Education institutions and schools are increasingly moving towards competence-based teaching and learning. On-going transformations in education call for a shift from teacher-centered methodologies to learner-centered approaches, and this has implications on the nature of knowledge required from a teacher. The study therefore set out to investigate the Luganda teachers’ pedagogical content knowledge base in a competence-based teaching-learning context in the Lower Secondary Schools in Uganda. For a deeper analysis of the Luganda teachers’ pedagogical content knowledge-base, a multiple case study enshrined in a qualitative approach was employed to guide the study. Four teachers of Luganda were purposively selected from four schools in the Central part of Uganda. Other study participants included one school administrator per school, two officials from the Ministry of Education and Sports. Observation, interviews and document analysis were the main modes of inquiry. Results from the study revealed that collaborative pedagogues enshrined in a learner-centered approach such as group work, demonstration and project work were the most common approaches to Luganda teaching, though their usage did not depict effective learner-centeredness. Besides, teacher-centered approaches like the lecture method were also used. Teacher’s guide and learners’ book were the popular instructional resources and teachers strictly followed the curriculum during the course of teaching. Additionally, learner-centered assessment strategies such as peer assessment and self-correcting assessment were applied during the course of the lesson. Whenever assessment was utilized as a learning strategy, active learner engagement through inquiry, critical thinking and analysis would be witnessed. Assessment was no longer seen as a punitive or stressful procedure on the side of the learners but rather a process towards learning. However, teacher-centered assessment was also prevalent in some lessons. It was therefore concluded that participants were aware and employed pedagogues enshrined in the competency-based teaching, though their usage did not depict effective learner-centeredness. Failure to create an effective learner-centered environment is likely to render the competency-based approach less useful. Hence, it was recommended that improvement in Luganda teachers’ pedagogical content knowledge in competency-based teaching necessitates continuous professional development should be provided to teachers in the competency-based methodologies; choice of instructional resources; and competency-based assessment strategies.
The Competence-based Education (CBE) is a contemporary educational model to language teaching and essentially underscores the significance of the learner in the teaching-learning process. Education institutions and schools are increasingly moving from content-based curricula to competence-based teaching and learning (
CBE has its origin in the United States of America; where in the 19th Century high schools attempted to make education relevant to the world of work and society through defining students’ competencies (
CBE is among the outcome-based education models where educators and educational policymakers strive to formulate curricula that subscribes to the attainment of learners’ knowledge and skills. Outcome-based models focus on the successful demonstration of learning through student actions and performances embodying and reflecting competence in using information, content, ideas, and tools (
Competency-based learning calls for a shift from teacher-centered methodologies to learner-centered approaches, and this has implications on the nature of knowledge required from a language teacher (
The language teachers’ readiness to facilitate the teaching-learning process in a competence-based context could be measured through their proficiency in successful implementation of the competency-based curriculum (CBC). Language teachers’ pedagogical content knowledge (PCK) is critical to effective facilitation of the teaching-learning process. Teachers’ PK is defined in terms of teachers’ methods of teaching; their use of instructional resources; and effective utilization of methods of assessment. Consequently, sufficient amount of pedagogical knowledge results into teachers’ efficacy which refers to the level of confidence exhibited in the teachers’ ability to guide learners towards achieving the intended learning outcomes (
The rationale for reduction in content knowledge was to create more time and space for teachers’ pedagogical content knowledge; and essentially provide learners with learning opportunities to interact among themselves, carryout research, reflect on knowledge construction and generation. Although in some few subject areas, new content was added for greater realization of the learning outcomes. But, what was fundamentally changed was the pedagogical approach; from teacher-centered methodologies to learner-centered approaches. CBE emphasizes learner-centered approaches to teaching and empowerment of learners with practical skills and hands on experiences; which is regarded as an effective means for teachers to better meet the changing demands of the labor market (
By the end of 2021 with the reopening of schools after the lockdown in Uganda, the National Curriculum Development Centre (NCDC) started a process of retooling teachers to enable them implement the CBC. Several workshops were organized for teachers in secondary schools, and each school was requested to send five (5) teachers for a one-week retooling course in the new curriculum. NCDC adopted a cascading model where ten teachers (in two cohort) per school were to be trained in CBC, and later the trained teachers would retool their peers at school. Among these teachers, were teachers of Luganda. As one of the first indigenous languages to be taught at secondary schools and tertiary institutions, Luganda acquired its orthography in 1947 and possesses a substantial amount of literature. It is one of the twenty indigenous languages currently taught at the Lower Secondary School in Uganda. In the CBC, Luganda is an elective offered to students who opts for a local language; and chosen among the three subject areas in Group One, namely foreign languages, Literature in English and local languages or Uganda sign language.
