RUAHA CATHOLIC UNIVERSITY

This study explored the effect of competency-based mathematics teaching methods on academic achievement in public secondary schools. The researcher employed a mixed method research approach with a concurrent research design. The population of the study involved heads of schools, mathematics teachers and students from selected public secondary schools. The sample size was 120 participants (5 heads of schools, 15 mathematics teachers and 100 students). The sample was selected by using the purposive sampling technique to select the mathematics teachers and heads of schools while stratified random sampling technique was used in selecting students. The study used interview, questionnaires and focus group discussion as data collection methods. The qualitative data collected were analyzed by using content analysis technique while quantitative data were analyzed descriptively through SPSS version 29.0. The findings revealed that competency-based teaching methods has effect on students’ academic achievement in mathematics. It increased students’ mathematics performance, level of understanding and application of mathematical concepts in other field, ability to solve mathematical problems, level of critical thinking and reasoning as well as level of participation in mathematics lessons. It is concluded that competency-based teaching approaches in mathematics are essential for students’ academic achievement, especially in mathematics. It is recommended that, the government should provide the necessary resources and conducive environment for the implementation of CBT methods.

Competency, teaching methods, mathematics education, academic achievement.