Evaluating The Role of Competency-Based Education in Enhancing Democratic Values Among Junior Secondary Learners in Masaba South Sub-County, Kisii County

Abstract

The function of education is to help produce informed, responsible and active citizens who support democratic principles and human rights. Increasingly around the world, education

systems are moving away from traditional examination-based methods to competence- based systems that focus on developing skills in critical thinking, being involved in your

community, working as a team, being ethical, and being an active citizen. In Kenya, the new Competency Based Education (CBE) curriculum was first introduced in 2017 to replace the previous 8-4-4 system and therefore provide for the complete development of the learner (including citizenship, participation in a democracy, and making responsible decisions). While the new CBE system was implemented with the above items in mind and for the above reasons, there is little empirical data available to support the assertion that CBE facilitates and supports the development and maintenance of democratic values by junior secondary school-aged students in Kenya. Therefore, this study will investigate how the following three areas of the CBE curriculum (content, how lessons are taught, and how student learning is measured) support the development and maintenance of democratic values in junior secondary students in Masaba South Sub-County, Kisii County, Kenya he study was grounded in John Dewey's theory of Democratic Education and Paulo Freire's Critical Pedagogy and adopted a descriptive survey research design. The target population comprised 162 teachers and 36 head teachers from 36 public junior secondary schools across six educational zones, with a sample of 114 teachers and 11 head teachers selected using stratified and simple random sampling. Questionnaires and classroom observation checklists were used for data collection. Reliability was established using Cronbach's Alpha, while content validity was ensured through expert review. Quantitative data were analysed using descriptive statistics, while qualitative data were analyzed thematically. The findings revealed that CBE curriculum content integrated democratic values across subject areas (β = 0.232, p < 0.01). Participatory teaching methods fostered democratic engagement (β = 0.201, p < 0.05). Formative and peer assessment practices reinforced democratic behaviours (β = 0.188, p < 0.05). Challenges identified included inadequate teacher preparation (74.3%), cultural resistance (40.0%), insufficient resources (68.6%), and examination-oriented systems (49.5%). The study concluded that CBE significantly promoted democratic values when effectively implemented through intentional curriculum design, participatory teaching methods, and reflective assessment practices (R2 = 0.8934, F = 57.236, p < 0.001). The findings may inform the Kenya Institute of Curriculum Development in revising curriculum frameworks, guide the Ministry of Education in formulating policies and teacher development programs, and assist teacher training institutions in strengthening value-based education. Overall, this study contributes to educational reforms by identifying strategies and gaps in fostering responsible, ethical, and participatory citizenship among junior secondary learners The study recommends that teachers receive more extensive training, schools have sufficient resources available and the government establishes effective monitoring systems to evaluate the use of these teaching approaches.