Before the introduction of CBE, teachers of Luganda were teaching the language in a content-based context; where traditional methods of teaching such as the grammar translation method were largely being employed. Consequently, learners at the Lower Secondary School could barely attain the four language skills by the end of the education level despite the fact that Luganda is a first language to majority of learners who offer the language. Besides, learners could hardly to do anything with what they would have learned in school after completing the education cycle. With the introduction of CBE, teachers of Luganda were part of the retooled teachers in CBC and were expected to facilitate their lessons in a competence-based context. By the time of carrying out this study, teachers would have been exposed to the CBC for 5 years, but in practical terms they have interacted with the curriculum for 3 years due to COVID-19 and the lockdown. There is a missing link as to whether teachers of Luganda who were trained by NCDC in 1 week had attained effective pedagogical knowledge in CBC to enable them teach learners in a competence-based manner. The study therefore set out to investigate the Luganda teachers’ pedagogical content knowledge-base in a competence-based teaching-learning context in the Lower Secondary Schools in Uganda.
The main intention of any education system is to prepare competent and responsible individuals who can use the acquired knowledge, skills and competencies to transform their lives, and contribute towards societal development (
As a result, the teacher’s pedagogical strategies are important in the realization of the learning outcomes in CBE. Educational researchers are increasingly agreeing that the competency-based approach is a priority methodological basis for the development of goals, objectives, and content of professional training of future specialists in the context of subject education (
As much as the competence-based pedagogues are best suited for inculcating knowledge, skills and competencies among learners, teachers in Africa, Uganda inclusive do not seem to be adequately prepared to teach in a competence-based context (
For a deeper analysis of the Luganda teachers’ pedagogical content knowledge-base in a competence-base context, a multiple case study enshrined in a qualitative approach was employed to guide the study. The approach involved some ethnographic modes of inquiry. The multiple case study was selected because of the slight differences in school contexts involving teachers under the study (
Participants included four teachers of Luganda purposively selected from four schools in the Central part of Uganda. Two schools were public or government aided while the rest were private schools. Two schools were picked from urban areas of Kampala and Wakiso whereas the rest were picked from a rural area, that is Kayunga and Masaka. Participants were picked basing on slightly different demographics to examine the extent to which teachers of Luganda had attained pedagogical knowledge in CBE during the teaching-learning context. Other study participants included one school administrator (SA) per school, an official from the National Curriculum Development Centre (ONC) and another from the Directorate of Basic and Secondary Education, Ministry of Education and Sports (ME). Each teacher was given a code for identification purposes (LT) and schools were also coded (SS). Participants were given codes for confidentiality purposes. The small sample enabled the researcher to carry out an in-depth study which resulted in better understanding of the Luganda teachers’ pedagogical content knowledge base in a competency-based context (
Several methods of data collection were employed in the study including document analysis, interviews and observation. The methods were employed in order to get a deeper understanding of the Luganda teachers’ pedagogical content knowledge during the teaching-learning process in a CBE context. Observation was the main method of data collection. Observation was the main method of data collection and much of data was collected during the teaching-learning-process. Two observation checklists were prepared to collect data during the teaching-learning process and outside the classroom. An observation guide/checklist to collect data outside the classroom captured data during the participants’ preparation of lessons in the staffroom. Items in the checklist enabled the researcher to collect data on teachers’ methods of teaching, selection of instructional materials, and choice of methods of assessment. The checklist also captured data on teachers’ views, opinions and attitudes towards CBE in relation to their pedagogical knowledge. The second observation checklist for collecting data during the teaching-learning process included items on teachers’ methods of teaching, instructional materials and methods of assessment. The checklist also captured data on learners’ and teachers’ verbal and nonverbal reactions during the course of the lesson. Much of the observed data were analyzed and interpreted during the course of data collection; in order to enable the researcher not to lose context and originality of data.
