Abstract: This action research study examined the impact of cooperative learning on Grade Ten pupils’ academic performance in cell structure and organization at Mpongwe Secondary School in Zambia’s Copperbelt Province. The research was prompted by observed learner disengagement during teaching practice, with minimal active participation and prevalent rote memorisation contributing to poor performance and negative attitudes toward biology. Using a mixed-methods action research design involving 41 Grade Ten pupils and three experienced biology teachers, data were collected through pre-tests, post-tests, questionnaires, interviews, observations, and document analysis. The five-week cooperative learning intervention incorporated Johnson and Johnson’s five essential elements: positive interdependence, individual accountability, face-to-face interaction, social skills, and group processing. Findings demonstrated significant improvement in learner performance, with mean scores increasing from 70.1% in the pre-test to 75.7% in the post-test. The failure rate dropped from 7.4% to 2.4%, and the standard deviation decreased from 20.04 to 15.63, indicating more equitable learning outcomes. Questionnaire results revealed that 100% of learners reported improved communication skills, 97.6% developed teamwork spirit, and 95.1% developed positive attitudes toward biology. Qualitative data confirmed enhanced participation, effective peer support, and development of research, observation, and creative skills. The study concludes that cooperative learning effectively improves academic performance, engagement, and skill development in biology education. Recommendations include teacher training in cooperative learning strategies, addressing over-enrolment, and gradual implementation of learner-centred pedagogies.

Abstract: This study examined the use of diagrams and models in biology instruction and their influence on learners’ academic performance in selected secondary schools in Kitwe, Zambia. The research focused on how these visual tools support comprehension of complex biological structures and abstract processes. Guided by its main objective, the study assessed the frequency and manner in which teachers integrate diagrams and models, investigated learners’ attitudes toward them, and evaluated their impact on academic outcomes. Using a descriptive research design, data were collected through questionnaires and interviews with biology teachers and learners. The findings revealed that although diagrams and models are widely recognized as valuable instructional tools, their actual use varies considerably among teachers due to differences in resource availability, pedagogical training, and classroom conditions. Learners expressed highly positive attitudes, noting that these aids simplify complex topics, enhance memory retention, and increase engagement. Analysis of performance data showed notable academic improvement when lessons incorporated well-designed diagrams and models. The study concludes that diagrams and models play a critical role in strengthening learners’ understanding of biological concepts and improving academic performance. Strengthening teachers’ capacity to integrate visual materials, expanding access to teaching resources, and promoting learner-centered strategies could further enhance biology education in Kitwe District. These findings offer valuable insights for educators, curriculum developers, and policymakers seeking to improve science education through effective pedagogical approaches.

Abstract: Biology plays a pivotal role in shaping scientific understanding and improving human welfare. However, in Kenyan Public Secondary schools continue to record low performance in the subject, expansively due to teacher-centred instructional approaches. This study examined the influence of computer simulations on students ’academic performance in Biology in public secondary schools in Kesses Sub-county, Kenya. The research was guided by the Constructivist Learning Theory, which emphasizes active learner participation and knowledge construction through interactive experiences. A mixed methods approach was employed by integrating a quasi-experimental Solomon four-Group design with a survey. The study involved 240 form three students drawn from four co-educational schools. Experimental group was instructed with computer simulations, while control group was taught using conventional methods, over six week-periods. Data were collected through pre-tests, post-tests, questionnaires, and classroom observations, and analyzed using descriptive statistics, paired t-tests, and ANOVA. Findings indicated that computer simulations significantly improved students’ academic performance, conceptual understanding, and engagement in Biology. The study concludes that simulation–based teaching can transform Biology learning by making it more interactive and effective. It recommends that the Kenya Institute of Curriculum Development and the Ministry of Education promote the use of computer simulations and train teachers to integrate them meaningfully in classroom.

