An Evaluation of Instructional Strategies Used by Geography Teachers in Implementing the Geography Competence-based Curriculum in Secondary Schools in Luweero District, Uganda

This study evaluated instructional strategies that Geography teachers applied in the implementation of the Geography Competence-Based Curriculum in secondary schools in Luweero District. Employing a convergent parallel mixed-methods design, data were collected from 46 Geography teachers, 401 students, and 10 key informants, through questionnaires, interviews and classroom observations, and analysed by factor, correlational and content Analysis. It was found that teachers use locally developed teaching resources and actively engage learners through collaborative projects and field activities. Therefore, effective GCBC implementation is strongly associated with deliberate planning and the use of hands-on materials. It is recommended that teacher empowerment, support supervision, and access to instructional resources be improved to enable teachers to effectively use their teaching roles to support better implementation of the geography competency-based curriculum in secondary schools in Luweero District.