Effect of Implementing a Competence-Based Curriculum on Students’ Academic Performance in Mathematics: A Case of Selected Lower Secondary Public Day Schools in Rwamagana District, Rwanda

Abstract

This study is designed to determine the effect of implementing competence-based curriculum on students’ academic performance in mathematics in selected lower secondary public day schools in Rwamagana District, Rwanda. This study is beneficial to Rwandan secondary schools, to the researcher himself, teachers, and other researchers providing advice on how they can develop the students’ competences in mathematics subjects. Guided by constructivism and social constructivism learning theories, the study’s participants were 8 head teachers and Deans of studies (5 respondents), 7 teachers of mathematics (5 respondents) and 275 students (158 respondents). These made a sample size of 168 respondents from four secondary day schools in Rwamagana district were involved in this research. The target population of this study was 290 participants.  Purposive sampling by choosing the Dean of studies and Head teachers and simple random sampling was used to choose teachers and students as well as stratified random sampling. Instruments used to collect data are questionnaires and interviews. The quantitative data was analyzed by using IBM SPSS 20 while analysis of qualitative data was done using inductive thematic analysis. Results on the implementation of competence-based curriculum structure indicated that 81.7% strongly agree that discussing math concepts with classmates helps them to learn better. 86.7% agree that the school leaders support the implementation of Competence-Based Curriculum (CBC) in mathematics. 89.9% of the asked students agree that their mathematics teachers seemed well prepared to teach the CBC. The study found that the CBC program is being implemented effectively in Rwamagana District. Students are more engaged, better at problem-solving, and have a better understanding of math. The study shows that the program should continue and be improved to help students succeed in school and their careers. It was proposed that Rwanda Education Board is advised to support and train schools in implementing the CBC in mathematics. It should regularly evaluate and adjust the curriculum to improve outcomes. Teachers should participate in professional development and adopt a student-centered approach. Schools should ensure adequate resources and foster a collaborative culture. Families should encourage active student participation, maintain open communication, and provide a supportive home environment.