FACULTY OF SCIENCE AND EDUCATION

DEPARTMENT OF SCIENCE AND EDUCATION

EXPLORING THE ROLE OF THE COMPETENCY BASED CURRICULUM IN

IMPROVING THE LISTENING SKILLS OF LEARNERS.

OLWALO LAUBEN

BU/UP/2020/2323

“A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF SCIENCE AND

EDUCATION IN PARTIAL FULFILLMENT FOR THE REQUIREMENTS OF THE AWARD
OF A BACHELOR’S DEGREE IN LANGUAGE EDUCATION( ENGLISH AND
LITERATURE ) OF BUSITEMA UNIVERSITY.”

03rd November, 2023.

STATEMENT OF DECLARATION

I declare that this research proposal is my original work, and its contents have not partially or
wholly been presented for an academic award by any person in any university or institution of
high learning.

Olwalo Lauben ______________Date: ________

ENDORSEMENT BY THE SUPERVISOR

This research report has been prepared under my supervision/mentorship upon appointment by
Busitema University.

Mdm Mirembe Deborah ______________Date: ______

THE SUMMARY
This research aims to explore the impact of Competency-Based Curriculum (CBC) on the
development of listening skills in learners. The shift from traditional education approaches to
CBC has caught a lot of attention in recent years, as it emphasizes a learner-centered approach
that aims to equip students with practical skills. It is important to note that listening skills are a
vital part in effective communication, comprehension, and overall academic achievement.
Therefore this study will delve into the methods and strategies employed within the CBC
framework to enhance students' listening abilities, as well as the impact it has on the learner’s
performance. It will employ various research approaches and data collection methods for
example surveys, interviews, and classroom observations in order to assess the effectiveness of
the CBC in fostering improved listening skills. The study will also examine the challenges and
limitations of implementing CBC in different educational contexts, shedding light on potential
areas for improvement. As education systems worldwide grapple with adapting to modern
demands, this research aims to contribute to the ongoing discourse on curriculum reform and its
implications for skill development.
TABLE OF CONTENT

Contents
THE SUMMARY............................................................................................................................4

CHAPTER 1.1: INTRODUCTION AND BACKGROUND OF THE STUDY.............................6

CHAPTER 1.2: PROBLEM STATEMENT.................................................................................10

CHAPTER 1.3: PURPOSE OF THE STUDY..............................................................................11

CHAPTER 1.4: AIM OF THE STUDY........................................................................................11

CHAPTER 1.5: OBJECTIVES OF THE STUDY........................................................................11

CHAPTER 1.6: HYPOTHESES/ RESEARCH QUESTIONS.....................................................13

CHAPTER 1.7: SIGNIFICANCE OF THE STUDY....................................................................13

CHAPTER 2..............................................................................................................................14

CHAPTER 2.1: REVIEW OF RELATED LITERATURE.......................................................14

CHAPTER 3...........................................................................................................................17

CHAPTER 3.1: RESEARCH METHODS............................................................................17

CHAPTER 3.2: STUDY AREA............................................................................................18

CHAPTER 3.3: STUDY POPULATION..............................................................................18

CHAPTER 3.4: SAMPLING CRITERIA..............................................................................19

CHAPTER 3.5: LIMITATIONS OF THE STUDY...............................................................20

CHAPTER 3.6: RESEARCH TOOLS AND INSTRUMENTS............................................21

CHAPTER 3.7: VALIDITY AND RELIABILITY OF THE METHODS PROPOSED......22

CHAPTER 3.8: PROPOSED DATA ANALYSIS PROCEDURES.....................................23

CHAPTER 3.9: ETHICAL CONSIDERATIONS.................................................................25

APPENDICES...............................................................................................................................27

APPENDIX A RESEARCH TOOLS AND INSTRUMENTS.....................................................27

APPENDIX B: LETTER OF INTRODUCTION INTO THE FIELD..........................................28

APPENDIX C: RESEARCH TIMELINE.....................................................................................30

APPENDIX D: RESEARCH BUDGET.......................................................................................30

CHAPTER 1.1: INTRODUCTION AND BACKGROUND OF THE STUDY
Listening is a critical skill that is necessary for effective communication and learning. However,
many learners struggle with listening, and their skills are often not at the level expected for their
age or grade. One possible solution to this problem is the use of competency-based curriculum,
which focuses on the mastery of specific skills and knowledge rather than just completing a
certain amount of coursework. This research proposal aims to investigate the role of
competency-based curriculum in improving the listening skills of learners.

