INFLUENCE OF TEACHER PREPAREDNESS ON IMPLEMENTATION

OF COMPETENCY BASED CURRICULUM IN PUBLIC PRIMARY

SCHOOLS IN KIAMBU SUB-COUNTY, KIAMBU COUNTY, KENYA

RISPER MWENDE NJAGI

Research Project Submitted in Partial Fulfillment of the Requirements

for the Award of the Degree of Masters of Arts in Education

University of Nairobi

2020
 DECLARATION

This research project is my original work and has not been presented for award of a degree in

any other university.

Risper Mwende Njagi

ESS/89817/2016

This project report has been submitted for conferment of the degree with our approval as

university supervisors.

Dr. Rosemary Imonje

Senior Lecturer,
Department of Educational Administration and
planning University of Nairobi

Dr. Lucy W. Njagi

Lecturer,

Department of Educational Administration and planning

University of Nairobi.

ii
 DEDICATION

I dedicate this work to my parents, Samuel Njagi and Severina Njagi, my siblings Ken ,Millicent

and more sincerely Kevin Muchoki Njagi who has been a great inspiration throughout my study.

iii
 ACKNOWLEDGEMENTS

This project report has-been successfully completed with support from many people. Firstly, my

wholehearted gratitude goes to the Almighty God for sustaining my life during the time I was

pursuing this study. Secondly, I recognize the immense guidance, support and mentorship from

my two supervisors, Dr. Rosemary Imonje and Dr. Lucy Njagi, both of department of

Educational Administration and Planning, University of Nairobi. They offered constructive

criticisms, recommendations and suggestions that were invaluable in producing this scholarly

work. Thirdly, this project could not have come to the successful stage without the moral and

financial support from my family. Fourthly, I cannot fail to appreciate the encouragement from

colleagues in the Master of Educational Administration, who shared with me valuable

experiences in carrying out research, and constantly inspired me to finish the course. Finally, I

am thankful to the Kiambu Sub Curriculum Support Officers, Head Teachers and Teachers from

the public primary schools in Kiambu Sub County, who voluntarily participated in the study and

provided truthful information based on their perspectives on the study questions.

iv
 TABLE OF CONTENTS

DECLARATION.............................................................................................................................ii

DEDICATION...............................................................................................................................iii

ACKNOWLEDGEMENTS............................................................................................................iv

LIST OF TABLES..........................................................................................................................ix

LIST OF FIGURES.........................................................................................................................x

LIST OF ABBREVIATIONS AND ACRONYMS.......................................................................xi

ABSTRACT..................................................................................................................................xii

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study...........................................................................................................1

1.2 Statement of the Problem...........................................................................................................7

1.3 Purpose of the Study..................................................................................................................8

1.4 Objectives of the Study..............................................................................................................8

1.5 Research Questions....................................................................................................................9

1.6 Significance of the study...........................................................................................................9

1.7 Limitations of the Study..........................................................................................................10

1.8 Delimitations of the Study.......................................................................................................10

1.9 Assumptions of the Study........................................................................................................10

1.10 Definition of key words.........................................................................................................12

1.11 Organization of the Study......................................................................................................12

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction..............................................................................................................................14

2.2 Implementation of Competency Based Curriculum................................................................14

2.3 Teachers’ Instructional Methodologies and Implementation of Competency Based

Curriculum...............................................................................................................................17

2.4 Use of Instructional Materials and implementation of Competency Based Curriculum.........20

2.5 Teachers Mode of Assessment and Implementation of Competency Based Curriculum........23

2.6 Teachers’ Digital Literacy Skills and Implementation of Competency Based Curriculum....29

2.7 Summary of the Review of Related Literature........................................................................32

2.8 Theoretical Framework............................................................................................................33

2.9 Conceptual Framework............................................................................................................34

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction..............................................................................................................................37

3.2 Research Design......................................................................................................................37

3.3 Target Population.....................................................................................................................37

3.4 Sample Size and Sampling Procedures....................................................................................38

3.5 Research Instruments...............................................................................................................39

3.6 Validity of Instruments............................................................................................................40

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3.7 Reliability of the instruments...................................................................................................40

3.8 Data Collection Procedures.....................................................................................................42

3.9 Data Analysis Techniques.......................................................................................................42

3.10 Ethical Considerations...........................................................................................................43