Besides, more data were collected through interviews where a semi-structured interview was subjected to teachers, head teachers and officials from the Ministry of Education and Sports. In addition, documents were analyzed including but not limited to the
The methods provided an insight into the teachers’ pedagogical strategies and how they engaged learners in the teaching-learning process. Employing a variety of methods meant bulky data and extensive analysis of the findings. However, data authentication and analysis surpassed the long process of data collection and analysis. A clear description of the procedures of data collection and interpretation, reproduction of transcripts and laying emphasis on replication (
For a better understanding of the study context and participants, the researcher had earlier on requested to join the selected schools, and accessed teachers’ staff room and classrooms for (16) months. He interacted with teachers for 4 months before accessing the classroom. During the staff room interaction, the researcher was able to build a rapport with teachers; acquainted himself with their pedagogical preparations prior to their classroom interaction with learners. The researcher rotated between the role of a participant observer; outside the classroom and an observer during the teaching-learning process. As a participant observer, the researcher was able to engage in teachers’ conversations regarding the methods of teaching, selection of instructional resources, assessment methods, and in overall planning and organizing of the teaching-learning process. The engagement was not geared towards providing answers but basically rotated around inquiring and probing for clarity on issues that seemed not clear. However, during the teaching-learning process, the researcher observed events as they unfolded and did not participate in the teacher-learner interaction. Huge among of data were collected through observation and such data helped the researcher to understand how teachers employed the competence-based pedagogical strategies (
For triangulation and authentication of data, the researcher employed interviews on school administrators and officials from the Ministry of Education and Sports and its agencies. A semi structured interview solicited responses from participants interrogating what transpired in the classroom situation. Data from interview interrogated teachers’ pedagogical practices, selection of instructional resources and choice of assessment methods. Consequently, documents were analyzed to synchronize with data obtained from the above study methods.
Huge amount of data were collected and a worksheet was developed to keep track of all the data that were acquired and to transform the most prominent relationships into assertions (
Data obtained on Luganda teachers’ pedagogical content knowledge emerged from the following themes accruing from the study. The themes include Luganda teachers’ methods of teaching in a competency-based context; instructional materials employed during the teaching-learning process; and Luganda teachers’ methods of assessment. Sub themes later emerged from each of the above themes:
The following were the findings on teachers’ methods of teaching in a competency-based learning:
Data from classroom observation revealed that learners’ involvement in the lesson was a major yardstick for a competency-based environment. Huge amounts of data were collected from teachers concerning their methods of teaching; and collaborative methods were the most common methods of teaching. These included pair work and group discussions. These methods were important pedagogical strategies employed by participants to facilitate students’ learning in a competency-based context. In many of the observed lessons, participants either employed pair work or group discussions to enable learners discuss, internalize and construct knowledge guided by items set by the participant. Pair work was largely used on concepts where learners seemed to have clues or those which were common in learners’ sociocultural environment. On the other had, group discussions were used in instances where the concepts to be discussed were somewhat hard with no clear cut answers, and therefore necessitated a detailed discussion from learners. In both instances, teachers gave learners time to discuss and reflect on the topic under study as they supervised the latter’s work. During discussions, learners were able to generate ideas, cross examine peers ideas, and sometimes reach agreement over a particular contested idea or call upon the intervention of the teacher. Pair work and group discussions proved to be critical in helping teachers facilitate the teaching-learning processing in a competency-based environment, and the ultimate realization of the intended learning outcomes. However, in one of the lessons where the teacher had given a group task, one of the learners was overheard requesting for more time to enable her group complete a particular task.
In response to the learners’ request, the teacher gave the group 2 minutes to conclude their discussion. At the mention of 2 minutes, murmurs were heard from learners in disapproval of the little additional time. To underscore the concept of time during learners’ discussions, one of the participants indicated in her record book.
Lesson outcomes were achieved and teaching went on well. However, the allocated time was not enough to teach all the points (items) set in the topic. Group work (for learners) was cut short to enable the teacher conclude the lesson. (LT02).
The above data revealed that group discussions were central to students’ attainment of the learning outcomes which ultimately resulted in learner’s construction of knowledge and attainment of the learning outcomes. This is in tandem with Vygotsky’s construction of knowledge and Bandura’s social learning theory where learners construct their own understanding and knowledge through a collaborative manner. Pair work in some lessons became a precursor to plenary discussions after all pairs or some had presented their ideas. Deeper learner involvement in the teaching-learning process was seen as critical to the overall achievement of the learning outcomes.
