Teacher and Student Perceptions of Competency Based Education: A Mixed Methods Exploration

Abstract

This study sought to uncover the perceptions of elementary teachers, and students about competency-based education (CBE) in a district transitioning from traditional practices. The purpose was to investigate how CBE is perceived from varying perspectives and identify areas working well and needing improvement during the transition. Utilizing a mixed-methods design, data was collected via qualitative surveys and interviews with teachers, administrators, and students from two suburban elementary schools. Findings indicate teachers generally viewed CBE positively, highlighting benefits such as improved tracking of student mastery, positive classroom climates, and better differentiation. They perceived increased student agency and understanding of learning objectives. Challenges included inconsistencies in assessment and grading, confusion among families and upper elementary teachers regarding the mastery-based system, and insufficient resources. Supportive staff and collaborative environments aided teachers. Students reported mostly positive or neutral perceptions but expressed a desire for greater control and interest incorporation in their learning. Findings suggest a need to enhance student agency through personalized learning, improve family communication about the new grading system, and provide more resources and clearer guidelines for effective CBE implementation, particularly for upper grades. This research offers valuable insight into elementary CBE transitions despite sample size limitations.