RUAHA CATHOLIC UNIVERSITY

The study assessed the Geography teachers’ implementation of competency-based teaching approaches on students’ academic performance at secondary level. Qualitative research approach with a case study research design was employed in this study. The target population of the study was geography teachers and students. The sample size was 66 participants (12 geography teachers and 54 students). Data were collected through interviews, focus group discussion and documentary review and analyzed through content analysis. The study findings revealed that, geography teachers implement competency-based teaching approaches through setting learning competencies and objectives that reflect competency-based teaching approaches, provision of constructive feedback, teachers’ decision on student mastery learning and teachers assessment techniques. This study concluded that, effective implementation of competency-based teaching approaches have a contribution on students’ academic performance. Generally, effective implementation of competency-based teaching approach plays a pivotal role on students’ academic performance. The extent to which students are attaining low performance is associated with various challenges including teachers’ qualification and their ability in the implementation of competency-based teaching approaches, students’ commitment, large class size and lack of teaching and learning materials. It is recommended that the government should provide in-service training and other capacity building programs to teachers so that they can be capable in implementing competency-based teaching approaches.

academic performance, competency-based teaching approaches, contribution, geography teachers, implementation