CHAPTER FOUR

DATA, PRESENTATION, INTERPRETATION AND DISCUSSION

4.1 Introduction..............................................................................................................................44

4.2 Instruments Return Rates.........................................................................................................44

4.3 Demographic Information.......................................................................................................46

4.4 Instructional Methodologies and Implementation of Competency Based Curriculum...........50

4.5 Use of Instructional Materials and Implementation of Competency Based Curriculum.........54

4.5 Teachers’ Mode of Assessment and Implementation of Competency Based Curriculum......56

4.6 Teachers’ Digital Literacy Skills and Implementation of Competency Based Curriculum....60

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction..............................................................................................................................65

5.2 Summary of the Study.............................................................................................................65

5.3 Conclusion...............................................................................................................................68

5.4 Recommendations....................................................................................................................68

5.6 Suggestions for Further Study.................................................................................................69

vii
REFERENCE...............................................................................................................................70

APPENDICES..............................................................................................................................75

Appendix A:Letter of Introduction................................................................................................75

Appendix B: Questionnaire for the Teachers................................................................................76

Appendix C:Head Teachers and Curriculum support officers interview Guide............................80

Appendix D: Observation checklist for CBC implementation......................................................81

Appendix E: Nacosti Research Permit..........................................................................................82

viii
 LIST OF TABLES

Table 3.1 Sample Size...................................................................................................................38

Table 3. 2 Reliability Analysis......................................................................................................41

Table 4. 1 Instrument Return Rate.................................................................................................45

Table 4.2 Gender Distribution of Respondents............................................................................46

Table 4. 3: Use of Instructional Methodologies in Teaching........................................................51

Table 4. 4 Use of instructional materials.......................................................................................55

Table 4. 5 Teachers’ Mode of Assessment....................................................................................57

Table 4. 6: Teachers’ Digital Literacy Skills.................................................................................61

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 LIST OF FIGURES

Figure 2.1 Conceptual Framework on the Relationship between Teacher Preparedness and the

Implementation of Competency Based Curriculum......................................................35

Figure 4. 1 Distribution of teachers’ age.......................................................................................48

Figure 4. 2 School Setting.............................................................................................................49

x
 LIST OF ABBREVIATIONS AND ACRONYMS

CBC Competency Based Curriculum

CSOs Curriculum Support Officers

GDP Gross Domestic Product

IBE International Bureau of Education

ICT Information Communication Technology

KICD Kenya Institute of Curriculum Development

MOE Ministry of Education (MoE)

NACOSTI National Council for Science and Technology

PCIs Pertinent and Contemporary Issues (PCIs),

SDGs Sustainable Development Goals (SDGs)

SPSS Statistical Package for Social Scientists

TSC Teachers Service Commission

UNESCO United Nations Educational, Scientific and Cultural Organization

USA United States of America

xi
 ABSTRACT

The purpose of this study was to investigate the influence of teacher preparedness on
implementation of Competency Based Curriculum in public primary schools in Kiambu Sub-
County, Kenya. Four objectives guided the study; to determine influence of instructional
methodologies in implementation of competency based curriculum at public primary schools; to
examine influence of use of instructional materials in implementation of competency based
curriculum at public primary schools ; to assess influence of head teachers’ mode of assessment
in implementation of competency based curriculum at public primary schools ;to assess digital
literacy skills of teachers’ in implementation of competency based curriculum in public primary
schools in Kiambu Sub County, Kenya. The study was guided by Vygotsky’s constructivism
theory. The study adopted descriptive research design. The study targeted Head teachers,
preprimary and grade 1 to 3 teachers in 21 public primary schools, as well as curriculum support
officers in Kiambu Sub-County. The sample size constituted of 11 head teachers, 2 Curriculum
Support Officer as well as 83 teachers. Data collection tools were questionnaires, observation
check lists and interview schedules. Instrument validity was assured through seeking expert
opinion of university supervisors. Instrument reliability was determined through test-retest
method. Descriptive statistics was used for analysis of quantitative and qualitative data which
included mean and standard deviation, results presented in frequencies and percentages.
Statistical Package for Social Sciences version 23.0 was used for data analysis. Key findings of
the study were; majority 52(71%) pre-primary teachers who indicated level of agreement were
of the perception that reporting to learners after formative assessment. This revealed that teachers
needed in service training on the aspect of assessment as far as the competency based curriculum
was concerned. The study established that 51 (70 per cent) of the teachers agreed mathematics
instructional materials were available and adequate, 44(60%) of the teachers agreed English
instructional materials were available and adequate and 40(55%) of the teachers agreed
Kiswahili instructional materials were available and adequate. Majority47 (64%) of teachers
agreed that they have been trained to infuse ICT with competency based curriculum. Key
conclusions of the study were; the study concluded that teachers’ incompetence in the delivery of
using the competency based approach. The study concludes that during the roll out of
competency-based curriculum teachers have not been relevant as well as adequate instructional
materials enabling leaners in-depth understanding.; Key recommendations were; Ministry of
Education should create a workable training framework that prepare teachers to successfully
implement competency based curriculum; Kenya Institute of Curriculum Development should
enable involvement and participation of teachers in the curriculum change process to enable
effective implementation of competency-based curriculum in Kiambu Sub-County.

