Abstract

The Competence-Based Approach (CBA) aims to develop students’ skills and competencies rather than merely focusing on rote memorization of content. This study investigates the challenges in implementing the Competence-Based Approach and its impact on the quality of teaching history in selected secondary schools in Mfoundi Division, Cameroon. The quality of teaching is assessed through indicators such as student engagement, understanding of historical concepts, and the ability to apply knowledge critically. The research employs a mixed-methods approach, combining quantitative data from student performance records, teacher evaluations, and classroom observations with qualitative insights from interviews and focus group discussions with teachers, students, and education administrators.

Findings reveal several significant challenges in the implementation of the Competence-Based Approach in teaching history. These challenges include insufficient training for teachers, inadequate teaching materials, large class sizes, and resistance to change among educators. Many teachers reported a lack of comprehensive professional development opportunities to equip them with the necessary skills to effectively implement CBA. Inadequate teaching materials, such as textbooks and digital resources aligned with the CBA framework, further hindered the successful application of this approach.

The study highlights that despite these challenges, schools that managed to implement CBA effectively saw improved student engagement and a deeper understanding of historical concepts. Students in these schools were better able to analyze historical events, make connections to present-day issues, and develop critical thinking skills. Effective implementation was often facilitated by proactive school leadership, continuous teacher support, and collaboration among educators.

The research also identifies the need for structural and systemic changes to support the successful implementation of CBA. These include smaller class sizes to allow for more personalized instruction, increased funding for educational resources, and ongoing professional development programs for teachers. Additionally, fostering a positive attitude towards CBA among educators and involving them in the development and refinement of the curriculum can enhance its adoption and effectiveness.

Recommendations for policymakers and educational authorities include increasing investment in teacher training and development, providing adequate and relevant teaching materials, and reducing class sizes to create a more conducive learning environment. Encouraging collaboration among teachers and involving them in the curriculum development process can also foster a sense of ownership and commitment to CBA.

In conclusion, while there are significant challenges in implementing the Competence-Based Approach in teaching history in secondary schools in Mfoundi Division, addressing these challenges through targeted interventions can lead to substantial improvements in the quality of teaching and student learning outcomes. By focusing on teacher training, resource provision, and systemic support, the full potential of CBA can be realized.

Keywords: Competence-Based Approach, Quality of Teaching, History Education, Secondary Schools, Mfoundi Division, Teacher Training, Educational Resources, Student Engagement, Critical Thinking, Cameroon.