An Analytical Study on the Implementation of Competency-Based Teaching Methods for the History Subject in the Classroom

Abstract

One of the primary objectives of education is to create a complete individual with a balanced personality through a peaceful synthesis of intellectual, moral, emotional, and physical aspects. The role of modern education is to utilize school education to provide the competencies such an individual needs to achieve. Therefore, this research was conducted concerning the Grade 10 History syllabus with the aim of inquiring into how competencies are implemented in junior secondary grades.

Here, it was necessary to identify factors such as the implementation level of the syllabus and the students' achievement of these competencies. To this end, the research was carried out with the objectives of examining the views of various parties regarding the implementation of competencies in the History subject, inquiring into the teaching-learning methods used, identifying strategies employed to develop student competencies, and investigating how the competency-based student assessment process is conducted.

Both historical and descriptive research approaches were utilized, along with the sample survey methodology, as the study focused on a specific section of the population. Data was collected using measurement instruments such as questionnaires, interviews, and observation schedules from a sample of 230 participants—consisting of In-Service Advisors, Principals, teachers, and students—as well as through 12 classroom observations. The responses obtained were analyzed based on the research objectives using percentage tables and numerical methods via MS-Excel under inter-scale analysis methods.

The study revealed that there are problematic issues obstructing the competency-based teaching-learning process in the History subject within junior secondary grades; the qualitative change expected from curriculum reforms has not properly reached the education sector; and while positive features can be seen in the strategies used by teachers for competency achievement, there are weaknesses at the implementation level. Furthermore, it was revealed that the curriculum is heavily biased towards the academic aspect, leaving limited opportunities for competency development. Based on these findings, it can be concluded that the existing curriculum must be revised to achieve the expected competencies in History; all parties involved in the teaching-learning process must be made aware of the necessity of providing competencies; student competency achievement, assessment, and remedial program supervision must be streamlined; and a student-centered learning environment is essential for competency achievement.