Teachers’ application of the competency-based approach in the teaching and learning process: Evidence from middle schools in Addis Ababa

Abstract

The study examined the extent to which teachers apply a competency-based approach in the teaching and learning process in Addis Ababa middle schools. It focused on the practice of a student-centered approach, application of authentic learning, and authentic assessment. To carry out the study, a concurrent embedded mixed methods design was employed. Quantitative data were collected from 768 respondents (384 teachers and 384 students), while qualitative data were collected from four teachers. Questionnaires and classroom observations were used as data collection tools. The quantitative data were analyzed using descriptive statistics (mean) and inferential statistics (t-test). The data collected through observations were analyzed thematically. The findings revealed a wide gap between what teachers believe they are doing and what is actually being done in their classrooms regarding each of these three dimensions. Although teachers claimed that they were using student-centered approaches, authentic learning, and authentic assessment methods, in practice, there was minimal engagement with these methods. The study recommended that the Addis Ababa Education Bureau encourage teachers to adopt a more student-centered approach that promotes personalized learning, emphasizes the integration of real-world examples and scenarios to make learning more authentic and applicable, and implements consistent authentic assessments.