Assessing the Effectiveness of Competency-Based Education in Secondary Schools in Ibadan, Oyo State, Nigeria

Abstract

This study addresses the challenges of implementing competency-based education (CBE) in secondary schools in Ibadan, Oyo State, Nigeria, where traditional educational approaches often hinder skill development. The aim is to evaluate the effectiveness of CBE in enhancing student engagement and learning outcomes while identifying barriers to its implementation. A mixed-methods approach was employed, combining qualitative interviews with educators and quantitative surveys of students from selected secondary schools across Ibadan, in order to assess the impact on student engagement, and the challenges faced by educators in this region. Results indicate that while CBE has been adopted in many schools, its implementation is inconsistent due to inadequate teacher training and resource limitations. Students reported increased engagement through hands-on activities, highlighting the potential of CBE to foster critical thinking and collaboration. The implications of this study underscore the need for targeted professional development for teachers and improved resource allocation to support CBE initiatives. In conclusion, while CBE presents a promising avenue for enhancing educational outcomes in Ibadan's secondary schools, successful implementation requires a concerted effort from educators, policymakers, and stakeholders to overcome existing challenges.