Djihane BENDJEBBAR (2024) Exploring the Effectiveness of Competency-Based Approach in Algerian Middle Schools Writing Instruction: Case of Fourth Year Middle School Teachers. University of Souk Ahras
Scientific Publications
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Abstract
ABSTRACT
Middle schools in Algeria have been using Competency-Based Approach (CBA) since 2003. It was primarily implemented to produce more capable pupils who could apply what they were learning to actual situations. This research aims to explore teachers’ attitudes towards the efficacy of CBA in improving writing skills among Algerian middle school pupils. This study aims to highlight the significance of CBA in writing classes and explore teachers\' perceptions of its impact on students\' writing skills. By examining how teachers integrate CBA into their writing lessons, the research seeks to uncover the challenges and problems they face in this process. The goal is to provide a comprehensive understanding of the role of CBA in enhancing writing instruction and its implications for teaching practices. The data for this study were gathered via an online questionnaire issued to 200 Algerian Middle School Teachers and was answered only by thirty-six of them, along with semi-structured interviews conducted with three participants. A mixed-method approach was used to conduct a complete analysis. The results showed that although instructors acknowledge the benefits of CBA for students at different levels, they have different opinions about how effective it is at teaching writing skills. Moreover, common challenges that middle school teachers faced when using CBA were noted, highlighting the necessity of resolving these concerns in order to successfully execute this approach. In order to address the needs of middle schools in Algeria, research findings, pedagogical implications, and recommendations are essential. These include identifying effective instructional strategies, teacher issues, and teaching methods for writing skills
Middle schools in Algeria have been using Competency-Based Approach (CBA) since 2003. It was primarily implemented to produce more capable pupils who could apply what they were learning to actual situations. This research aims to explore teachers’ attitudes towards the efficacy of CBA in improving writing skills among Algerian middle school pupils. This study aims to highlight the significance of CBA in writing classes and explore teachers\' perceptions of its impact on students\' writing skills. By examining how teachers integrate CBA into their writing lessons, the research seeks to uncover the challenges and problems they face in this process. The goal is to provide a comprehensive understanding of the role of CBA in enhancing writing instruction and its implications for teaching practices. The data for this study were gathered via an online questionnaire issued to 200 Algerian Middle School Teachers and was answered only by thirty-six of them, along with semi-structured interviews conducted with three participants. A mixed-method approach was used to conduct a complete analysis. The results showed that although instructors acknowledge the benefits of CBA for students at different levels, they have different opinions about how effective it is at teaching writing skills. Moreover, common challenges that middle school teachers faced when using CBA were noted, highlighting the necessity of resolving these concerns in order to successfully execute this approach. In order to address the needs of middle schools in Algeria, research findings, pedagogical implications, and recommendations are essential. These include identifying effective instructional strategies, teacher issues, and teaching methods for writing skills
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5063 |
| Date Deposited | 2024-07-04 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5063 |