Evaluating the impact of competency-based teaching on students’ English communication skills in rural public secondary schools in Mbinga District, Tanzania

Wilgis Ndunguru; Zamzam I. Nyandara; Jesse Lukindo

doi:10.51867/ajernet.7.2.72

Autores

Wilgis Ndunguru Mwalimu Nyerere Memorial Academy, Tanzania
Zamzam I. Nyandara Open University of Tanzania https://orcid.org/0009-0009-0960-3514
Jesse Lukindo Open University of Tanzania https://orcid.org/0000-0001-7024-1019

DOI:

https://doi.org/10.51867/ajernet.7.2.72

Palavras-chave:

Competency-Based Teaching, English Communication Skills, Learning Gains, Student Learning Outcomes

Resumo

Competency-Based Teaching (CBT), based on constructivist theories of learning, is learner-centered, focuses on practical skills development, and discourages cramming, making it one of the best teaching approaches for improving skills in the English language. Although CBT has been embraced throughout the world, there are few studies on the efficacy of this pedagogic approach in enhancing English communication skills within the rural secondary schooling context in Tanzania. Thus, this study assessed the effectiveness of CBT in improving English communication skills among Form Three students in rural public secondary schools within Mbinga District in Tanzania. The population of this study included both Form Three students and English language teachers, from which a sample of 480 students was selected using purposive and random sampling approaches. The study adopted a quasi-experimental research design, where the experiment was conducted using two schools with 353 students using CBT, while two other schools with 129 students used a traditional teaching approach. Information was gathered by administering pretests and posttests on students' abilities in speaking, reading, listening, and writing. Analysis of quantitative data was done using descriptive statistics and independent samples t-tests. The results showed that there was a significant improvement for students exposed to CBT in all four language skills, with the highest improvement in speaking and reading, the second highest in listening skills, and the least in writing. The control group, however, showed very little improvement. The study concludes that CBT can be effective in improving the practical English communication skills and meeting the various learning needs of students. Teacher training should be strengthened, teaching resources should be made available, and interactive teaching tools should be used regularly to ensure the benefits of CBT are maximized in the rural secondary schools.

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