To achieve a more meaningful learning environment beyond the classroom, two of the participants designed project work for learners. Project work proved to be quite a significant pedagogical strategy that one of the teachers employed in a competency-based environment. She anchored learners’ project work into the activity of integration. During interviews, one of the participants indicated that the activity of integration is a series of assessment tasks accruing from a particular topic/s of study, and it is intended to check on learners’ achievement levels at the end of a particular topic or topics. This assessment procedure is meant to be carried out at the end of the topic/s to assess whether learning has taken place. Diverting from the syllabus guidelines, the teacher designed daily learners’ assessment tasks in groups based on the activity of integration. In three instances, the teacher was observed informing learners to continue discussing tasks and assignments beyond class work as part of their project work. In the process of doing so, the participant took students’ learning outside the classroom. This is a manifestation of a holistic learning environment where student learning is not tied to the classroom environment but encouraged beyond the physical spaces. Kolb’s experiential learning theory encourages this kind of hands-on approach because it results in authentic and lifelong learning.
In subsequent classroom sessions, learners were seen expressing themselves freely, add onto or review peers’ responses, and most importantly engage the teacher in an academic conversation concerning a particular topic at hand. For instance, learners were seen discussing the aspect of peer pressure and how to manage it. The researcher attended one of the learners’ groups and observed that learners shared their experiences; some of which generated a heated debate as some experiences seemed too good to be true. But, at the end of the discussion, learners categorically confirmed that they had learned a few strategies on withstanding peer pressure. The fact that project work was only witnessed among one teacher out of the four study teachers, means that holistic and authentic learning could be experienced by fewer learners. If some teachers do not employ authentic pedagogical strategies, it casts doubt as to whether learning outcomes as enshrined in the Local Languages Curriculum Framework are effectively realized.
The questioning approach became a common strategy towards creating a learner-centered environment in the classroom. Teachers employed the questioning approach at varying degrees. In two of the observed lessons, teachers insisted on asking learners questions regardless of whether the latter responded or not. In one of the lessons, the teacher employed the question and answer technique where learners were asked several questions which necessitated responses. In the process of asking questions, the teacher did not provide time to discuss learners’ responses; whether what had been provided was right or wrong. He kept on asking more questions from the beginning of the lesson to the end. During the interviews, the participant was asked as to why he posed several questions, and he said “It’s the only way my students could get involved in the lesson” (LT03). The teacher’s response shows that he had taken learner involvement literally, and had to happen at all cost.
In another observed lesson, the teacher did not give learners a chance to think about her questions. Where a question was posed to learners and no immediate response was given, the participant would provide an answer immediately. She posed several questions during the course of the lesson; where few (questions) received responses from learners. A few months prior to this lesson, teachers had a conversation in the staffroom where they discussed learner involvement in the lesson as an important aspect of CBE. One of the teachers ascertained “You need to ask as many questions as possible to let learners participate in your lesson.” (LT01). Then another teacher (not study participant) asked “And, what if they don’t respond to your questions?” The previous teacher retorted “You provide the answer and continue your lesson.” This discussion seems to have influenced the study participant to behave the way she did during the course of the lesson. During interviews, one of the teachers indicated that she normally provides answers to learners in order to save time. “Ah, there’s a lot to be covered in this syllabus. When I see that my students are not responding, I tell them the answer.” (LT04).
In the above scenarios, participants understood learner involvement in the lesson or learner-centeredness to mean asking questions with or without giving appropriate time to the latter to think and provide responses. In the above lessons, some learners felt disenfranchised because teachers did not give them adequate time to digest and respond accordingly. For instance, in the lesson where the teacher was providing answers, one of the students commented “Sir, it seems today we are not bright enough.” The participant smiled and assured the learners that they were bright. Suffice to note is the fact that the questioning approach is one of the best pedagogical strategies in enlisting learner involvement in a competency-based context. However, if questioning is to facilitate effective learning outcomes, it must be employed effectively. Effective use of the questioning approach necessitates giving learners time to digest what has been asked; give responses; discuss responses; and check and refine responses if need be. Through such a process, learners would be able to acquire knowledge, competencies and skills. However, Luganda teachers’ use of the questioning approach did not seem to enable learners achieve effective learning. This means that Luganda teachers’ pedagogical knowledge in the questioning approach is not sufficient enough to enable effective realization of the learning outcomes.
