Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum

Mukingambeho Delphine; Muhire Innocent; Manirakiza Vincent; Imaniriho Dan; Nyirishema Mahsen

doi:doi:10.11648/j.edu.20221104.18

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Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum

Mukingambeho Delphine, Muhire Innocent, Manirakiza Vincent, Imaniriho Dan, Nyirishema Mahsen

Published in Education Journal (Volume 11, Issue 4)

Received: 20 June 2022 Accepted: 20 July 2022 Published: 5 August 2022

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Abstract

Rwanda secondary education is applying Competence--Based Curriculum (CBC) since 2015 in all teaching and learning subjects. CBC is envisioned to produce more skillful students capable of contributing to the development of the country. However, a number of problems have been pointed out, since the CBC implementation, challenging its presumed output and sometimes the expected competences are not acquired by the students. Therefore, this study aims at assessing teachers’ views about secondary school learners’ ability to achieve expected competences in Geography Competence Based Curriculum compared to students’ performance. It follows a quantitative cross-sectional design and used a structured questionnaire to collect data from 13 teachers of Geography as well as a test administered to 210 students of senior 5 and 6 who learn Geography as one of the major subjects. The study was conducted at Groupe Scolaire Mukamira, Groupe Scolaire Notre Dame des Apôtres de Rwaza, Groupe Scolaire Jabana, Groupe Scolaire Saint André, Blue Lakes International School and Gahogo Adventist Academy. Schools, teachers and students were purposively chosen and a census for small populations was applied to select respondents. Data analysis involves descriptive statistics by means of SPSS. The findings of the study reveal that teachers of all schools have enough confidence in their students’ ability to achieve expected CBC competences in Physical, Human and Economic Geography covered in senior 4 and 5. However, the test given to the students demonstrated that teachers’ confidence do not match with students’ performance at some schools. Therefore, there is a need to raise teachers’ awareness about their students’ achievement ability through continuous trainings and much efforts should be invested in students learning to maximize CBC high level achievement of expected competences.

Published in	Education Journal (Volume 11, Issue 4)
DOI	10.11648/j.edu.20221104.18
Page(s)	190-199
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Teachers, Perception, Students, CBC, Competence, Geography