Competency-based education (CBE) is an approach to teaching and learning that emphasizes the
mastery of specific skills and knowledge. It has gained popularity in recent years as a way to
improve learner outcomes and better prepare students for the workforce. According to Spady
(1994), CBE is "an outcomes-based approach to education that focuses on the demonstration of
knowledge, skills, and abilities rather than seat time or credit hours."

1.11. BACKGROUND OF THE STUDY

CONCEPTUAL REVIEW

A Competency-Based Curriculum (CBC) is an approach to education that emphasizes the

development of specific skills and competencies that are relevant to real-life situations. Listening
is one of the four basic language skills that form the foundation of language learning. It is an
essential skill that learners need to acquire in order to communicate effectively in a second or
foreign language. This conceptual review aims to explore the theoretical foundations of a
Competency-Based Curriculum and its potential role in improving the listening skills of learners.

Theoretical Foundations of Competency-Based Curriculum:

The Competency-Based Curriculum is based on two primary theoretical foundations: cognitive

psychology and constructivism.

Cognitive psychology emphasizes the importance of active engagement and meaningful learning
in the acquisition of knowledge and skills. According to cognitive psychology, learners actively
construct knowledge and understanding through their interactions with the environment. In a
Competency-Based Curriculum, learners are encouraged to actively engage in the learning
process by practicing specific skills and competencies in real-life situations.
Constructivism emphasizes the importance of learners' prior knowledge and experiences in the
learning process. According to constructivism, learners construct their own understanding of the
world based on their prior knowledge and experiences. In a Competency-Based Curriculum,
learners are encouraged to build on their prior knowledge and experiences by applying specific
skills and competencies in real-life situations.

Role of Competency-Based Curriculum in Improving Listening Skills:

The Competency-Based Curriculum is designed to develop specific skills and competencies that
are relevant to real-life situations. In the context of listening, a Competency-Based Curriculum
can help learners develop listening skills that are relevant to real-life situations, such as listening
for specific information, listening for gist, and listening for inference.

A Competency-Based Curriculum can also help learners develop metacognitive skills, such as
self-monitoring and self-evaluation, which are essential for effective listening. By practicing
specific listening skills in real-life situations, learners can develop their metacognitive skills and
become more aware of their own listening processes.

Moreover, a Competency-Based Curriculum can help learners develop their communicative

competence, which is the ability to use language effectively in social interactions. Effective
listening is an essential component of communicative competence, as it enables learners to
understand and respond appropriately to spoken language in social interactions.

In a nutshell, Competency-Based Curriculum is based on theoretical foundations of cognitive

psychology and constructivism, which emphasize the importance of active engagement,
meaningful learning, and learners' prior knowledge and experiences in the learning process. A
Competency-Based Curriculum can help learners develop listening skills that are relevant to real-
life situations, develop metacognitive skills, and improve their communicative competence.
Therefore, a Competency-Based Curriculum has the potential to play an important role in
improving the listening skills of learners.

THEORETICAL REVIEW

Theoretical review of the of the research topic, Investigating the Role of Competency-Based
Curriculum in Improving the Listening Skills of Learners
The role of listening skills in effective communication cannot be overstated. Competency-based
curriculum has gained significant attention as a framework for enhancing learning outcomes,
including listening skills. This theoretical review aims to explore the research topic investigating
the role of competency-based curriculum in improving the listening skills of learners. By
examining relevant literature, theories, and concepts, this review aims to shed light on the
potential impact of competency-based curriculum on listening skill development.

Competency-Based Curriculum:

Competency-based curriculum is an educational approach that focuses on the acquisition of

specific skills and knowledge required for a particular profession or field. It emphasizes the
mastery of competencies, which are observable and measurable abilities. In the context of
listening skills, a competency-based curriculum would prioritize the development of specific
listening-related competencies, such as comprehension, note-taking, and critical thinking.

Listening Skills Development:

Listening skills encompass various sub-skills, including comprehension, active listening, and
effective interpretation of verbal messages. Effective listening is crucial for academic success,
professional growth, and social interactions. Research has shown that targeted instruction and
practice can enhance listening skills, leading to improved comprehension, information retention,
and communication effectiveness.

Theoretical Frameworks:

Several theoretical frameworks can inform the investigation of the role of competency-based
curriculum in improving listening skills. One such framework is the Information Processing
Model, which emphasizes the cognitive processes involved in listening, such as attention,
perception, and memory. Another relevant theory is the Constructivist Approach, which
highlights the active construction of meaning through listening and the importance of prior
knowledge and experiences in comprehension.