Another pedagogical strategy which was observed among all participants was the demonstration method. After reading a passage on Kiganda traditional greetings, one of the teachers took learners through rituals and taboos involved in the Kiganda greeting. The teacher first asked learners to role play people of different age groups meeting and greeting one another. Then, he demonstrated the traditional greeting to elders; where young people were greeting adults. It involves kneeling down and placing hands on their thighs for girls (as a sign of humility), while boys are meant to stand and bow their heads slightly as a sign of respect. The demonstration created a lot of interest among learners in Senior One, as they were amazed; and seemed not to know much about the dos and do not s involved in greeting elders. Whenever participants would demonstrate a particular aspect or event, learners’ interest would be aroused and the latter would listen attentively and ask several questions. One of the learners asked “Teacher, why is it only girls to kneel and boys don’t is it fair?” The teacher first kept quiet and took a deep breath before throwing the question back to the learners. Several responses were given including the fact that the topic at hand is a cultural aspect where cultural values could not be compromised; whereas others questioned the applicability of such greeting in a formal setting. Then, the teacher explained that formal setting like classroom or office, girls are not meant to kneel but to stand in a respective manner (like boys) and greet the elders.
Although in all the above scenarios, the teacher demonstrated the Kiganda greetings in both formal and informal settings, there were no return demonstrations from learners as behaviorists learning theorists such as B. F. Skinner would have encouraged. Demonstration as a teaching method would have been more effective if learners were given an opportunity to redo the act for better understanding. In all the observed lessons, it were only one participant who always sanction a return demonstration. This enabled her learners to understand lesson concepts and practices better as learners try out the act by themselves. Therefore, data revealed that demonstration as a pedagogical strategy in a competency-based environment can be effective where a return demonstration is carried out.
The study revealed that the lecture method was still prevalent among teachers of Luganda. This was basically witnessed in some lessons where the teachers’ talk and involvement was far much higher than that of learners. In one of the lessons, the teacher asked students to give and explain advantages of keeping a diary. And, when learners’ responses did not meet the teachers’ expectations, he explained the concept and other ideas until the lesson came to an end. The lecture method was also witnessed in other lessons especially where “new concepts” were introduced or where learners’ responses did not meet the expectations of the teacher as pointed out by one of the teachers’ in the interview. Hence, teachers took over the teaching process and did not give an opportunity to learners to think, give their views and construct own knowledge. Out of the sixteen lessons observed, the lecture method was prevalent in five lessons. As much as the lecture method was minimal during the course of this study, it shows that some teachers are yet to be prepared in the competency-based pedagogical strategies in order to prepare and organize lessons where learners could be given an opportunity to think and construct their own knowledge regardless of whether concepts that are being taught are new or familiar to the latter. In fact, new concepts provides a foundation upon which learners’ abilities and intelligence are tested; and in turn builds their confidence and soar higher into critical thinking.
Data from the study indicated that the above methods of teaching were the most prevalent among teachers of Luganda. Although majority of the methods employed by teachers were learner-centered and aimed at instilling competencies among learners, their usage by teachers did not lead to learners’ effective attainment of the learning outcomes as enshrined in the syllabus. As much some pedagogical strategies employed by the participants could be categorized as learner-centered and therefore regarded as competency-based methodologies, the usage of some of the methods did not depict effective learner-centeredness. However, the lecture method enlisted fewer responses from learners than any other method mentioned above. It is also important to note that though in some instances the method of teaching was seen as appropriate, the teacher’s selection and use of the instructional resources to support the teaching-learning process seemed inappropriate and insufficient to enlist learners’ interest and enable them to attain the intended lesson learning outcomes.
In order to understand the participants’ pedagogical knowledge-base in a competency-based teaching-learning environment, the researcher did not only observe the teachers’ methods of teaching but equally important was the need to examine teachers’ instructional resources.
Data from classroom observations revealed that the most common instructional materials used by all participants during the teaching-learning process were the learners’ book and teacher’s guide. When participants were asked why and how they utilize the teacher’s guide, one of them commented:
Yes, the teacher’s guide is like a bible to us (teachers). It contains all the materials (content) that one needs to teach and instructions on how to teach particular topics. It’s important to have it on your side while teaching. It is elaborate and helps us a lot. (LT02).
