJIANO KWA WALIMU NA WAWAKILISHI
WA DARASA (CRS) KWA KISWAHILI

Maswali kwa Walimu:

1. Unaelewa nini kuhusu mtaala wa msingi wa uwezo?

2. Mtaala wa msingi wa uwezo unasaidiaje ujifunzaji na ufanisi wa wanafunzi?

3. Je, una mifano gani ya jinsi mtaala wa msingi wa uwezo unaweza kutekelezwa darasani?

4. Ni changamoto zipi zinazokabili utekelezaji wa mtaala wa msingi wa uwezo, na jinsi gani

zinaweza kushughulikiwa?

Maswali kwa Wawakilishi wa Darasa (CRs):

1. Unaelewa nini kuhusu mtaala wa msingi wa uwezo?

2. Je, mtaala wa msingi wa uwezo unatekelezwa shuleni kwako?

3. Je, walimu wanafundishaje darasani?

4. Je, unaweza kupendekeza njia zipi za kuboresha utekelezaji wa mtaala wa msingi wa uwezo?

48
 APPENDIX IV (a); CONSENT FORM FOR TEACHERS

Dear Teacher,

I am Yusuph R. Yusuph, a student at Marian University College (MARUCO), conducting a

research study on the impacts of implementing a competence-based curriculum (CBC) on
students' performance in secondary schools in Bagamoyo, Tanzania. This research is a
requirement for the completion of my higher learning program (bachelor degree).

I kindly request your participation in this study by filling out a questionnaire. Your responses
will be treated with the utmost confidentiality and will be used solely for research purposes.

Purpose of the Study:The study aims to assess the effectiveness of the competence-based
curriculum, identify challenges in its implementation, and propose measures to improve its
impact on students' academic performance.

Your Role:

-Complete a questionnaire (Appendix II).

- Participate in an interview (Appendix III) if selected.

Voluntary Participation: Your participation in this study is entirely voluntary. You may choose
to withdraw at any time without any consequences.

Confidentiality: All information provided will remain confidential. Your name and identity will
not be disclosed in any reports or publications.

Consent Statement:

By signing below, you confirm that:

1. You have read and understood the information provided above.

49
2. You voluntarily agree to participate in this study.

3. You understand that you can withdraw from the study at any time without penalty.

Name of Participant (Teacher): …………………………………….

Signature: ……………………………………………

Date: ……………………………………….

APPENDIX V (a). CONSENT FORM FOR STUDENTS

Dear Student,

I am Yusuph R. Yusuph, a student at Marian University College (MARUCO), conducting a

research study on the impacts of implementing a competence-based curriculum (CBC) on
students' performance in secondary schools in Bagamoyo, Tanzania. This research is a
requirement for the completion of my higher learning program.

I kindly request your participation in this study by filling out a questionnaire. Your responses
will be treated with the utmost confidentiality and will be used solely for research purposes.

Purpose of the Study: The study aims to assess the effectiveness of the competence-based
curriculum, identify challenges in its implementation, and propose measures to improve its
impact on students' academic performance.

Your Role: Complete a questionnaire (Appendix I).

Voluntary Participation: Your participation in this study is entirely voluntary. You may
choose to withdraw at any time without any consequences.

Confidentiality: All information provided will remain confidential. Your name and identity will
not be disclosed in any reports or publications.

50
Consent Statement:

By signing below, you confirm that:

1. You have read and understood the information provided above.

2. You voluntarily agree to participate in this study.

3. You understand that you can withdraw from the study at any time without penalty.

Name of Participant (Student): …………………………………..

Signature: …………………………………….

Date:……………………………………

APPENDIX IV (b) . FOMU YA IDHINI KWA WALIMU KWA KISWAHILI

Mwalimu mpendwa,

Mimi ni Yusuph R. Yusuph, mwanafunzi katika Chuo cha Marian (MARUCO), ninafanya
utafiti kuhusu madhara ya utekelezaji wa mtaala wa uwezo (CBC) katika utendaji wa wanafunzi
katika shule za sekondari Bagamoyo, Tanzania. Utafiti huu ni sharti la kumaliza programu yangu
ya elimu ya juu (shahada ya kwanza).