Impact of Competency-Based Curriculum on Listening Skills:

Existing studies exploring the impact of competency-based curriculum on listening skills have
yielded promising results. Implementing a competency-based approach can provide learners with
explicit objectives and targeted practice opportunities, enabling them to develop specific
listening skills. By aligning instruction with real-world listening tasks, learners can transfer their
skills to various contexts and improve their overall listening proficiency.

Factors Influencing the Effectiveness of Competency-Based Curriculum:

Several factors can influence the effectiveness of competency-based curriculum in improving

listening skills. These include the design and structure of the curriculum, the quality of
instructional materials and resources, the expertise and training of teachers, learner motivation
and engagement, and the assessment strategies employed to measure listening skill development.

This theoretical review highlights the potential of competency-based curriculum in enhancing

listening skills. By adopting a competency-based approach, learners can develop specific
listening-related competencies necessary for effective communication. Theoretical frameworks
such as the Information Processing Model and the Constructivist Approach provide insights into
the cognitive processes and active meaning construction involved in listening skill development.
However, further empirical research is needed to provide stronger evidence and practical
recommendations for the implementation of competency-based curriculum to improve listening
skills.

CHAPTER 1.2: PROBLEM STATEMENT

Competency-based education has garnered widespread attention and adoption in educational
systems globally in the previous years and the approach prioritized the cultivation of specific
skills and competencies among learners. One crucial facet of language acquisition is and has
always been listening proficiency, which plays an integral role in effective communication. It is
therefore imperative that educational policymakers, curriculum developers, and educators
comprehend the relationship between a competency-based curriculum and the development of
listening skills. Thus, this problem statement aims to address this knowledge gap.

The issue at hand revolved around evaluating the impact of a competency-based curriculum on
learners' listening aptitude. Listening expertise encompasses comprehending, interpreting, and
responding to spoken language proficiently. In light of competency-based education, it remains
unclear whether this methodology enhances or impedes skill development in this area.

On the other hand, listening skills have always played a crucial role in effective communication
and overall language proficiency development. However, many learners have always faced
challenges in acquiring and refining their listening abilities. One potential approach that was
introduced to address this issue was the implementation of a competency-based curriculum.
While competency-based education had gained attention in recent years for its focus on practical
skills and real-world application, its specific impact on improving listening skills remained a
topic of investigation.

CHAPTER 1.3: PURPOSE OF THE STUDY

The study seeks to understand the role of competency-based curriculum in improving the
listening skills of learners. The findings will inform the development of effective strategies for
implementing a competency-based curriculum for listening skills and identify areas for
improvement. The study will also provide insights into the perceptions of learners, teachers, and
parents regarding the effectiveness of competency-based curriculum.

CHAPTER 1.4: AIM OF THE STUDY

The study aims to critically investigate the role of the competency based curriculum in
improving the listening skills of learners.

CHAPTER 1.5: OBJECTIVES OF THE STUDY

Objective 1: Explore the theoretical frameworks that inform the investigation of the role of
competency-based curriculum in listening skills development.

Theoretical frameworks such as the Information Processing Model and the Constructivist
Approach offer valuable insights into the cognitive processes and active meaning construction
involved in listening skill development. The Information Processing Model highlights how
learners attend to, perceive, and process auditory information during listening tasks. It
emphasizes the role of attention, memory, and comprehension in effective listening. On the other
hand, the Constructivist Approach emphasizes the importance of learners' prior knowledge and
experiences in constructing meaning from listening inputs. These theoretical frameworks provide
a foundation for understanding how competency-based curriculum can be designed to optimize
listening skills development.

Objective 2: Identify the factors influencing the effectiveness of competency-based

curriculum in improving listening skills.

Several factors can influence the effectiveness of competency-based curriculum in improving

listening skills. The design and structure of the curriculum play a crucial role in ensuring that
listening competencies are clearly defined and aligned with instructional activities. High-quality
instructional materials and resources are necessary to provide learners with authentic and
engaging listening tasks. The expertise and training of teachers are also critical, as they need to
be skilled in delivering effective instruction and providing feedback on listening performance.
Learner motivation and engagement are vital factors, as learners need to be actively involved in
the learning process to improve their listening skills. Additionally, appropriate assessment
strategies that measure listening skill development accurately are necessary to evaluate the
effectiveness of the competency-based curriculum.

Objective 3: Analyze the transferability of listening skills acquired through competency-

based curriculum to real-world contexts.

One of the key advantages of competency-based curriculum is its emphasis on real-world

application. By aligning instructional activities with authentic listening tasks, learners can
develop listening skills that are transferable to various real-world contexts. Competency-based
approaches often involve learners practicing listening in different domains, such as academic,
professional, and social settings. This exposure allows learners to adapt their listening skills to
different contexts, improving their ability to comprehend and respond effectively to various
listening inputs in real-life situations.

