Paper Key : IRJ************470
Author: Wolta Matanda,Onesmo Amos (phd)
Date Published: 07 Jul 2024
Abstract
This study aimed to understand how teachers change their teaching methods to match the requirements of the competency-based curriculum in secondary schools in Morogoro Municipality, Tanzania. The study used the Self-Determination Theory (SDT) developed in 1985 by American psychologists Edward L. Deci and Richard M. Ryan. Different methods like structured interviews and questionnaires were used to collect data from 60 teachers selected randomly. The reliability of the quantitative data collection tool was tested using the SPSS program and Cronbach's value was 0.828 which is within the acceptable range. Research experts checked the qualitative data collection instruments. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 20 program. Qualitative data was analyzed thematically. The study protected participantsrights by following permission letters, consent forms, confidentiality, and anonymity. The findings showed that teachers rarely use different teaching methods aligned with the competency-based curriculum. Only a few teachers attend various seminars and workshops about the competency-based curriculum. In some cases, teachers change their teaching methods to give students more opportunities to show mastery of skills or knowledge. However, teachers rarely use technology and multimedia resources to enhance teaching and help student learning.Keywords: Teaching Methods, Competence-based Curriculum, and Teaching