References

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[2]	Benjamin, O., & Nato, L. W. (2014). Determining methods used in teaching Geography in secondary schools in Rongo district, Kenya. International Journal of Academic Research in Progressive Education and Development, 3 (1), 234–247.
[3]	Byukusenge, C., Nsanganwimana, F., & Tarmo, A. P. (2022). Difficult topics in the revised biology curriculum for advanced level secondary schools in Rwanda: teachers’ perceptions of causes and remedies. Journal of Biological Education, 1-17.
[4]	Dhakal, R. K. (2019). Teaching Geography in secondary school: Teachers perceptions and experiences. The Geographic Base, 6, 32-41. https://doi.org/10.3126/tgb.v6i0.26165.
[5]	Eze, E. (2021). Why Secondary School Geography Students Perform Poorly in External Examinations. Journal of Geography, 120 (2), 51-60, https://doi.org/10.1080/00221341.2020.1860114.
[6]	Kocalar, A. O., & Demirkaya, H. (2017). Geography teachers’ views on effective Geography teaching. Review of International Geographical Education Online (RIGEO), 7 (3), 332-346.
[7]	Mwesiga, F. (2017). Factors influencing students’ poor performance in geography subject in tanzania: the case of community secondary schools in Morogoro municipality. A non- published dissertation submitted to the Faculty of Social Sciences in Partial Fulfilment of the Requirements for Award of Masters of Arts in Education (MAED) of Mzumbe University.
[8]	Ndihokubwayo, K., Nyirigira, V., Muraira, G., & Munyensanga, P. (2020). Is competence-based curriculum well monitored? Learning from Rwandan sector education officers. Rwanda Journal of Education, 5 (1), 1-12.
[9]	Ndihokubwayo, K.; Habiyaremye, H. T. & Rukundo, J. (2019). Rwandan New Competence Base: Curriculum Implementation and Issues; Sector-Based Trainers. A Journal of Contemporary Research, 16 (1), 24-41.
[10]	Ndihokubwayo, K. & Habiyaremye, H. T. (2018). Why Rwanda shift from knowledge to competence based curriculum. Syllabuses and textbooks point of view. African Research Review 12 (3), 38-48. https://doi.org/10.4314/afrrev.v12i3.4.
[11]	Ngendahayo, E., & Askell-williams, H. (2016). Rwanda’s new competence-based school curriculum: new approaches to assessing student learning needed. In D. Curtis & J. Orrell (Eds), publishing higher degree research: Making the transition from student to researcher. Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6300-672-9.
[12]	Nsengimana, T.; Mugabo, L. R.; Ozawa, H.; Nkundabakura P. (2021). Science competence-based curriculum implementation in Rwanda: A multiple case study of the relationship between a school’s profile of implementation and its capacity to innovate. African Journal of Research in Mathematics, Science and Technology, 21 (1), 38-51. https://doi.org/10.1080/18117295.2021.1888020.
[13]	Nzabandora, I. (2028). Influence of school administration on competence based curriculum implementation in public secondary schools in Rwanda. A case study of Bugesera district. A nonpublished maters’ dissertation of Education (Educational planning, management and Administration), Mount Kenya University, Rwanda.
[14]	Opoku, F., Serbeh, R., & Amoah, E. G. (2020) Geography education in perspective: an enquiry into Ghanaian senior high school students’ positive and negative attitudes towards geography. International Research in Geographical and Environmental Education, 30 (1), 39-53, https://doi.org/10.1080/10382046.2020.1727115.
[15]	Owala, J. R. O. (2021). Successes and challenes of implementing the competence- baed curriculum in Kenya. Institute of Educational Development – East Africa The Aga Khan University Dar es Salaam.
[16]	Passadelli, A. S., Klonari, A., Michalakis, V. I., & Vaitis, M. (2020). Geography teachers’ knowledge of and perceptions on dyslexia. Education Sciences 10 (10), 278- 293; https://doi.org/10.3390/educsci10100278.
[17]	REB (2015a). Competence Based- Curriculum. Curriculum framework pre-primary to upper-primary. Worldcare communications limited.
[18]	REB (2015b). Geography syllabus advanced level S3-S6. Kigali.
[19]	Ruth, C., & Ramadas, V. (2019). The ‘Africanized’ competency based curriculum: The twenty-first century strides. International Journal of Education, 7 (4), 46-51. https://doi.org/10.34293/ education.v7i4.640.
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[22]	Yahaya, A. M., Dutsinma, A. L., Suleiman, S., Abdulaziz Ahmed, A., (2021). The impact of teaching methods on the performance of geography students in some selected public secondary schools in Zaria local government area, Kaduna State, Nigeria. Journal of Social, Humanity, and Education (JSHE), 1 (2), 143-155. https://doi.org/10.35912/jshe.v1i2.369.

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APA Style

Mukingambeho Delphine, Muhire Innocent, Manirakiza Vincent, Imaniriho Dan, Nyirishema Mahsen. (2022). Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum. Education Journal, 11(4), 190-199. https://doi.org/10.11648/j.edu.20221104.18

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ACS Style

Mukingambeho Delphine; Muhire Innocent; Manirakiza Vincent; Imaniriho Dan; Nyirishema Mahsen. Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum. Educ. J. 2022, 11(4), 190-199. doi: 10.11648/j.edu.20221104.18

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AMA Style

Mukingambeho Delphine, Muhire Innocent, Manirakiza Vincent, Imaniriho Dan, Nyirishema Mahsen. Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum. Educ J. 2022;11(4):190-199. doi: 10.11648/j.edu.20221104.18