Objective 4: Identify gaps in current research and make recommendations for future
studies

While existing research indicates the potential of competency-based curriculum in improving

listening skills, there are still gaps that need to be addressed. Future studies should employ
rigorous research designs, including experimental and longitudinal studies, to provide stronger
evidence on the effectiveness of competency-based curriculum in enhancing listening skills.
Additionally, investigating the role of individual differences, such as learner characteristics and
prior language proficiency, can further enhance our understanding of how competency-based
curriculum impacts different learners. Furthermore, exploring the use of technology and digital
resources to support competency-based listening skill development is an area that requires
further investigation.

Therefore this objective-by-objective review highlights the positive impact of competency-based

curriculum on improving listening skills. The findings suggest that competency-based
approaches provide learners with targeted instruction, explicit objectives, and authentic listening
tasks, resulting in improved listening comprehension, critical thinking, and transferability of
skills. Theoretical frameworks, such as the Information Processing Model and the Constructivist
Approach, offer valuable insights into the cognitive processes and active meaning construction
involved in listening skill development. However, more research is needed to address gaps

CHAPTER 1.6: HYPOTHESES/ RESEARCH QUESTIONS

1. What is the impact of competency-based curriculum on learners' listening skills?

2. What are the perceptions of learners, teachers, and parents regarding the effectiveness of a
competency-based curriculum in improving listening skills?

3. What are the challenges and opportunities of implementing a competency-based curriculum in

the context of listening skills?

CHAPTER 1.7: SIGNIFICANCE OF THE STUDY

Investigating the role of the competency-based curriculum in improving the listening skills of the
learners is significant for several reasons. Here are some of them:
1. Enhancing communication skills: Listening skills are essential components of effective
communication, especially in an increasingly diverse and globalized world. Therefore,
improving listening skills can help learners effectively communicate with others, creating
opportunities for social and career success.

2. Academic performance: Improved listening skills can directly impact academic performance,
as learners need to listen attentively to lectures, teachers, and peers to grasp new concepts and
ideas presented.

3. Life-long learning: Listening is not only essential for academic settings but also for life-long
learning. Improved listening can build a foundation for continued learning, allowing learners to
keep up with advancing ideas and technologies, collaborate with others, and deepen their
understanding of the world around them.

4. Professional development: Effective listening forms one of the critical skills employers seek in
employees. Improved listening skills, therefore, can increase the employability of learners once
they leave school.

5. Informing policy and practice: In investigating the role of the competency-based curriculum in
improving listening skills, the findings can inform policy and practice, to create education
systems that better equip learners with the necessary listening skills.

Conclusively, investigating the role of the competency-based curriculum in improving the

listening skills of the learners can significantly impact various aspects of learners' lives and the
wider society.
CHAPTER 2

CHAPTER 2.1: REVIEW OF RELATED LITERATURE

Objective 1: Explore the theoretical frameworks that inform the investigation of the role of
competency-based curriculum in listening skills development

Numerous studies have underscored the positive correlation between competency-based

curriculums and enhanced listening skills. The rationale lies in the tailored approach of targeting
specific competencies related to listening. This focused strategy provides learners with explicit
objectives and ample practice opportunities, contributing to the refinement of their listening
abilities.

Research by Smith et al. (2011) revealed that learners exposed to competency-based approaches
exhibited improved comprehension levels, critical thinking skills, and increased information
retention. This aligns with the fundamental principle of competency-based education,
emphasizing skill mastery rather than mere completion of coursework. Secondly, the structured
nature of competency-based curriculum ensures learners have clear benchmarks for measuring
their progress. This clarity not only enhances the effectiveness of instruction but also serves as a
motivational factor for learners, fostering heightened engagement in the development of their
listening skills.

However, though existing research provides valuable insights into the positive impact of
competency-based curriculum on listening skills, certain gaps in the literature merit attention as
illustrated below;

Long-Term Impact Assessment: The majority of studies focus on short-term outcomes therefore
gap exists in understanding the long-term effects of competency-based curriculum on sustaining
and further advancing listening skills beyond the immediate learning period.

Integration of Technology: In the digital age, technology plays a pivotal role in education but
research has not been carried out to explore how integrating technology within the competency-
based curriculum may influence listening skills development.
Therefore, the reviewed literature strongly illustrates that the competency based curriculum has
had a lot achievements, though it also shows that there very many shortcomings of these studies
as illustrated above.

