Assessing Competences of Geography Students Acquired through the Competence-based Teaching and Learning Approach in Rwandan Secondary Schools

Abstract

This study sought to assess the level of competences acquired by Geography students through the Competence-based teaching and learning approach in the Rwandan Secondary Schools. It was conducted in six secondary schools, where geography is taught as a major subject. The study followed a quantitative approach with a cross sectional descriptive design. Data was collected using a test administered to 210 students of senior 5 and senior 6 on the content learned in senior 4 and 5 respectively. The findings highlight that students achieved the assessed competences at a high level. They performed well in human and economic geography than in physical geography. Students from boarding schools performed better than those in day schools in both sub-areas of geography and for both S5 and S6. Urban schools performed better than rural schools in physical geography for both S5 and S6 with exception in human and economic geography. The study recommends more support to all schools to achieve the expected performance in both physical and human and economic geography at an excellent level.