International Journal of Scientific Research and Engineering Development

This study examined the classroom environment and its influence on the use of participatory methods in the implementation of the competency-based curriculum (CBC) in secondary schools within Kashongi Constituency, Kiruhura District, Uganda. The study mainly focused on the objective: to assess the current state of classroom environment. A mixed methods approach was adopted, employing both quantitative and qualitative data collection techniques. Quantitative data were gathered using structured questionnaires from 74 teachers, while qualitative data were obtained through interviews with 3 head teachers. Descriptive statistics, and thematic analysis were used to analyze the data. Findings revealed that the classroom environment in most schools was generally conducive, particularly in terms of cleanliness (Mean≥4.00), ventilation (Mean≥4.00), lighting (Mean≥4.00) and teacher-student interaction (Mean≥4.00). However, challenges such as overcrowding, inadequate learning materials and limited ICT integration were identified. Qualitative findings supported these results, with head teachers reporting that improvements in physical layout, availability of teaching aids and learner-centered strategies enhanced student participation. The study concludes that while schools in Kashongi Constituency are making strides in implementing participatory teaching under CBC, structural and resource constraints still hinder optimal outcomes. It recommends investment in classroom infrastructure, provision of ICT tools, continuous teacher training in participatory pedagogy, and psychosocial support for learners. Policy implications include integrating minimum classroom standards into CBC guidelines and promoting school-community partnerships to improve behavioral and learning environments.