Objective 2: Identify the factors influencing the effectiveness of competency-based

curriculum in improving listening skills

A study carried out by C.Muraraneza (2018) explored the teacher expertise and how it makes the
competency based curriculum more effective when properly utilized during the education
process. He also acknowledged the importance of teachers during the teaching and learning
processes however, there a gap in exploring specific training programs and strategies and how
they empower educators to effectively implement the Competency Based Curriculum for
listening skill improvement.

Another study carried out by J. Amunga (2020) discovered that learner motivation and
engagement was essential for the improvement and enhancement of the learners listening skills.
The study stated that without motivation, teaching seizes to be effective to the learners. However
research has not been carried out on how the different motivational strategies impact learners’
engagement specifically within the context of the competency based curriculum.

Therefore while existing literature recognizes the different factors that influence the teaching of
the competency based curriculum and its impact on improving the listening skills, most of the
studies dwell on the factors within the school setting but non outside of the school setting.

Objective3: Examine the impact of competency-based curriculum on listening skills

development.

Chikodzi, Dube and Machingambi (2018) conducted a study to assess the effectiveness of the
competency based curriculum in enhancing learner’s listening skills in Zimbabwe. The study
included 120 learners from two schools. The results indicated that learners who were taught
using the competency- based curriculum exhibited significantly better listening skills compared
to those taught through a traditional curriculum to prevent compromising learner’s listening
abilities and hindering effective communication.
Al Faki (2017) conducted a similar study to explore the influence of the Competency based
curriculum on listening skills of learner of English as a foreign language in Sudan. The study
involved 100 learners who were randomly assigned to either the experimental group or the
control group. The experimental group received instructions based on the competency based
curriculum, while the control group followed a traditional curriculum. The findings indicated that
the experimental group displayed significantly higher listening skills than the control group. This
further supports the implementation of a competency based curriculum to enhance learners’
listening skills and overall education.

These findings align with the principles of the competency based curriculum that prioritize the
development of specific skills and competencies. The studies also suggest that the effectiveness
of the competency based curriculum may be influenced by various factors including the
educational context, learners’ proficiency level and the implementation of the curriculum.
Consequently, additional research is necessary to explore the effectiveness of the competency
based curriculum in diverse contexts and with different learner population.

While there is some existing research on the effects of CBC on overall academic achievement,
there is a lack of comprehensive studies specifically analyzing the role of CBC in developing
listening skills among learners.

Lack of focus on different types of learners: The majority of the existing literature focuses on
the impact of CBC on average or high-achieving learners. However, it is essential to understand
the role of CBC in enhancing the listening skills of learners with diverse abilities and
backgrounds, including students with learning disabilities or English language learners.
CHAPTER 3

CHAPTER 3.1: RESEARCH METHODS

Qualitative research

This will include gathering non numerical data through interviews and focus groups or
observations. I will also conduct in depth interviews with teachers and parents to explore their
experiences and perceptions regarding the CBC’s impact on listening skills. Additionally, I will
observe lessons and also collect narratives from different participants in order to get a better
insight from them

Through the use of qualitative research methods, I will be able to identify themes and patterns
within the data which will allow for a deeper understanding of how the CBC influences the
development of listening skills.

Case study

A case study is a research method that involves an in depth examination of a particular instance
or case. The case study will involve selecting a group of learners as the focal point. I will gather
detailed information through various data sources for example observations and interviews. The
selected people will provide a comprehensive understanding of how the CBC is implemented
and its impact of listening skills within the school setting.

Case study will allow for the exploration of the relationship between the CBC and listening
skills, considering contextual factors that may influence outcomes. The findings will offer a
detailed narrative, providing insights that may not be captured through broader research methods.

CHAPTER 3.2: STUDY AREA

The research on investigating the role of the competency based curriculum in enhancing the
learners listening skills will take place at Fairmont Christian School located in Tororo district,
Osukuru Sub County and it focus on the competency based curriculum development and its
influence on the students listening abilities..
CHAPTER 3.3: STUDY POPULATION
The study will focus on the students who were enrolled under the competency based curriculum.
This study will also cover only the secondary level of education and focus on students aged
between 13 and 16 in senior 2 and 1. It will also include 3 teachers who are responsible for the
implementation of the CBC in the school. The teachers will help provide valuable insights and
perspectives on the teaching of the learners and how the assessment of the different skills for
example creativity, listening and others in the competency based curriculum is done.

Therefore the study will involve 40 students, 20 from senior one and 20 from senior two, making
a total of 40 students who were randomly selected to give a more accurate result. The research
will also involve 3 teachers who will provide valuable insight on the competency based
curriculum since they were responsible for the implementation of the CBC within the school. Six
parents whose children are under the competency based curriculum will also be requested to
volunteer to be part of the research, making a total of 49 participants.

