Assessment of Factors Influencing the Implementation of Competency Based Curriculum Programme in Public Primary Schools in Yatta Sub-County, Machakos County, Kenya

Abstract

The Competency-Based Curriculum (CBC) is a framework that focuses more on what the learner is supposed to do rather than what to know. The introduction of CBC informed the change of education system from 8-4-4 to 2-6-3-3. As noted by different scholars, several factors influenced an effective transition from 8-4-4 to CBC. The study assessed factors influencing the implementation of the Competency-Based Curriculum in public primary schools in Kenya. The research was guided by the following objectives: to assess the influence of teacher development programs on CBC implementation, to assess learning resource availability on CBC implementation, and to evaluate teachers’ perceptions on CBC implementation in Yatta Sub-County. Literature was reviewed based on these objectives. The study was anchored in the tenets of Constructivism theory and adopted a descriptive survey research design. Data was collected from teachers and head teachers within a target population of 863, comprising 760 teachers and 103 head teachers employed by the TSC in 103 public schools. A sample size of 273 respondents was determined using Fisher’s formula. Data collection tools included questionnaires for head teachers and teachers. A pilot exercise was conducted in three schools outside the sample area ensured validity and reliability through test-retest procedures and expert guidance. Data was analyzed using descriptive and inferential statistics, with frequencies, means, and standard deviations summarizing data, while multiple regression analysis tested hypotheses. Findings were presented in figures and tables, organized by themes derived from the objectives. The study revealed that teachers possessed basic CBC knowledge (M= 3.23, SD= 25.05) and attended training (M= 4.05, SD= 4.64), but gaps in digital literacy (M= 2.20, SD= 52.73) and learner assessment techniques (M= 2.82, SD= 28.83) were evident. Essential resources like textbooks (M= 4.06, SD= 1.15) and teaching aids (M= 4.06, SD= 0.97) were generally adequate, though shortages in reference books (M= 2.50, SD=1.22) and ICT integration (M= 3.79, SD= 1.03) posed challenges, especially in rural areas. Teachers expressed mixed perceptions about transitioning to CBC (M= 2.27, SD= 1.19), acknowledging its potential economic benefits (M= 3.52, SD= 0.97) and inclusivity (M= 3.52, SD= 0.92) while highlighting increased workloads (M= 4.07, SD= 0.91) and skepticism about fostering lifelong learning (M= 3.04, SD= 1.07). The findings underscored the need for enhanced ICT training, resource allocation, and professional development for teachers. The study recommends that the Ministry of Education implement regular training programs on digital literacy, ICT integration, and assessment techniques, while ensuring equitable distribution of resources, especially in rural areas. Education stakeholders should establish continuous professional development frameworks to support teachers' adaptation to CBC. School administrators should provide resources to manage workloads from individualized learning programs.