xii
 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Competency based curriculum (CBC) currently appears to gaining ground in basic, technical and

high education across the world. The driving force is the purpose of connecting the education

initiatives with labour markets and the dynamic societal demands (Mulder, 2018).A distinctive

factor of the competency based curriculum is that it is designed to be specific and applicable to

every student’s situation, entry behavior and learning style. Critical to the competency based

curriculum is an evaluation practice which precisely and dependably identifies the student’s

capability to accomplish a task (Kasten, 2018). By focusing on an individual in a group

competency based curriculum stands out to spark intrinsic motivation characterized by student’s

possession of an internal drive to engage in their education as they come into contact of hands-on

experience with learning by engaging their senses of smell, touch sight and hearing with

learning. This is referred to as pragmatic learning (Zeiser, 2018).

Based on Kenya Institute of Curriculum Development, KICD (2017), competency can be

conceptualized as performing certain duties based on application of one’s capability, it implies

that competency based curriculum pays much attention to learning process and holistic education

while focusing on the institution and systems at a reduced effort. It involves the teachers

enhancing students to create individual know-how as well as ability by enabling them to handle

practicals and realities. Parents also become active stakeholders in the learning process by

engaging them by reinforcing and allowing for collaborative approach in every angle of the

education process. Additionally, the competency based curriculum sets sight on unification of

1
Pertinent and Contemporary Issues (PCIs) as well as resource learning which links the classwork

to practical and real scenarios in the world (KICD, 2017)

Across the globe, competency based curriculum has been adopted to align education to

Sustainable Development Goals (SDGs) and the dynamic needs of a growing global economy. In

the United States of America (USA), considerable strides have been made since 1970s to invest

in competency based curriculum in order to make learning more personalized and as

individualized as possible (Sturgis, 2018).This has been done to deliberately structure the USA

education system leaning towards a program which embraces resilience, empowers learners to

grow and develop intellectually, regardless of location or time in the education process (USA

Department of Education, 2018). In Malaysia, the shift to competency based education is

underway. The Malaysian education programme is being designed to help learners study what

they need to help them tell their unique story. Everyone involved in education shall have

opportunities to help make transition from one level of mastery realistic and goal focuses (Ark,

2018).

In the United Kingdom, Competency Based Curriculum has gained a stable platform with

emphasis being what you can do with what you know? The goal of education is to ensure that the

learner applies what is learnt in school in real life content to solve a problem. Knowledge in the

UK is only relevant if it contributes to solving societal needs and impacts to the country’s Gross

Domestic Product in the long run (Katrina, 2018). Moreover, Swartz (2017) credits the

Competency Based Curriculum by emphasizing that it compels people to think critically about

what it is they want to know to do to believe and its application in real life.

2
Rwanda has done quite well in implementing the Competency Based Curriculum (Hammond,

2012). Deliberate efforts to shift from knowledge acquisition to knowledge and skills application

have been the key focus, in a bid to make Rwanda’s education programme relevant globally. In

order to actualize education reforms in Kenya, the Competency Based Education Framework, a

blueprint of the education sector in Kenya has been designed. According to Gervais (2016) the

competency based model is a programme which reinforces the role of students than expectation

on mastery of knowledge.

Administration of assessment rubrics should be emphasized which are tasks tailored towards

individual learner’s proficiency to practice what they have acquired to practical situations.

(Striggins, 2008). The paradigm shift from mastery towards the current CBC program implies

that the role of the teacher is slowly changing from giving notes to being a facilitator the learner

taking the centre stage (Kabita& Li, 2017). In addition, many countries across the world are

emphasizing on the introduction of technological sciences into school learning process.