CHAPTER 3.4: SAMPLING CRITERIA

Population

The study will focus on students in both senior one and two aged between 13 and 16 from a
school that implements the competency based curriculum.

Inclusion and exclusion criteria

The study will exclude participants who were aged above 16 this is because their inclusion could
lead to less accurate results since most of them at this stage already have most of their skills and
senses fully developed. Secondly most of the students aged over 16 are all under the traditional
curriculum. All the learners involved in the study will be those who are taught under the
competency based curriculum.

Purposive sampling

This will be used during the selection of parents since the research requires parents who have
experienced the traditional curriculum and have a bit of knowledge concerning the competency
based curriculum in order to help them compare the two curriculums. Therefore with the help of
purposive sampling, only parents that meet these criteria will be selected for the study.
Random sampling

Thirdly, the research will employ random sampling whereby all the learners who are the research
subjects will be randomly selected from their various classes to ensure that results remain
unbiased and this will also help increase the generalizability of the research results.

Diversity:

The research will strive to capture a wide range of perspectives and experiences. This will be
through ensuring that members from different ethnic backgrounds are selected. This will
therefore help ensure that the results covered a wide base and help identify the impact of the
CBC on learners from different backgrounds.

CHAPTER 3.5: LIMITATIONS OF THE STUDY

The study may have limitations in terms of its regional specificity. The findings of this study
may not directly apply to different geographical locations due to differences in educational
systems, cultural contexts, and curriculum implementations across regions.

There may be limitations related to urban and rural disparities. The study will focus on rural
based school and this may lead to geographical limitations as learners' access to resources and
the quality of education can vary significantly between rural and urban contexts.

The study may also fail to consider language and cultural diversity limitations. Language and
cultural diversity can be specific to certain regions, and therefore the impact of the Competency-
Based Curriculum may differ among areas with diverse linguistic and cultural backgrounds
making the study irrelevant to certain areas.

Climate and environmental factors may also pose limitations. Extreme climate conditions or
geographical features, such as remote mountainous regions may also affect the delivery and
reception of education and potentially influence the study's findings.

The study might need to consider specific components of the curriculum being investigated. This
is because different subjects or competencies within the curriculum might have varying effects
on listening skills.
The quality and approach of educators: The study may have to acknowledge the role of teachers
and their unique teaching methods and recognize the significant impact they could have on
curriculum effectiveness.

Resource availability may also be a limitation to the study. The availability of resources, such as
textbooks, technology, and educational facilities, could greatly affect the effectiveness of a
curriculum. Thus content limitations could arise if the study does not consider resource
discrepancies.

The choice of assessment tools and methods for measuring listening skills could influence the
research outcomes. Different assessment tools might emphasize different aspects of listening
skills.

External factors, such as socioeconomic status, parental involvement, and community support,
could also influence the curriculum's impact and need to be acknowledged as content limitations.

The need to recognize that the impact of a Competency-Based Curriculum on listening skills
may not be universally applicable because individual learners have unique learning needs and
abilities that may affect how the curriculum is received.

CHAPTER 3.6: RESEARCH TOOLS AND INSTRUMENTS

Semi- structured questionnaires

The study will use a semi- structured questionnaire that will contain open and closed ended
questions that are in line with the study. These types of questions will enable the participants
give the freedom to give their honest opinions on the competence based curriculum and its
impact on the listening skills and whether it is effective or not.

Interviews

Interviews will also be conducted mostly with the parents and teachers in order to qualitative
data for the research. The interviews will help provide a broader picture on how the parents and
teachers view the CBC and ways in which it can be improved to better improve the listening
skills of learners.

Focus groups
Focus groups will also be used during the course of the research where learner will be gathered
together in groups of ten individual based on their views on the curriculum and they will be
asked questions and required to share their opinions on how they view the CBC and whether it
has helped improve their listening skills.

Observations

I will also take time to observe learners during lessons in order to see their level of participation
during class time and come up with a more conclusive opinion on whether the CBC pushes to
listen more during lessons and to what extent and if not what can be done to improve it.

CHAPTER 3.7: VALIDITY AND RELIABILITY OF THE METHODS PROPOSED

CONSTRUCT VALIDITY

Construct validity will be considered to ensure that the questionnaire measures the extent to
which the CBC impacts the learners listening skills. And the questionnaire will be designed to
assess the level of impact of the CBC.

CONTENT VALIDITY

Content validity aims to cover the relevant content areas of the CBC in the questions of the
survey or questionnaire. This will help ensure that all aspects of the curriculum related to
listening skills are considered.

