Correlation between Faculty Members’ Perceptions and Adoption of CBC Instructional Approaches: A Case of Bugema University, Uganda

Abstract

Educational institutions are currently shifting from a Knowledge-Based Curriculum to a Competency-Based Curriculum. While this practice affects many universities and countries, Uganda is not exceptional. In response, this study was a preliminary research at Bugema University in Uganda before a comprehensive training and implementation of the CBC. The study evaluated the current faculty members’ perceptions, their adoption levels of the CBC, and how their perceptions affect their application of the CBC strategies. The study used the convenient sampling procedures in that 48 faculty members who attended the training participated through a questionnaire. While the study used the descriptive correlational research design, data analysis involved descriptive statistics, ANOVA, t-test and regression analysis. The study established that, to some extent, faculty members applied the CBC principles in the teaching and learning process. There is no significant difference in the application of the CBC principles, according to experience and training. Therefore, experience and training are not good enough to guarantee the application of the CBC principles. On the other hand, the faculty members’ attitude and perceptions, and institutional support influenced the application of the CBC principles. Therefore, institutional support and faculty members’ attitude are the most significant factors in supporting the application of the CBC strategies in the teaching and learning process. The study recommends that there is a need for the university to increase the institutional support in terms of motivation and infrastructure to raise the faculty members’ attitude and actual application of the CBC principles.