Ninakuomba kwa heshima ushiriki wako katika utafiti huu kwa kujaza dodoso na/au kushiriki
katika mahojiano. Majibu yako yatashughulikiwa kwa usiri wa hali ya juu na yatatumika pekee
kwa ajili ya utafiti.

Madhumuni ya Utafiti: Utafiti huu unalenga kutathmini ufanisi wa mtaala wa uwezo,

kutambua changamoto katika utekelezaji wake, na kupendekeza hatua za kuboresha athari zake
kwenye utendaji wa kitaaluma wa wanafunzi.

51
Nafasi Yako:

-Jaza dodoso (Appendix II).

- Shiriki katika mahojiano (Appendix III) ikiwa utachaguliwa.

Ushiriki wa Hiari: Ushiriki wako katika utafiti huu ni hiari kabisa. Unaweza kuchagua
kujiondoa wakati wowote bila madhara yoyote.

Usiri: Taarifa zote zitakazotolewa zitabaki kuwa siri. Jina lako na utambulisho wako hata hivyo
hazitafichuliwa katika ripoti au machapisho yoyote.

Tamko la Idhini:

Kwa kusaini hapa chini, unathibitisha kwamba:

1. Umepitia na kuelewa taarifa iliyoandikwa hapo juu.

2. Unakubali kwa hiari kushiriki katika utafiti huu.

3. Unaelewa kuwa unaweza kujiondoa katika utafiti wakati wowote bila adhabu.

Jina la Mshiriki (Mwalimu): …………………………………

Saini: ……………………………….

Tarehe: …………………………………….

52
 APPENDIX V (b). FOMU YA IDHINI KWA WANAFUNZI KWA KISWAHLI

Mwanafunzi mpendwa,

Mimi ni Yusuph R. Yusuph, mwanafunzi katika Chuo cha Marian (MARUCO), ninafanya
utafiti kuhusu madhara ya utekelezaji wa mtaala wa uwezo (CBC) katika utendaji wa wanafunzi
katika shule za sekondari Bagamoyo, Tanzania. Utafiti huu ni sharti la kumaliza programu yangu
ya elimu ya juu.

Ninakuomba kwa heshima ushiriki wako katika utafiti huu kwa kujaza dodoso. Majibu yako
yatashughulikiwa kwa usiri wa hali ya juu na yatatumika pekee kwa ajili ya utafiti.

Nafasi Yako: Jaza dodoso (Appendix I).

Ushiriki wa Hiari:Ushiriki wako katika utafiti huu ni hiari kabisa. Unaweza kuchagua
kujiondoa wakati wowote bila madhara yoyote.

Usiri:Taarifa zote zitakazotolewa zitabaki kuwa siri. Jina lako na utambulisho wako hata hivyo
hazitafichuliwa katika ripoti au machapisho yoyote.

Tamko la Idhini;

Kwa kusaini hapa chini, unathibitisha kwamba:

1. Umepitia na kuelewa taarifa iliyoandikwa hapo juu.

2. Unakubali kwa hiari kushiriki katika utafiti huu.

3. Unaelewa kuwa unaweza kujiondoa katika utafiti wakati wowote bila adhabu.

Jina la Mshiriki (Mwanafunzi):………………………………………….

Saini:…………………………………………..

Tarehe:………………………………………….

53
 APPENDIX VI DURATION AND TIME SCHEDULE
No. ACTIVITIES DURATION

2024 2025
Nov Dec Jan Feb
1. Title submission

2. Research proposal writing

3. Proposal submission and presentation

4. Data collection

5. Data analysis

6. Report writing

7 Report submission

54
 APPENDIX VII BUDGET AND REQUIREMENTS
This study will be done with self-sponsorship with aid of my parents and the study will cost
about 120,000TSh/= and the distribution will be as follows;

No. ITEM/ ACTIVITY COST (Tsh)

1. Transportation 10,000/=

2. Stationary 60,000/=

3. Materials to be used 20,000/=

4. Meals and accommodation 20,000/=

5. Assistant Personnel 10,000/=

Total Amount 120,000/=

55