The  experiences of competency based approach on primary school pupils' learning outcomes in national languages and cultures.

Roseline Fola Lukong

doi:10.37899/mjdl.v3i4.427

Authors

Roseline Fola Lukong University of Yaoundé I, Yaoundé, Cameroon

DOI:

https://doi.org/10.37899/mjdl.v3i4.427

Keywords:

Competency Based Approach, Learning Outcomes, Teaching Learning Method, Teaching Learning Materials

Abstract

This study is an attempt to look at the implementation of the Competency Based Approach (CBA) in the teaching of National Languages and Cultures (NLC) in primary schools in Yaoundé VI Subdivision, Mfoundi division, Yaoundé, Cameroon. It is specifically intended to find out the impact of the teaching strategies on the learning outcomes of the pupils, to examine the way the classroom is organised in the teaching of NLC and to find out the role of the teaching materials in the development of the pupils’ competencies. The study is based on Tyler’s model of curriculum development, Gagné’s hierarchy of learning theory and the cognitive and social constructivist theories of Piaget and Vygotsky. A qualitative research approach was adopted with data collected through semi-structured interviews with four head teachers and four Level Three teachers from government primary schools. The data were analysed using the qualitative content analysis method of Philipp Mayring. The findings show that active learning, collaborative learning and inquiry based learning can make language and culture lessons more interesting and effective and can in fact lead to better language proficiency, greater cultural understanding and better critical thinking. However, the observations show that there are significant gaps in the acquisition of the knowledge, skills and attitudes that are expected of the pupils under the NLC curriculum. These gaps were evident in the pupils' ability to communicate, to sing and dance, to listen attentively, to read, to write sentences and to interpret the meaning of the various themes. The study therefore recommends a holistic approach that integrates diverse teaching strategies, appropriate instructional materials, and effective classroom organization to improve the implementation of the Competency-Based Approach and enhance pupils’ learning outcomes in National Languages and Cultures.

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