INVITATION:

The Dean, School of Education under the College of Education and External Studies (CEES), cordially invites you to the PhD Public Defense of the following candidate:

Name of the Candidate: Ms. Mbabazi Janepher

Title of Thesis: 

Instructional Strategies and Implementation of the Competency-Based Geography Curriculum in selected Secondary Schools in Luweero District

Date:  Thursday, 17th September 2026

Time: 9:30am – 1:00pm

Venue: 

School of Education Board Room. 

ABSTRACT

This study examined the implementation of the Competence Based Geography Curriculum at O and A level, by assessing status of implementation, instructional strategies used, challenges faced and strategic interventions needed to improve implementation in selected secondary schools in Luweero district. Guided by Rogan and Grayson’s (2003) Curriculum Implementation Theory and nestled in the pragmatism philosophy, the study adopted a     Mixed-Methods research approach and utilized a convergent parallel design to collect data from 46 teachers, 410 students, 10 key informants, and 4 lesson observations across eight schools. Quantitative data collected through questionnaires from teachers and students, was analyzed using descriptive statistics, Principal Component, Pearson correlational and multiple regression Analysis, while qualitative data from key informant interviews and observations was analyzed using content analysis. Findings revealed that teachers implemented the Competence Based Geography Curriculum by promoting students’ active engagement in learning (mean=4.43, sd=1.06), developing critical thinking skills (mean=4.17, sd=0.92), and encouraging students contribution to the society (mean=4.12, sd=1.19). These practices enhanced the development of students’ life skills (mean =3.73, sd= .66) and knowledge (mean =3.83, sd= 1.0), as required by the Competence Geography Based Curriculum. Through focused lesson planning, learner active engagement and focused assessment, teachers enabled students to develop problem-solving skills in learners which enabled them see the relevance of what they learnt. Although teachers endeavored to implement the CBGC, the goals could not be fully achieved due to low teacher preparedness (β =-0.474, < 0.05) and related competence in line with curriculum alignment (β =-0.474, < 0.05). The study recommends focused Teacher Professional Development (β = 0.201, < 0.05), policy support (β = 0.120, < 0.05) and support supervision (β = 0.375, p < 0.05). These interventions should be undertaken alongside increased resource allocation, localized curriculum adaptations, and robust monitoring to improve the alignment between classroom instruction with the CBGC’s goals, in order to enable learners to apply geographical knowledge to real -life problems.

Key Words:  Curriculum Implementation, Curriculum Implementation Theory, Competence Based Geography Curriculum (CBGC), Teaching strategies, implementation challenges, strategic interventions

SUPERVISORS:

Dr. Waswa Hannington

Assoc. Prof. Muhammed Musoke Kiggundu