Stakeholders are ensuring ICT is integrated at all levels of learning and teaching. Teachers are

also being trained in order to develop competencies and skills to use and apply in digital

learning. Lim,Chai and Churchill (2011) assert that teachers are expected to create a technology

based environment to facilitate teaching and learning. Kenya has a policy that all schools should

integrate ICT in learning in order to realize vision 2030.

Hwande & Mpofu (2017) an analysis covering readiness of primary schools on undertaking new

curriculum in grade three level in Zimbabwe, revealed that teaching staff continuous training

offered was inadequate, including some of the trainers not being conversant with the new

program, as well as inadequate reading resources and no internet connectivity even as the new

establishment makes internet essential to teaching staff.

3
Use of instructional materials should allow for ease of interpretation of the curriculum design by

way of scope and sequence charts which direct course books on the relevant and age appropriate

content. Instructional materials should be designed such that they allow learning process as

opposed to the traditional approach where the learner was a passive recipient of knowledge. It is

against common best practice for outdated instructional materials to be adapted alongside the

new curriculum they do not match (Mundia, 2017). Furthermore, assessment of learner’s level of

mastery of competencies is important in the CBC. With the change of the current curriculum to a

competency based curriculum, it is important to align assessment to outgoing emphasis to level

of achievement of competencies outcomes (Conner, 2009).

Tanzania in the year 2005 established competency-based curriculum program in order to tackle

inefficiencies in student development and as a result lower standards(Ogondieck, 2005).Years

later after this new development a review conducted by Tilya and Mafumiko (2010) analyzing

the relationship between CBC and traditions of teaching within Tanzania revealed that

curriculum stakeholders, textbook producers and the teaching staff poorly handled integration to

the new order( CBC) since they didn’t understand it well.

Educational resources are critical in supporting teaching and learning. They appeal to the natural

body senses and make abstract concepts concrete and aid learning. The more senses the

resources appeal to, the better the learning. Resources help the teacher to facilitate learning by

engaging learners, raising their curiosity and enthusiasm. Modern technologies enrich

educational resources. There is need to prepare teachers as well as build their research capacity

through the strengthening of distance learning programmes to ensure access of the latest

technologies (Annan, 2005) which become handy in use of technology-supported educational

resources.
4
There is increased awareness of varieties of school-based modes of teacher education through the

use of Information Communication Technologies and the use of open educational resources

(Moon, 2007). These could be used to enhance teacher training structures to offer articulation

between theory and practice and ensure teachers are effective, reflective practitioners. In

addition, high-quality Open Educational Resources (OER) are accessible and enhance standards

of learning (Kanwar, Kodhandaran & Umar, 2010). Teachers could be more innovative and

maneuver technologies innovatively for use in class for increased learner achievement in specific

classroom contexts.

Gelonka (2014) reviewed technology and found good evidence to support the fact that

technology could make a difference in developing the effective skills whichspice up life which is

the essence of education. There are a variety of technologies that could spice up teaching and

learning such as videos, online forums, online video, case study discussions, smartcard, texting,

email, online communities of learning offered by the Teacher Education in Sub Saharan Africa

(TESSA) OERs which is a commendable opportunity for all teachers to explore.

The introduction of competency-based curriculum in Kenya has raised a question on the capacity

and teachers’ preparedness to implement the CBC. Execution of the CBC program in its first

phase is facing quite a number of challenges. According to Kaviti (2018) the competency-based

curriculum was hastily crafted and rushed through a pilot that was done in 2017. A study carried

out by Kaviti (2018) on the new curriculum of education in Kenya shows that the pilot system of

the new curriculum took an average of ten weeks, whereby less than 2000 teachers of the total

160000 teachers imparting basic education in Kenya were trained.

5
In Kenya, a basic Education Curriculum Framework as a policy was designed so as to realize

new amendments to the curriculum. (Jeng’ere, 2016). Ji (2017) explains that the role of a

competency based curriculum is to reinforce expectations on the learner instead of concentrating

on what the learner is expected to know. It is aimed at helping learners acquire competencies in

order to produce solutions to problems in real life contexts. Jadama (2014) posits that teaching

staff knowledge and mastery of the topic relates to how effective they can pass this curriculum

content on to the students, since also explanations might be needed by the students over time.