Another participant had earlier observed
For the first time, teachers are getting real materials (instructional) to guide them during the teaching process. Previously, we used to prepare notes from textbooks and then look for teaching aids. Ah, ok, in case of physical materials (teaching aid), you may need to look for it in order to make your lesson interesting. But, all in all, the teacher’s guide and learners’ book have everything one needs to teach. What you (teacher) need to do is to read through the materials and prepare what to teach. (LT01).
Consequently, in many of the lessons observed, it was evident that teachers were utilizing the teachers’ guide to the dot which seemed to have affected their creativity. When one of the teachers was asked as to why she was using the teacher’s book word per word, she said “We were told during training (in CBC) that we should follow the curriculum as it will help us achieve the learning outcomes” LT03. The researcher went ahead and inquired from one of the officials at NCDC with the intent of cross examining the view of the participant. When the NCDC official was asked as to why teachers were told to follow the syllabus as it is, the official first spent close to 15 seconds looking at the researcher intently and then replied:
You know this is a new curriculum and not only new to the students but to the teachers as well. These are people (teachers) who were trained (as teachers) in the old curriculum (content based curriculum). During training, we told them not to alter much especially the learning outcomes’. And the last sentence should read as follows ‘The moment they change the learning outcomes, then the intended learning is likely to be lost.
When the official was asked as to whether other aspects of the curriculum such as lesson objectives, methods, teaching aids could be changed or customized by the teacher in order to fit the context under which learners are being taught, the official answered in affirmative, but indicated that “the change shouldn’t be too much to affect the realization of the learning outcomes”.
Data from NCDC officials and participants indicated that the intention of sticking to the curriculum during the teaching -learning process was necessary for teachers to acquaint themselves with the competency-based education. And, this is in line with the behaviorists approach to teaching and learning; where sticking to the norm and repetitions are encouraged for desired behaviors to occur. Although, this is a good idea especially in the short run as teachers acclimatize themselves with a curriculum which is new to them; having received their preparation in the content-based curriculum. However, training teachers to teach and assess only what is indicated in the curriculum compromises teachers’ creativity and innovativeness. What is stipulated in the curriculum or syllabus might slightly differ from one context to another. This is where teachers’ innovativeness and creativity come in handy. Therefore, as much as it was a good idea to acquaint teachers with the CBC, it was not appropriate to direct them to stick to the contents of the curriculum only during the teaching process. In such circumstances, teachers would not only stick to contents in the curriculum but would also utilize instructional materials that are stipulated in the syllabus. As a result, the intended learning outcomes might be achieved in one context and failed to be achieved in another.
Data revealed that apart from the learners’ book and teacher’s guide, teachers employed teaching aids for greater student involvement in the lessons and hence enabling learners to grasp contents better. Many of the teaching aids observed in the lesson were those stipulated in the syllabus. When asked during the interview as to why they had not opted to use other teaching aids, one of the participants observed:
The new curriculum (CBC) proposes detailed teaching aids within learning tasks indicated in the learners’ book. When you are teaching, learners are able to follow and respond to questions. It is not easy to come up with your own teaching aid. If you do so, learners might get lost. (LT03).
Another participant had earlier on commented:
The competency-based curriculum is so organized to the extent that whatever a teacher is going to teach is clearly indicated in the teacher’s guide. Students also have their guide (learners’ book) which helps them to follow, discuss and answer questions. You know, everything a teacher wants is included in the guide. (LT04).
The above data revealed that teachers did not have guides (teacher’s guide) or were not accustomed to such documents before the introduction of the CBC. With the coming up of CBC, teachers felt equipped and secure in the teaching profession. They had materials to refer to when preparing for teaching and during the teaching-learning process. On the other hand, providing teachers with all the teaching aids needed to teach could rob them of their curiosity and creativity. The competency-based curriculum survives and thrives on imaginative, ingenious and originative environments; where learning, unlearning and relearning take place. The teacher is instrumental in providing a conducive environment necessary for learning to take place. CBE requires hands on experiences if learners are to achieve the learning outcomes and attain the intended competencies. This requires teachers not only to use what is stipulated in the syllabus but also to select instructional materials and teaching aids that rhyme with the learners’ level of understanding and the context in which teaching is taking place.