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@article{10.11648/j.edu.20221104.18,
  author = {Mukingambeho Delphine and Muhire Innocent and Manirakiza Vincent and Imaniriho Dan and Nyirishema Mahsen},
  title = {Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum},
  journal = {Education Journal},
  volume = {11},
  number = {4},
  pages = {190-199},
  doi = {10.11648/j.edu.20221104.18},
  url = {https://doi.org/10.11648/j.edu.20221104.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221104.18},
  abstract = {Rwanda secondary education is applying Competence--Based Curriculum (CBC) since 2015 in all teaching and learning subjects. CBC is envisioned to produce more skillful students capable of contributing to the development of the country. However, a number of problems have been pointed out, since the CBC implementation, challenging its presumed output and sometimes the expected competences are not acquired by the students. Therefore, this study aims at assessing teachers’ views about secondary school learners’ ability to achieve expected competences in Geography Competence Based Curriculum compared to students’ performance. It follows a quantitative cross-sectional design and used a structured questionnaire to collect data from 13 teachers of Geography as well as a test administered to 210 students of senior 5 and 6 who learn Geography as one of the major subjects. The study was conducted at Groupe Scolaire Mukamira, Groupe Scolaire Notre Dame des Apôtres de Rwaza, Groupe Scolaire Jabana, Groupe Scolaire Saint André, Blue Lakes International School and Gahogo Adventist Academy. Schools, teachers and students were purposively chosen and a census for small populations was applied to select respondents. Data analysis involves descriptive statistics by means of SPSS. The findings of the study reveal that teachers of all schools have enough confidence in their students’ ability to achieve expected CBC competences in Physical, Human and Economic Geography covered in senior 4 and 5. However, the test given to the students demonstrated that teachers’ confidence do not match with students’ performance at some schools. Therefore, there is a need to raise teachers’ awareness about their students’ achievement ability through continuous trainings and much efforts should be invested in students learning to maximize CBC high level achievement of expected competences.},
 year = {2022}
}

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TY  - JOUR
T1  - Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum
AU  - Mukingambeho Delphine
AU  - Muhire Innocent
AU  - Manirakiza Vincent
AU  - Imaniriho Dan
AU  - Nyirishema Mahsen
Y1  - 2022/08/05
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221104.18
DO  - 10.11648/j.edu.20221104.18
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 190
EP  - 199
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221104.18
AB  - Rwanda secondary education is applying Competence--Based Curriculum (CBC) since 2015 in all teaching and learning subjects. CBC is envisioned to produce more skillful students capable of contributing to the development of the country. However, a number of problems have been pointed out, since the CBC implementation, challenging its presumed output and sometimes the expected competences are not acquired by the students. Therefore, this study aims at assessing teachers’ views about secondary school learners’ ability to achieve expected competences in Geography Competence Based Curriculum compared to students’ performance. It follows a quantitative cross-sectional design and used a structured questionnaire to collect data from 13 teachers of Geography as well as a test administered to 210 students of senior 5 and 6 who learn Geography as one of the major subjects. The study was conducted at Groupe Scolaire Mukamira, Groupe Scolaire Notre Dame des Apôtres de Rwaza, Groupe Scolaire Jabana, Groupe Scolaire Saint André, Blue Lakes International School and Gahogo Adventist Academy. Schools, teachers and students were purposively chosen and a census for small populations was applied to select respondents. Data analysis involves descriptive statistics by means of SPSS. The findings of the study reveal that teachers of all schools have enough confidence in their students’ ability to achieve expected CBC competences in Physical, Human and Economic Geography covered in senior 4 and 5. However, the test given to the students demonstrated that teachers’ confidence do not match with students’ performance at some schools. Therefore, there is a need to raise teachers’ awareness about their students’ achievement ability through continuous trainings and much efforts should be invested in students learning to maximize CBC high level achievement of expected competences.
VL  - 11
IS  - 4
ER  -

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Author Information

Mukingambeho Delphine

Department of Humanities and Language Education, School of Education, College of Education, University of Rwanda, Nyagatare, Rwanda
Muhire Innocent

Department of Humanities and Language Education, School of Education, College of Education, University of Rwanda, Nyagatare, Rwanda
Manirakiza Vincent

Department of Humanities and Language Education, School of Education, College of Education, University of Rwanda, Nyagatare, Rwanda
Imaniriho Dan

Department of Foundations, Management and Curriculum Studies, School of Education, College of Education, University of Rwanda, Nyagatare, Rwanda
Nyirishema Mahsen

Department of Humanities and Language Education, School of Education, College of Education, University of Rwanda, Nyagatare, Rwanda

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APA Style

Mukingambeho Delphine, Muhire Innocent, Manirakiza Vincent, Imaniriho Dan, Nyirishema Mahsen. (2022). Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum. Education Journal, 11(4), 190-199. https://doi.org/10.11648/j.edu.20221104.18

