It has been noticed that geography teachers face a lot of problems in delivering competency-based curricula in the classroom. Most teachers do not even understand the intention, method, or approach selected for delivering the Competency-Based Curriculum. This study is aimed at investigating how teachers' perception of their level of involvement in the design of CBA affects the instructional delivery process of geography teachers in secondary schools in Cameroon. The study was guided by the ADDIE Model of instructional design by Gagne et al. (2005), Gross theory of curriculum implementation (1971), Constructive Alignment Theories by John. B. Biggs (1996) and Taba’s model of curriculum development. The Convergent Parallel Mixed method research design was used, and a questionnaire and interview guide were used to collect data from the sample population. The sample size was made up of 305 participants, who included 289 geography teachers and 16 school administrators from forty-two (42) public schools selected from five regions. The qualitative data was analyzed thematically, while descriptive statistics and inferential statistics (Pearson Product Moment Correlation Coefficient were used to predict the overall influence of teacher's involvement in the design of the Competency-Based Approach on instructional delivery in secondary schools in Cameroon. The findings showed that there is a significant and positive relationship between teacher’s involvement selection of learning activities and instructional delivery of geography teachers in public Secondary Schools in Cameroon (R = 0.952**, P=0.05). Based on the above, we conclude that there is a positive and significant relationship between teacher’s involvement in the design of a Competency-Based Curriculum and instructional delivery of Geography. Accordingly, it was recommended that the state encourage a collaborative decision-making process where teachers can contribute their perspectives, knowledge, and experiences to shape the curriculum and content choices.
Teacher Involvement, Design, Competency Based Curriculum, Instructional Delivery, Perception, Geography Teachers
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