It is therefore important to note that appropriate and well-thought out Luganda language instructional resources play a big role in creating an enabling environment for effective learning. Well selected instructional materials act as a stimuli towards learning. Appropriate instructional materials are always those selected in lieu of the teaching-learning context, and teachers are essential in identifying relevant and meaningful instructional materials. The syllabus could contain instructional resources that are appropriate to the teaching-learning context whereas in some other instances, the teacher could opt for other resources as per the dictates of the learning context.
In many of the lessons observed teachers were laboring to teach in line with the prescribed learner-centered approaches. However, the assessment procedures were largely teacher-centered and few were learner-centered. The former included the question-answer approach employed to test and see whether learners have understood; encouraging learners to ask questions in the course of the lesson; and giving an assignment at the end of the lesson. However, in some instances teachers conducted learner-centered assessment including peer assessment and self-correcting assessment which created excitement among learners. These assessment procedures were geared towards improved learning.
Peer assessment was conducted in two schools. In School SS03 a teacher told students to mark their peers after responding to an assignment. Many learners seemed surprised to see that “our teacher is telling us to mark ourselves” as exclaimed by one of the learners. With the guidance of the teacher and possible answers written on the chalkboard, learners embarked on the marking process. Data revealed that learners interrogated their peers’ responses and those of the teacher. In one instance, a learner protested the answer written by the teacher on the chalkboard and exclaimed “No teacher the answer given by John (not real name) is the correct one.” The discussion that followed this revelation indicated that the question had several possible answers but the response given by the learner seemed to be far better than the one written by the teacher.
The assessment strategy chosen by the participant did not only manifest a shift in power relations (between a teacher and a learner) regarding who chooses what is right and wrong, but most importantly showcased a learning experience on the part of the learners. The above scenario and other reactions that resulted in a sudden change in assessment revealed that learners were indeed learning from responses given by their peers. Suffice to note is the fact that this assessment technique is quite important in cementing learning and attainment of the learning outcomes. If peer assessment is effectively utilized by teachers, it could help learners gain the much needed confidence in learning, attain learning outcomes and subsequently achieve the intended knowledge, skills and competencies.
Data revealed that other assessment procedures included self-assessment which was carried out by individual learners on their own work. This was manifested in self-correcting and guided assessment.
One of the participants from School SS04 was witnessed moving around and guiding learners during group discussions; he would stop at a particular learner and have a conversation. In the first instance, the conversation between the teacher and the student was intended to help the latter self-correct a response he had written down; which was different from what the rest of the group members had written. The teacher asked probing questions which made the student realize that what his peers had written was a better response though his answer was not totally wrong. In School SS02, a related scenario happened where a participant spotted a response given by the group and started asking probing questions. The students released that they had left out a step in the process of discussing the stages of marriage in the African traditional marriage setting of the Baganda. When they realized that they had left out “Okwogereza” (literally translated as discussing marriage proposals such as bride price and other related issues), they started asking themselves questions as to how they were able to set the bride price during the Kwanjula (introduction ceremony) without having included “Okwogereza” in the marriage process. Consequently, learners included “Okwogereza” among the stages of the traditional Kiganda marriage, and ended up changing some responses they had earlier written in other stages.
Data revealed that participants who employed peer assessment and self-assessment methods did not only create excitement among learners and subsequent ownership of the assessment process, but displayed assessment as a learning tool. Assessment as learning was a rare procedure in the content-based curriculum, but highly recommended in a competency-based education. Whenever assessment was utilized by teachers as a learning strategy, the principles of constructivism such as active learner engagement through inquiry, critical thinking and analysis would be witnessed more vividly among learners. It was therefore observed that the teacher is no longer seen as the sole assessor but a facilitator of the assessment process. And, assessment was no longer seen as a punitive or stressful procedure on the side of the learners but rather a process towards learning. The teacher’s ability to probe learners to think, analyze and self-correct indicated that teachers had attained assessment strategies which were geared towards authentic learning. Self-assessment created a shift in power relations in regard to the all-knowing teacher and the all-knowledge consuming learners; towards learner-centered assessment leading to easiness and flexibility among learners during the assessment process. However as indicated above, there were only a few instances of learner-centered assessment in the entire course of the study. This means that teachers’ assessment practices are still largely teacher-centered despite the fact that majority labor to teach in a learner-centered manner which is synonymous to the competency-based learning. Therefore, teachers of language and especially Luganda need to be retooled in the competency-based assessment.