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ACS Style

Mukingambeho Delphine; Muhire Innocent; Manirakiza Vincent; Imaniriho Dan; Nyirishema Mahsen. Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum. Educ. J. 2022, 11(4), 190-199. doi: 10.11648/j.edu.20221104.18

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AMA Style

Mukingambeho Delphine, Muhire Innocent, Manirakiza Vincent, Imaniriho Dan, Nyirishema Mahsen. Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum. Educ J. 2022;11(4):190-199. doi: 10.11648/j.edu.20221104.18

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@article{10.11648/j.edu.20221104.18,
  author = {Mukingambeho Delphine and Muhire Innocent and Manirakiza Vincent and Imaniriho Dan and Nyirishema Mahsen},
  title = {Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum},
  journal = {Education Journal},
  volume = {11},
  number = {4},
  pages = {190-199},
  doi = {10.11648/j.edu.20221104.18},
  url = {https://doi.org/10.11648/j.edu.20221104.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221104.18},
  abstract = {Rwanda secondary education is applying Competence--Based Curriculum (CBC) since 2015 in all teaching and learning subjects. CBC is envisioned to produce more skillful students capable of contributing to the development of the country. However, a number of problems have been pointed out, since the CBC implementation, challenging its presumed output and sometimes the expected competences are not acquired by the students. Therefore, this study aims at assessing teachers’ views about secondary school learners’ ability to achieve expected competences in Geography Competence Based Curriculum compared to students’ performance. It follows a quantitative cross-sectional design and used a structured questionnaire to collect data from 13 teachers of Geography as well as a test administered to 210 students of senior 5 and 6 who learn Geography as one of the major subjects. The study was conducted at Groupe Scolaire Mukamira, Groupe Scolaire Notre Dame des Apôtres de Rwaza, Groupe Scolaire Jabana, Groupe Scolaire Saint André, Blue Lakes International School and Gahogo Adventist Academy. Schools, teachers and students were purposively chosen and a census for small populations was applied to select respondents. Data analysis involves descriptive statistics by means of SPSS. The findings of the study reveal that teachers of all schools have enough confidence in their students’ ability to achieve expected CBC competences in Physical, Human and Economic Geography covered in senior 4 and 5. However, the test given to the students demonstrated that teachers’ confidence do not match with students’ performance at some schools. Therefore, there is a need to raise teachers’ awareness about their students’ achievement ability through continuous trainings and much efforts should be invested in students learning to maximize CBC high level achievement of expected competences.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum
AU  - Mukingambeho Delphine
AU  - Muhire Innocent
AU  - Manirakiza Vincent
AU  - Imaniriho Dan
AU  - Nyirishema Mahsen
Y1  - 2022/08/05
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221104.18
DO  - 10.11648/j.edu.20221104.18
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 190
EP  - 199
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221104.18
AB  - Rwanda secondary education is applying Competence--Based Curriculum (CBC) since 2015 in all teaching and learning subjects. CBC is envisioned to produce more skillful students capable of contributing to the development of the country. However, a number of problems have been pointed out, since the CBC implementation, challenging its presumed output and sometimes the expected competences are not acquired by the students. Therefore, this study aims at assessing teachers’ views about secondary school learners’ ability to achieve expected competences in Geography Competence Based Curriculum compared to students’ performance. It follows a quantitative cross-sectional design and used a structured questionnaire to collect data from 13 teachers of Geography as well as a test administered to 210 students of senior 5 and 6 who learn Geography as one of the major subjects. The study was conducted at Groupe Scolaire Mukamira, Groupe Scolaire Notre Dame des Apôtres de Rwaza, Groupe Scolaire Jabana, Groupe Scolaire Saint André, Blue Lakes International School and Gahogo Adventist Academy. Schools, teachers and students were purposively chosen and a census for small populations was applied to select respondents. Data analysis involves descriptive statistics by means of SPSS. The findings of the study reveal that teachers of all schools have enough confidence in their students’ ability to achieve expected CBC competences in Physical, Human and Economic Geography covered in senior 4 and 5. However, the test given to the students demonstrated that teachers’ confidence do not match with students’ performance at some schools. Therefore, there is a need to raise teachers’ awareness about their students’ achievement ability through continuous trainings and much efforts should be invested in students learning to maximize CBC high level achievement of expected competences.
VL  - 11
IS  - 4
ER  -

Copy | Download