This study aims at determining the effect of the pedagogical technique most frequently used while implementing the competency-based curriculum (CBC) in teaching chemistry in senior two (S2) classes (age range 14-16) and the teachers’ alignment with the scheme of work. It was conducted in 10 selected Rwandan secondary schools using a teacher survey, teacher interviews and the Classroom Observation Protocol for Undergraduate STEM (COPUS) in the period from 27 May to 8 July 2019. The result of the analysis reveals that teaching chemistry using group work-related techniques that engage more learners does not have any relationship to teachers moving slowly compared to the scheme of work of S2 chemistry. Therefore, this study recommends more support for teachers to use active learning techniques in teaching chemistry in S2 for the effective implementation of the CBC.
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