Data from the study revealed that collaborative pedagogues were the most common approaches to teaching especially among participants who employed competency-based methodologies. Collaborative learning approaches such as group work were common among teachers who employ competency-based methodologies (
As much as data from the study revealed that some pedagogical strategies employed by the participants could be categorized as learner-centered and therefore fit within the competency-based mode, their usage did not depict effective learner-centeredness.
In order to produce a near reality situation in the classroom situation for effective teaching, the study discovered that appropriate and well thought-out Luganda language instructional resources play a significant role in creating an enabling environment for effective learning. Availability of instructional materials had a positive and significant influence on the implementation of the CBC, whereas scarcity of these materials affected teachers’ innovative abilities (
Despite the fact that participants were aware and employed pedagogues enshrined in the competency-based teaching, their usage did not depict effective learner-centeredness. The practical delivery of the lessons seemed to be inadequate. It was also worth noting that teacher-centered methodologies such as the lecture method were still prevalent in some lessons during the teaching-learning process which compromised learner participation in lessons and subsequent attainment of the learning outcomes. Where learner-centered methodologies were employed, learner participation increased tremendously. Suffice to note is the fact that the utmost reliance on the teacher’s guide and the learners’ book compromised teachers’ creativity and innovativeness as facilitators seemed not to utilize the existing learning context. The teacher’s book and learners’ book were the most common instructional materials in all the observed lessons. Although in several observed lessons learning seemed to take place during the course of the lesson, learners would have attained learning outcomes better if participants utilized the existing classroom and school contexts during the teaching-learning process. A good instructional material adds value to the lesson whereas a poorly selected and utilized resource could ruin the lesson and lead to failure to achieve the learning outcomes.
Consequently, participants’ assessment methods that were geared towards learning such as peer and self-assessment did not only improve the ambience for learning but also enhanced learners’ critical thinking skills. Patience and concentration among learners who were exposed to assessment as a learning strategy improved drastically. It is therefore important to note that teachers were aware of the several competency-based pedagogues including methods of teaching, choice of instructional materials, and methods of assessment, although effective utilization of these pedagogues was missing in some lessons. The study is quite significant at regional and Ugandan contexts given the fact that CBE is relatively a new approach in a teaching environment where majority of teachers were prepared to teach in a content-based education system.
In order to improve the Luganda teachers’ pedagogical content knowledge in the competency-based teaching, it is important to offer continuous professional development (CPD) to participants in methodologies aligned to CBE. Suffice to note is the fact that the Continuous Professional Framework (2017) exists in Uganda but secondary schools have not yet instituted the proposed structures within the school setting. The researcher therefore proposes a structure where the deputy head teacher, heads of departments or units within a school constitute a professional development committee to foster a continuous professional development agenda in the school. Time should be allocated on a weekly or monthly basis where resource persons conduct in-service training for teachers on methods of teaching and assessment procedures aligned towards the CBE approach; peer groups should be set up to enable teachers share teaching and learning experiences where the concept of learner-centeredness could be discussed in-depth; and any other related professional development agenda. This will help teachers to master methods of teaching that are anchored in a competency-based mode.
Besides, seminars on choice and effective utilization of instructional materials should be organized for teachers. In these seminars, the relevance and significance of employing an effective instructional material and teaching aids should be clearly spelt out. Additionally, emphasis should also be placed on locally available resources in addition to those which could be obtained cheaply without constraining the school resources. Teachers should also be given freedom to choose instructional materials and teaching aids beyond what is stipulated in the syllabus depending on the learning context. It is worth noting that assessment methods and strategies enshrined in CBE are quite new to the teachers. Concerted effort should be invested in training teachers in competency-based assessment (CBA) through peer mentoring. Formulation and executions of tasks, scenario based questions, activities of integration and other forms of assessment should be clearly explicated to teachers to enable them appreciate the CBA mode of assessment. In due course, teachers should be given an opportunity to carryout continuous illustrations in their specific subject areas.
As much as an investigation of pedagogical content knowledge base of Luganda teachers is of global relevance and attracts attention across disciplines, the study’s small sample, regional scope and inclusion of participants’ personal practices, might impact its generalizability.
The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.
The studies involving humans were approved by Uganda Christian University, Uganda. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.
MM: Conceptualization, Formal analysis, Funding acquisition, Investigation, Methodology, Validation, Writing – original draft.
The author(s) declared that this work was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
The author(s) declared that Generative AI was not used in the creation of this manuscript.
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