Abstract: This study assessed the implementation and perceived effectiveness of Comprehensive Sexuality Education (CSE) in secondary schools within Mpongwe District, Zambia. Employing a qualitative descriptive survey design, data were collected through questionnaires and semi-structured interviews from a purposive sample of 10 respondents, comprising biology teachers and headteachers across three schools. The findings reveal a significant gap between national policy and local practice. While educators expressed overwhelmingly favourable perceptions towards CSE and endorsed a comprehensive curriculum, its implementation was found to be inconsistent, under-resourced, and marginalised within the existing syllabus. Key barriers identified include a critical lack of specialized teacher training, a scarcity of instructional materials, and educators’ personal discomfort in delivering sensitive content. The study concludes that the primary obstacle to effective CSE is not educator opposition but a systemic failure in capacity building and support. It recommends a fundamental curriculum reform to establish CSE as a standalone, timetabled subject; the urgent scaling-up of continuous, practical teacher training; and the development of a reinforced national policy supported by community engagement to ensure standardised, effective, and culturally responsive implementation.

Abstract: School administrators play a pivotal role in shaping the conditions under which teachers implement competency-based curricula (CBC), particularly through leadership practices, resource allocation, and institutional support that influence teacher commitment. In Sub-Saharan Africa, CBC reforms have expanded rapidly over the past three decades; however, implementation outcomes remain uneven as school administrators operate within persistently constrained education systems. This narrative review synthesises empirical and policy-oriented literature on the system-level challenges confronting school administrators in strengthening teacher commitment to implementing CBC in secondary schools. The review draws on peer-reviewed studies from Google Scholar, ERIC, and Scopus, alongside grey literature from ministries of education, the United Nations Educational, Scientific and Cultural Organization, and the Organisation for Economic Co-operation and Development published between 1997 and 2025. The findings identify key system-level constraints, including limited instructional leadership capacity, weak professional development structures, large class sizes, resource and staffing shortages, accountability pressures, and policy–practice misalignment. Collectively, these interacting constraints position school administrators as change agents operating within highly constrained systems, thereby limiting their capacity to foster sustained affective and normative teacher commitment to implementing CBC. The review highlights the need for policy and institutional reforms that strengthen school-level leadership capacity and provide enabling conditions for administrators to support teachers’ engagement with CBC requirements. It concludes that without addressing the system-level constraints on school administrators’ capacity, efforts to strengthen teachers’ commitment and sustain CBC implementation in secondary schools are unlikely to succeed.

Abstract: The transition to competency-based curricula (CBC) has intensified expectations placed on teachers as central agents of curriculum reform, requiring sustained professional commitment alongside pedagogical competence. While institutional factors influencing CBC implementation have received considerable attention, less synthesis exists on how teachers’ socio-demographic characteristics shape commitment to curriculum reform, particularly in Sub-Saharan Africa. This narrative review synthesises empirical and policy-oriented literature on socio-demographic determinants of teacher commitment in CBC implementation in secondary schools. This narrative review synthesised literature published between 1997 and 2025 sourced from Google Scholar, ERIC, Scopus, and relevant policy documents. The review focuses on key socio-demographic variables including age, gender, teaching experience, educational qualification, employment status, and school location. The findings indicate that socio-demographic characteristics influence not only the level but also the dominant dimensions of teacher commitment-affective, continuance, or normative-shaping how teachers engage with CBC reforms. Younger and more highly qualified teachers often exhibit stronger affective commitment, while older and permanently employed teachers demonstrate greater normative and continuance commitment. Gendered workloads, rural–urban disparities, and employment precarity further condition teachers’ capacity to sustain reform engagement. The review highlights the need for differentiated implementation strategies that recognise heterogeneity within the teaching workforce. It concludes that effective CBC implementation in secondary schools requires policies and practices that account for teachers’ socio-demographic realities alongside institutional support mechanisms.

Abstract: This study examines students’ perceptions of electronic devices as learning tools in public secondary schools in Dodoma Region, Tanzania, while addressing institutional challenges and policy contradictions. Employing a mixed-methods approach, data were collected through questionnaires, focus group discussions, and interviews involving 118 participants (100 students, 16 teachers, and 2 school heads). Findings reveal that 60% of students viewed electronic devices positively, citing enhanced academic performance through access to digital resources like tutorial videos and interactive diagrams. However, 30% reported distractions from social media and gaming, highlighting a dual impact. Teachers acknowledged the pedagogical value of devices but faced barriers such as inadequate training (only 30% effectively integrated tablets) and infrastructural limitations, including unreliable electricity and internet connectivity. School policies often restricted device usage due to concerns over distractions and academic dishonesty, conflicting with national ICT objectives like Tanzania’s SEQUIP initiative. The study underscores the need for revised regulations, targeted teacher training, and infrastructural investments to align policy with practice. Framed by the Technology Acceptance Model (TAM), the analysis emphasizes the role of perceived usefulness and accessibility in fostering sustainable integration of electronic tools in education.

