| dc.description.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. | en_US |
