Impact of Competence-Based Curriculum on Pupils’ Mathematics Skills in Kisarawe District, Tanzania

Idd Rajab; Prospery M. Mwila

doi:10.61227/gjbe.v1i2.248

Authors

Idd Rajab Ilala Municipality
Prospery M. Mwila St. Augustine University of Tanzania

DOI:

https://doi.org/10.61227/gjbe.v1i2.248

Keywords:

Competence-Based Curriculum, Mathematics Skills, Problem-Solving, Critical Thinking, Learner-Centered Approaches, Primary Education

Abstract

This study examined the effects of Competence-Based Curriculum (CBC) implementation on pupils’ mathematics skills acquisition in primary schools within Kisarawe District Council. Employing a mixed-methods approach, the research integrated quantitative and qualitative data to assess the impact of CBC on teaching practices, student learning outcomes, and classroom engagement. Guided by Constructivist Learning Theory and Skill Acquisition Theory, the study explored how learner-centered strategies, problem-solving tasks, and iterative practice foster cognitive development, analytical reasoning, and mastery of mathematical concepts. Data were collected from 50 participants, including teachers and pupils, using structured questionnaires, interviews, and classroom observations. Quantitative data assessed engagement, problem-solving ability, and conceptual understanding, while qualitative data provided contextual insights into pedagogical practices. Findings indicate that CBC positively enhances pupils’ problem-solving and critical thinking skills. Around 80% of pupils reported that active participation improved conceptual understanding, while 77% noted that real-life application strengthened practical problem-solving. Pupils emphasized reasoning and logical thinking over rote memorization, reflecting the curriculum’s capacity to cultivate higher-order thinking. Teachers’ continuous feedback (97%) and use of resources and technology (94%) further supported reflective learning. Qualitative findings revealed that group discussions, collaborative exercises, and project-based tasks enhanced confidence and competence by allowing exploration of multiple solution strategies. Challenges identified include limited teacher training, inadequate resources, heavy workloads, and difficulty adapting to inquiry-based tasks. The study concludes that effective CBC implementation can significantly enhance mathematics skills acquisition. Recommendations include sustained professional development, improved resource provision, workload management, and systematic integration of ICT and learner-centered strategies to achieve the curriculum’s objectives.

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