Makuna (2013) observes that in the past Kenya has made many curriculum changes that have

either not been implemented or taken too long to be implemented. Researchers have given many

reasons which include teachers’ resistance to implement the new curriculum due to

incompetence of teachers, lack of training prior to introduction of the new curriculum and

inadequate ICT skills (Bingimlas, 2009; Mumtaz, 2000 & Balanskat, 2006). Kinuthia (2009)

posited that a huge number of teaching labour in Kenya remains computer illiterate with a only a

few being computer literate.

Waweru (2018) carried out a review analyzing the impact of teacher preparedness towards

execution of the Competency-Based program in primary schools. Outcome revealed that the

teaching staff being not well enhanced towards introducing the CBC program. 98.8 percent of

the teaching staff stated not being ready to execute the CBC program specifically to new subjects

as another 95 percent stated that lesson preparation schemes for every lessons was not possible

due to the time taken developing a single lesson being much. It also found that quite a number of

the teaching staff(50%) required assistance towards integrating innovation, creating evaluation

guidelines, which are roles meant for ascertaining student’ proficiency in conducting certain

roles.
6
Planning for teaching is a vital component for successful delivery of quality education. It is the

art of preparing a step by step procedure of what to teach and how to teach it in order to achieve

a pre determinable outcome (Lawrence, 2016).Stakeholders in the education sector hold the view

that although Kenya has adopted a paradigm shift from teaching to learning, due consideration

has not been done especially teacher preparation with special focus to mode of knowledge

delivery (Lawrence, 2016).

An external report by IBE-UNESCO, (2017) revealed that teachers of Kiambu County, subject to

a case study on the new curriculum raised alarm over the too much time lesson planning was

taking which compromised time for instruction and that it was difficult for teachers to construct

assessment rubrics. This research work, therefore, is out to investigate impact of teacher

preparedness towards the implementation of the CBC program in Kiambu Sub County, Kiambu

County, Kenya.

1.2 Statement of the Problem

Preparedness by the teachers is vital when enrolling a new curriculum since the teachers are at

the heart of its successful implementation. In Kenya the plan to transition from the 8-4-4

curriculum into Competency Based Curriculum is bound to experience challenges including lack

of adequate measures to prepare the teachers for the curriculum change. The success of

Competency Based Curriculum to impact the learners is to a large extent dependent on adequate

equipping of the teachers. Ideally, a new curriculum should be introduced to teachers so that they

are able to critic its content and add their input. Besides, the teachers ought to receive quality and

adequate training on how to deliver lessons on the new curriculum. Therefore, teachers in Kenya

ought to have received adequate training on the new curriculum so that they could be in a

7
vantage position to prepare and deliver quality lessons to pupils. Besides, supporting content

materials were not prepared on time and those that have been prepared do not meet the needs and

demands of the Competency Based Curriculum (International Bureau of Education-UNESCO,

2017).The research therefore sort to establish the level of teachers’ preparedness in the

implementation of competency based curriculum in public primary schools in Kiambu Sub

County.

1.3 Purpose of the Study

The purpose of this study was to investigate the influence of teacher preparedness on

implementation of competency based curriculum in public primary schools in Kiambu Sub-

County, Kiambu County, Kenya.

1.4 Objectives of the Study

The study was guided by the following objectives:

i. To determine influence of instructional methodologies in implementation of competency

based curriculum at public primary schools, in Kiambu Sub County, Kenya.

ii. To examine influence of use of instructional materials in implementation of competency

based curriculum at public primary schools in Kiambu Sub County, Kenya.

iii. To assess influence of head teachers’ mode of assessment in implementation of

competency based curriculum at public primary schools in Kiambu Sub County, Kenya.

iv. To assess digital literacy skills of teachers’ in implementation of competency based

curriculum in public primary schools in Kiambu Sub County, Kenya.

8
1.5 Research Questions

The following questions guided the study:

i. In what ways does the teachers’ use of instructional methodologies influence

implementation of Competency Based Curriculum at public primary schools in Kiambu

Sub County, Kenya?

ii. What is the influence of use of instructional materials in the implementation of

Competency Based Curriculum at public primary schools in Kiambu Sub County,

Kenya?

iii. How does the head teachers’ mode of assessment influence teachers’ preparedness in

implementation of Competency Based Curriculum at public primary schools in Kiambu

Sub County, Kenya?

iv. What is the influence of teachers’ digital literacy skills and their influence of the teachers

in implementation of Competency Based Curriculum at public primary schools in

Kiambu Sub County, Kenya?

