Effect of Competency-Based Teaching Intervention on Teachers’ Pedagogical Practices and Students’ English Communication Skills in Rural Secondary Schools in Tanzania: A Quasi-Experimental Study
Wilgis Ndunguru – Department of Educational Foundations and Management, The Mwalimu Nyerere Memorial Academy.
Zamzam I. Nyandara – Department of Educational Foundations, Adult and Distance Education, Open University of Tanzania.
Jesse Lukindo – Department of Curriculum and Instruction, Open University of Tanzania.
Email: wilgisndunguru01@gmail.com
Abstract: This study investigated the effect of a competency-based teaching (CBT) intervention on teachers’ pedagogical practices and students’ English communication skills in rural secondary schools in Mbinga District, Tanzania. Anchored in Constructivist Learning Theory and Communicative Language Teaching (CLT), the research employed a quasi-experimental mixed-methods design. A sample of 286 respondents participated in the study. Quantitative data were collected through questionnaires and pretest–posttest instruments administered to teachers and students. Qualitative data were gathered through classroom observations, semi-structured interviews, and documentary reviews of lesson plans and assessment records, providing insights into lived experiences and instructional dynamics. Data were analysed through independent sample t-testsand content analysis. Findings revealed that teachers initially demonstrated limited knowledge of CBT principles and relied heavily on traditional lecture methods. Following the intervention, teachers in the experimental group showed significant improvements in competency-based knowledge (mean scores rising from 2.75 to 3.50) and reported greater confidence in implementing learner-centred strategies such as role-plays, group discussions, and collaborative tasks. Students likewise exhibited enhanced communicative competence, particularly in speaking and listening, validating CLT and Constructivist claims that interactive, authentic learning environments foster language acquisition. Despite these gains, challenges persisted, including inadequate instructional resources, limited ICT integration, and reliance on traditional assessment practices. The study concludes that teacher-training interventions can effectively improve pedagogical practices and student communication outcomes, but sustained progress requires systemic support in professional development, resource provision, and assessment reform.
