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| Competency-Based Teaching Approaches and Student-Teachers' Academic Performance in Public Grade a Teachers' Colleges in Lake-Zone, Tanzania.
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Ryatura Jesca, Dr Serunjogi Charles Dickens, PhD, Dr Asiimwe Specioza
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Abstract:
The aim of this research was to assess the us of Competency-Based Teaching Approaches and Student-Teachers' Academic Performance in Public Grade A Teachers' Colleges in Lake-Zone, Tanzania. The objectives of the study were; (i) To establish the level of compliance to competency-based teaching approaches. (ii) To examine the level of student-teachers' academic performance. (iii) To establish the relationship between the level of compliance to competency-based teaching approaches and student-teachers' academic performance.(iv) To establish the Influence of competency-based teaching approaches on student-teachers' academic performance in public grade A Teachers' Colleges in Lake-zone, Tanzania. A mixed methods approach with a survey design was used in data presentation and analysis. The study used a self-administered questionnaire in collecting quantitative data; an interview guide and documentary review in collecting qualitative data. The study applied purposive sampling and simple random sampling techniques to get participants. The study was guided by social cognitive theory developed by Bandura (1986). The study found out that in public grade A Teachers' Colleges in Lake- zone of Tanzania, all four competency-based teaching approaches (cooperative learning, inquiry-based learning, peer teaching and project-based learning) were positively perceived by the respondents with grand mean of 4.309 and standard deviation of 0.956. This indicates that competency-based teaching approaches were being used in Teachers' Colleges and have very high contribution to student-teachers' academic performance. Also, results indicate a statistically significant relationship (r=0.636?? p-value=0.000
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