Title: Implementation fidelity of the Competency-Based Curriculum in rural versus urban secondary schools in Uganda
Authors: Dr. Arinaitwe Julius, Ahumuza Audrey, Nabaasa Desire
Volume: 10
Issue: 6
Pages: 177-184
Publication Date: 2026/06/28
Abstract:
This study examined the implementation fidelity of the Competency-Based Curriculum (CBC) in rural and urban secondary schools in Uganda. Guided by a cross-sectional comparative research design, data were collected from 24 secondary schools across four districts two urban (Kampala and Wakiso) and two rural (Soroti and Mityana) - involving 312 teachers and 48 school administrators. Structured questionnaires, classroom observation checklists, and key informant interview guides served as data collection instruments. Quantitative data were analyzed using univariate descriptive statistics, bivariate chi-square tests and independent samples t-tests, and multilevel regression models to account for school-level clustering effects. Results revealed a statistically significant disparity in CBC implementation fidelity between urban and rural schools, with urban schools recording a mean implementation score of 72.4 (SD=8.3) compared to 54.7 (SD=11.2) for rural schools (t=14.72, p<0.001). Teacher training adequacy, resource availability, school infrastructure, and supervision frequency emerged as critical predictors of implementation fidelity in the multilevel model, with school location (Urban ?=15.83, p<0.001) accounting for significant variance at the school level (ICC=0.23). Rural schools faced disproportionately higher barriers including shortage of teaching materials (OR=9.64, p<0.001), inadequate teacher training (OR=7.21, p<0.001), and large class sizes (OR=4.99, p<0.001). The study concluded that geographic location substantially mediates CBC implementation quality, perpetuating educational inequities in Uganda. Recommendations include targeted rural teacher professional development programmes, equitable distribution of CBC instructional resources, and strengthened school-based supervision mechanisms in underserved districts.