The Influence of competences-based teaching on the academic performance of students in secondary schools in Iyolwa Sub-County, Tororo District. A cross-sectional study.
DOI:
https://doi.org/10.51168/yx367f72Keywords:
Competence-based teaching, academic performance, pedagogy, teaching resources, secondary schools, Iyolwa Sub-County, Tororo DistrictAbstract
Background.
Competence-based teaching has become an essential pedagogical reform aimed at improving learners’ mastery of practical skills, critical thinking, and real-world application. This study examined the relationship between competence-based teaching and students’ academic performance.
Methodology:
A descriptive cross-sectional research design was adopted, involving 162 teachers selected from government and private secondary schools. Data were collected through questionnaires, interviews, and document reviews. Quantitative data were analyzed using descriptive statistics, correlation, and regression, while qualitative responses were thematically analyzed. Competence-based teaching indicators and academic performance measures were computed to determine their relationship.
Results:
Respondents were 54.7% male, predominantly aged 25–44 years, with most holding a Bachelor’s degree (52%). Teaching experience ranged widely, with 31.3% having 6–10 years. Findings revealed low implementation of competence-based practices, particularly in lesson planning (Mean = 2.57), performance-based assessments (Mean = 2.43), and curriculum alignment (Mean = 2.87). Teachers cited limited training, inadequate teaching resources, and large class sizes as major constraints. Academic performance indicators were similarly low, with mean scores ranging between 2.20 and 2.59, indicating limited mastery, weak skill development, and inconsistent progression. Correlation analysis showed a significant positive relationship between competence-based teaching and academic performance (r = 0.563, p < 0.01). Regression results confirmed competence-based teaching as a significant predictor of student achievement (B = 0.268, p < 0.01), explaining 46% of performance variance.
Conclusion:
Competence-based teaching moderately influences academic performance; however, its implementation remains inadequate due to training and resource limitations.
Recommendations:
Strengthen teacher training, increase resource allocation, provide administrative support, and enhance practical learning environments to improve competence-based pedagogy and student outcomes.
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Copyright (c) 2025 Florence Adikini Ochola, Dr. Patrick Waiswa, Edmand Bakashaba (Author)
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