Qualitative case study reveals major infrastructural and pedagogical barriers to competence-based biology education in secondary schools, indicating a need for professional training and resources.
Enhancing Biology learning under the Competence-Based Curriculum (CBC) in lower secondary schools in Rwamagana District faces multiple challenges, as identified by teachers, school leaders, and parents. Key CBC components, including Continuous Assessment Learning Activities (CALA) and the integration of subjects such as Science, Technology, and ICT, have disrupted effective Biology teaching and learning. This qualitative case study involved 18 participants: 13 teachers, 2 parents, and 3 school leaders. Guided by a constructivist perspective, data were collected through questionnaires, interviews, and analyzed thematically. Findings revealed that inadequate school materials including limited laboratory equipment, ICT tools especially projector for each class, lack of electricity in classroom, textbooks, and overcrowded classrooms hindered learner-centered biology instruction. Additional barriers included low teacher motivation, limited pedagogical skills, insufficient continuous professional development, and socio-economic constraints affecting families. To address these challenges, schools should ensure proper teachers supervision in the classroom to ensure if CBC is well implementing and resource allocation like installing projector in the classroom, Provide continuous professional development for teachers, involve all stakeholders, equip schools with adequate infrastructure, and orient learners to learner-centered approaches. The study also contributes theoretically by extending Constructivist Theory within the context of Rwanda’s Competence-Based Curriculum, demonstrating how structural constraints such as inadequate resources, overcrowded classrooms, and limited teacher preparation restrict the realization of learner-centered instructional principles. Addressing these challenges is essential to improve biology learning outcomes and ensure successful CBC implementation in Rwamagana District schools.
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Nemeye et al. (2026) studied this question.
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