Abstract: The shift to competency-based learning (CBL) in Uganda’s secondary education system has placed new demands on learners, requiring them to develop not only academic proficiency but also self-regulatory and adaptive skills to succeed in a learner-centered environment. Among these, adaptive help-seeking, defined as the proactive solicitation of academic support when needed, has been recognized as a vital behavioral strategy for fostering academic resilience and engagement. This study examined the relationship between students’ adaptive help-seeking skills and their ability to acquire competencies under the CBL framework in selected secondary schools in Mukono and Kayunga districts. Employing a mixed methods approach, the study collected data from 384 students through structured questionnaires and conducted interviews and focus group discussions with 48 key informants, including teachers, school heads, and education officers. Quantitative analysis using Pearson’s correlation and linear regression revealed a strong, positive relationship between help-seeking and CBL engagement (r = 0.5736, p < 0.01), with help-seeking accounting for 32.9% of the variance in students’ competency acquisition. Thematic analysis of qualitative data confirmed that help-seeking is facilitated by supportive teacher-student relationships and hindered by infrastructural constraints and limited teacher capacity. The findings underscore the importance of embedding help-seeking in pedagogical practices, investing in teacher development, and enhancing institutional support mechanisms. The study concludes that adaptive help-seeking is a significant determinant of learner success in CBL environments and recommends its integration into instructional design, teacher training, mentorship structures, and school-community engagement initiatives.

Abstract: This study explored the relationship between the implementation of the Authentic Curriculum-Instruction- Assessment for Lifelong Learning (ACIALL) model and Form Three students’ academic performance in English across selected secondary schools in Kenya’s Rift Valley region. Using a concurrent mixed-method design, data were collected from 84 English teachers and 898 students through questionnaires, interviews, and observations. The findings revealed that ACIALL practices had varying effects based on gender and school performance levels: female students’ academic performance strongly correlated with authentic instruction and assessment, while male students showed a weak or negative correlation. Interestingly, low-performing schools reported higher use of authentic instruction compared to high-performing ones, though both categories showed similar application of authentic curriculum and assessment. Challenges in implementing ACIALL included limited time for individualized instruction, inadequate teacher preparation, and insufficient assessment strategies. Despite these obstacles, the study concluded that ACIALL holds strong potential to improve English learning outcomes if integrated with real-life tasks, supported by inclusive and gender-responsive teaching strategies. It recommends reforms in curriculum design, enhanced teacher training, and equitable resource distribution to maximize the benefits of authentic learning across all learner demographics.

Viola N. Nyakato – Department of Human Development and Relational Sciences, Mbarara University of Science and Technology, Uganda

Adrian Mwesigye – Department of Educational Foundations and Psychology, Mbarara University of Science and Technology, Uganda

Orcid: https://orcid.org/0009-0004-3088-7121
Email: gladycek@yahoo.co.uk

Abstract: The Competence-Based Curriculum (CBC) at Uganda’s lower secondary school level depends significantly on teachers’ preparedness. This study explored the relationship between teachers’ preparedness and the practical implementation of the CBC in Rukungiri District. Adopting a convergent parallel mixed methods design, the research engaged 235 in-service teachers through structured questionnaires and conducted key informant interviews with 13 head teachers. Quantitative data were analysed using descriptive statistics in Stata 17, while thematic analysis of qualitative data was conducted using NVivo 14. Findings revealed that while teachers reported high levels of perceived preparedness, particularly in classroom management, inclusivity, and learner-centred instruction, substantial gaps were evident in training adequacy, assessment practices, and ICT integration. Qualitative insights reinforced the importance of administrative support, peer collaboration, and resource provision as critical enablers of effective CBC delivery. The study underscores the need for continuous professional development and targeted resource allocation to bridge the preparedness gap. These findings contribute to curriculum implementation theory by affirming that teacher readiness, when holistically supported, is pivotal to transformative educational reform.