The challenges of competence-based training pedagogical approaches in improving English communication in secondary schools in Tanzania: A case of Temeke municipality

Abstract

This study assessed the challenges of implementing Competency-Based Training (CBT) instructional methods for improved English communication skills in Tanzania's Temeke Municipality high schools. The study was guided by the two theories, namely social learning theory and diffusion of innovations theory. It also adopted a convergent parallel mixed-methods design by applying qualitative and quantitative methods for data collection. Further, data were collected through surveys, interviews, and classroom observation from the sampled 100 secondary school teachers in the municipality. The data were analyzed by using SPSS for quantitative data and NVivo for qualitative data, whereby descriptive and content analysis were employed, respectively. Results indicated that even though CBT has the potential to improve students' communication of English, several challenges hinder its effective application. Such challenges included insufficient teacher training, lack of teaching and learning materials, and unsuitable classroom environments. The majority of the teachers reported that they were not adequately trained to implement CBT in an effective way, and a critical shortage of materials such as textbooks, multimedia tools, and technology for interactive learning was reported. The study also pointed out that the traditional classroom settings, which were not very flexible to accommodate cooperative activities, also restricted the effective application of CBT methods. On this foundation, the study suggested improvement in the training of teachers, provision of resources, classroom organization, and policy formulation to facilitate the adoption of CBT in secondary schools. The suggestions are to close the gaps noted and foster better adoption of CBT to enhance English communication skills among secondary school learners in Temeke Municipality.