CRITERION- RELATED VALIDITY

Criterion-Related validity involves establishing how well the survey or questionnaire correlates
with other established measures of listening skills. Alignment of the survey's results with other
standardized tests or assessments for listening skills will help demonstrate validity.

FACE VALIDITY

Face validity requires that the survey appears to be a reasonable measure of listening skills to
both researchers and participants. Therefore it will be important that the survey makes sense to
those taking it.

INTERNAL VALIDITY
Internal validity requires controlling for potential confounding variables that could impact the
results. Researchers therefore need to account for interventions or factors influencing listening
skills that the survey participants may have been exposed to as they could affect validity.

EXTERNAL VALIDITY

External validity relates to the generalizability of the results. I will have to ensure that the survey
participants represent the population of interest impacted by the CBC, such as the specific group
of learners.

RESPONSE BIAS

Clear and unbiased language will be used to mitigate the issue of response bias. And this will
help avoid the compromise of the research results which may have arose due to response bias

PILOT TESTING

Pilot testing will be beneficial prior to administering the survey or questionnaire on a larger
scale. It will help identify and correct any potential issues with the questions or instructions.

RELIABILITY

Reliability impacts the validity through the consistency and stability of the survey's results over
time. Therefore high reliability is crucial for considering the survey valid.

In the context of researching the impact of the CBC on improving listening skills, the
questionnaire will be designed taking into account the level of reliability in identifying the
impact of the CBC in developing the listening skills of learners. However, it will also be
supplemented with the use of direct observation of learners during lessons in order to come up
with more conclusive results when compared to the result of the questionnaire. This will help
strengthen the validity of the research and provide a more comprehensive understanding of the
curriculum's impact."

CHAPTER 3.8: PROPOSED DATA ANALYSIS PROCEDURES

a) DATA CLEANING AND PREPARATION
The first step will involve cleaning and organizing the collected data to identify and correct
errors or missing values. This will help ensure that consistency in data formats and scales is
observed.

b) DESCRIPTIVE STATISTICS.

Basic descriptive statistics such as mean, median, standard deviation, and range for pre-CBC and
post-CBC listening skill scores will be calculated in order to provide a wider overview of the
data

c) REGRESSION ANALYSIS

Regression analysis will be performed to explore relationships between demographic factors

(e.g., age, gender) and listening skill improvement. The goal of this analysis will be to assess
how much of the variance in listening skill scores could be attributed to CBC exposure.

e) QUALITATIVE ANALYSIS:

Qualitative data from surveys, interviews, or open-ended questions will be analyzed to gain
insights into learners' perceptions and experiences with the CBC and this will help identify
recurring themes and patterns in qualitative responses.

f) CONTENT ANALYSIS:

The CBC curriculum materials will be analyzed to identify components that may influence
listening skill improvement. The goal of this will be to assess how specific elements of the
curriculum relate to listening skills outcomes therefore enabling the exploration of trends in skill
development over time.

g) SENSITIVITY ANALYSIS

Sensitivity analysis will be conducted to test the robustness of the findings by making slight
variations in the analysis methods or assumptions.

h) ETHICAL CONSIDERATIONS:
Ethical considerations in the data analysis process will be addressed; privacy and protection of
participants' data will be ensured.

i) CONCLUSIONS:

The findings from the data analysis, both quantitative and qualitative, will be summarized and
the implications of the results for the role of CBC in improving listening skills will be discussed.

CHAPTER 3.9: ETHICAL CONSIDERATIONS

Informed consent: I will ensure that participants fully understand the purpose, procedures,
potential risks and benefits of the study before agreeing to participate. The consent of the parents
will be obtained for the students since they are underage

Confidentiality and privacy: Participants personal information will be kept confidential

and stored securely. Data will also be anonymized and only non-identifiable data will be reported
to ensure participants privacy throughout the study.

Voluntary participation: Steps will be taken to ensure that that the research is entirely
voluntary and no participant will be forced to take part.

Beneficence: The research aims to benefit participants and the broader community. The
research is designed in a way that maximizes the potential positive outcomes for participants,
such as improving their listening skills, while minimizing potential negative impacts.

Research integrity: The study will be conducted with honesty, transparency, and rigor and I
will ensure that it adheres to professional guidelines to avoid any conflicts of interest that could
compromise the integrity of the research.

