Browsing by Author "Namukana Daphine"

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    EVALUATION OF COMPETENCE BASED CURRICULUM ON THE PERFORMANCE OF MATHEMATICS STUDENTS AT UGANDA CERTIFICATE OF EDUCATION IN SELECTED SCHOOLS OF BUGIRI DISTRICT
    (Busitema University, 2026-09-02) Namukana Daphine
    ABSTRACT The study seeks to gage the effect of the Competence-Based Curriculum (CBC) on the performance of Mathematics students at the Uganda Certificate of Education (UCE) level in selected secondary schools in Bugiri District. The introduction of the CBC in Uganda's lower secondary education aimed at improving learners' competencies through learner-centered approaches, critical thinking, problem-solving, and continuous assessment. Despite these reforms, Mathematics performance at UCE remains unsatisfactory in many schools, raising concerns about the effectiveness of the curriculum in achieving its intended objectives. The study is directed by three objectives: to assess the extent to which the CBC has been implemented in the teaching and learning of Mathematics, to examine the relationship between CBC implementation and students' performance in Mathematics at UCE level, and to identify strategies for improving the effectiveness of CBC in enhancing Mathematics performance. The study will employ a descriptive research design using both quantitative and qualitative approaches. ( Creswell, 2014 ) Data will be collected from students, Mathematics teachers, and school administrators in selected schools, namely Bukooli College, Standard High School, and Central College Bugiri. Questionnaires, interviews, and document analysis will be used as data collection instruments. The findings of the study are expected to provide insights into the effectiveness of CBC implementation in Mathematics education and identify challenges affecting students' academic performance. The study will contribute valuable information to curriculum developers, policymakers, school administrators, and teachers in strengthening the implementation of CBC and improving Mathematics achievement among learners at UCE level.
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    EVALUATION OF COMPETENCE BASED CURRICULUM ON THE PERFORMANCE OF MATHEMATICS STUDENTS AT UGANDA CERTIFICATE OF EDUCATION IN SELECTED SCHOOLS OF BUGIRI DISTRICT
    (Busitema University, 2026-09-02) Namukana Daphine
    ABSTRACT The study seeks to gage the effect of the Competence-Based Curriculum (CBC) on the performance of Mathematics students at the Uganda Certificate of Education (UCE) level in selected secondary schools in Bugiri District. The introduction of the CBC in Uganda's lower secondary education aimed at improving learners' competencies through learner-centered approaches, critical thinking, problem-solving, and continuous assessment. Despite these reforms, Mathematics performance at UCE remains unsatisfactory in many schools, raising concerns about the effectiveness of the curriculum in achieving its intended objectives. The study is directed by three objectives: to assess the extent to which the CBC has been implemented in the teaching and learning of Mathematics, to examine the relationship between CBC implementation and students' performance in Mathematics at UCE level, and to identify strategies for improving the effectiveness of CBC in enhancing Mathematics performance. The study will employ a descriptive research design using both quantitative and qualitative approaches. ( Creswell, 2014 ) Data will be collected from students, Mathematics teachers, and school administrators in selected schools, namely Bukooli College, Standard High School, and Central College Bugiri. Questionnaires, interviews, and document analysis will be used as data collection instruments. The findings of the study are expected to provide insights into the effectiveness of CBC implementation in Mathematics education and identify challenges affecting students' academic performance. The study will contribute valuable information to curriculum developers, policymakers, school administrators, and teachers in strengthening the implementation of CBC and improving Mathematics achievement among learners at UCE level.