Science and mathematics secondary school teachers’ awareness and preparedness on the implementation of competence-based assessment: implications for students’ soft skills acquisition

Abstract

Competence-based assessment is a global concern in enhancing 21st-century skills among science students and teachers. The study focused on investigating the awareness and preparedness of secondary school science and mathematics teachers regarding the implementation of competence-based assessment (CBA) for students’ acquisition of soft skills. The study employed a mixed-methods research approach with an explanatory sequential design. Data collection methods included questionnaires and interviews. The sample for the study consisted of 100 science and mathematics teachers selected randomly from secondary schools in Iringa Municipality. The study’s findings indicated that secondary school science and mathematics teachers were partially aware of competence-based assessment, as they were unable to accurately explain the meaning, uses, and demonstration of understanding of CBA methods. Similarly, the findings indicated that the level of preparedness for the use of CBA among teachers was fair, as most of them were engaged in various professional development programmes. However, the frequency and effectiveness of the professional development programmes were inadequate because, despite being prepared through training, teachers demonstrated minimal understanding of the CBA. The study concludes that secondary science and mathematics teachers had superficial awareness and were partially prepared on the CBA, hence failing to implement such methods due to the ineffectiveness of the training given through the professional development programmes organised. The study recommends that professional development be provided to science and mathematics teachers continuously to make it effective in creating not only awareness but also competence in implementing the CBA.