Inclusion and diversity: I will aim to ensure that the research includes diverse participants,
representing different backgrounds, demographics, and abilities. I will endeavor to take steps to
avoid any discrimination or bias in the research process and also promote equal opportunities for
all participants.
Overall, the research on the role of the Competency-based curriculum in improving listening
skills will prioritize the well-being and rights of the participants whilst ensuring the research is
conducted in an ethical manner."
REFERENCES
Harlen, W., & Jelly, S. (1997) Teachers' and students' understanding of assessment Assessment
in Education, 4(2), 235-256

Hattie, J., & Timperley, H. (2007) The power of feedback Review of Educational Research,
77(1), 81-112.

Henderson, A. T., & Mapp, K. L. (2002) A new wave of evidence: The impact of school, family,
and community connections on student achievement. National Center for Family & Community
Connections with Schools

Johnson, D. W., & Johnson, R. T. (2009) An educational psychology success story: Social
interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009) Evaluation of evidence-
based practices in online learning: A meta-analysis and review of online learning studies. US
Department of Education

Nicol, D., & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: A
model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-
218.

Prince, M. (2004) does active learning work? A review of the research Journal of Engineering
Education, 93(3), 223-231

Tomlinson, C. A. (2000). Reconcilable differences: Standards-based teaching and differentiation.

Educational Leadership, 58(1), 6-
APPENDICES

APPENDIX A RESEARCH TOOLS AND INSTRUMENTS

a) QUESTIONAIRE A
I. Are you familiar with the competency based curriculum in education?
Yes
No
II. How would you rate the importance of listening skills in the CBC?
Not important
Somewhat important
Very important
Extremely important
III. How do CBC materials and teaching methods contribute to the development of listening
skills in learners?
IV. What recommendations or suggestions do you have for further enhancing the role of the
CBC in improving listening skills?
V. Would you prefer to switch back to the traditional curriculum? If yes why?
VI. Has the CBC helped you improve you listening skills in any way? If yes, what are some
of those ways?

b) QUESTIONAIRE B
I) How do you use the CBC to enhance the learners listening skills?
II) In comparison to the traditional curriculum how much effective do you
think the CBC is in terms of improvement of learners listening skills?
III) Do you find it easier implement the CBC based curriculum or the
traditional curriculum and why?
IV) Since the time your students were introduced to the competency based
curriculum, how would describe the level at which their listening skills
have improved?
Excellent
Good
 Fair
Bad

APPENDIX B: LETTER OF INTRODUCTION INTO THE FIELD

Lauben olwalo,

Osukuru,

Tororo,

[email protected],

0740755155,

15th September, 2023.

The head teacher,

Fairmont Christian School,

P.o box 872

Tororo

Uganda.

Dear Sir,

RE: INTRODUCTION TO FAIRMONT CHRISTIAN SCHOOL FOR MY

RESEARCH.

I hope this letter finds you well and in good spirits. My name is Olwalo Lauben and I’m
writing to introduce myself as an undergraduate student in language education at
Busitema University. I am enthusiastic to inform you about my research project which I
believe align with your expertise in the field of education. The primary topic of my
 research revolves around exploring the role of the competency based curriculum in
improving the listening skills of learners and I’m committed to contributing meaningful
insights to our fields existing knowledge.

Therefore I write to inform you of my research that will be conducted at your school with
some of your students as candidates with effect from 18th September 2023 to 15th October
2023. During my stay will take part in some of the lesson and also wish to be granted
permission to interview some the students during the research. I will genuinely appreciate
all the efforts you have put in to make this possible for me. I’m eager to take on this
experience which I believe will contribute to the success of my research.

Yours sincerely,

Lauben Olwalo.

APPENDIX C: RESEARCH TIMELINE

Week 1:

Day 1-2: Develop and finalize data collection instruments, including standardized listening skill
assessments, interview guides, and surveys.

Day 3-5: Pilot testing the data collection instruments with a small group of participants to
identify and address any issues or ambiguities.

Day 6-7: Recruit participants for the quantitative phase, including CBC learners and a control
group of non-CBC learners.

Day 8-9: Administer standardized listening skill assessments to both CBC and non-CBC
learners.

Day 10: Begin data entry and initial data cleaning.

Week 2:
Day 11-12: Initiate the qualitative data collection phase by conducting interviews with CBC
learners and educators. Start distributing surveys to gather their perceptions and experiences.

Day 13-14: Continue with interviews and surveys. Ensure that all targeted participants have
provided their responses.

Day 14: Conclude data entry and cleaning for the quantitative data.

Day 14: Begin the process of transcription for qualitative interviews.

Day 14: Review the overall data collection process to identify any issues or gaps.

Day 15: The writing of the research report begins

APPENDIX D: RESEARCH BUDGET

Item Cost

Printing 40000

Transport 100000

Airtime and data 60000

Consultation and personnel 200000

Data collection room 50000