1.6 Significance of the study

Findings of this research offer great benefit towards practicing teachers as the Ministry of

Education (MoE) may reconsider doing proper training of teachers on the paradigm shift to the

new curriculum in addition to supplying relevant and adequate instructional materials.

Additionally, field officers, especially Curriculum Support Officers (CSOs), would find the

findings of this research may assist them in designing areas of focus when giving formative

feedback to teachers. Moreover, Researchers, students and other scholars may also get

9
knowledge to supplement existing research. Further the ministry of education (MOE) may also

find it necessary to restructure Primary Teacher Education (PTE) in line with the paradigm shift

so as to give pre service trainings to teachers on the paradigm shift and therefore avoid

duplication.

1.7 Limitations of the Study

This involve elements of the analysis which may impact this research although the principal

investigator has no influence over them (Mugenda, A. & Mugenda, O., 2007). This research was

conducted in government pre-schools within Kiambu Sub-County and it limited the

generalization of the findings to other Sub-Counties. The respondents might have withheld some

information for fear of exposing the situation of their readiness towards execution of the CBC

program, the investigator mitigated it by disclosing to the interviewee the exact purpose of thia

analysis and that their identities will not be disclosed.

1.8 Delimitations of the Study

This study was delimited to public primary schools of Kiambu Sub-County. Privately managed

schools are not fully supported by the government in terms of infrastructure and were therefore

not be of interest in the study. Besides, respondents of the study included preprimary one to

grade three teachers since the teachers play a key role in the execution of this new program.

School heads who are school managers and curriculum support officers also participated in the

study.

1.9 Assumptions of the Study

This research was founded on these premises

1
 i. Every Pre-primary One and Two; and Grade 1- 3 teachers in public primary schools

adhere to the CBC approach to education.

ii. targeted respondents will answer honest data and that they will answer research questions

truthfully and without bias.

iii. Respondents will be willing to offer sensitive information

1
1.10 Definition of key words

The section covers contextual definitions of key words

Assessment rubric implies to a tool designed by teaching staff designed to measure level of

achievement of a task target

Competency based curriculum denotes an education process which champions for use of

competencies in real life situations

Core competencies refers to descriptions that indicate in specific terms what the teacher, now

called a facilitator, intends to achieve at the end of a learning task.

Implementation refers to actualizing the objectives of the competence based curriculum through

actual instruction at school.

Instructional materials refers to materials used by a facilitator to make the subject matter as

concrete as possible to enhance retention and arouse curiosity in learners.

Mode of assessment this refers to the methods through which curriculum officers will use to

help them ascertain if curriculum objectives are being achieved. They include: oral tests,

continuous assessments, and student practices.

Teacher preparedness denotes a singular and collaborative knowledge, capabilities, views and

the proficiency of teaching staff to aid in the execution of the CBC in pre-schools.

1.11 Organization of the Study

Research work has been categorized whereby chapter one contains the background to the

research, problem statement, research purpose, objectives of this research, study questions, and

importance of this research, limitations and delimitations of this research, basic assumptions of

1
this research and definitions of key words. Besides, the second chapter entails perusal on relevant

related material published earlier on the topic under analysis being sub divided into instructional

methodologies, use of instructional materials, teachers’ mode of assessment and digital literacy

skills. It shall also contain hypothetical and imaginary frameworks on which the research relies.

The third chapter of the study shall comprise of methodologies on research (background,

research design, the target population, sample population as well as sampling procedures, study

tools, their validity, data collection, procedures, analysis technique and ethical issues governing

research. Additionally, Chapter four contains data presentation, interpretation and discussion as

chapter five sums it up with a brief summary, conclusion and recommendations.

1
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter discusses various relevant literatures on teacher preparedness and implementation

of competency based curriculum. The review is organized as per the objectives of the study

under the following sub headings: An overview of competency based curriculum, teachers’

instructional methodologies and implementation of competency based curriculum, use of

instructional materials and implementation of competency based curriculum, teachers mode of

assessment and implementation of competency based curriculum, teachers’ digital literacy and

implementation of competency based curriculum, summary of the review of related literature,

theoretical and conceptual framework.

2.2 Implementation of Competency Based Curriculum

Deliberate initiative to integrate competencies often concentrate on nurturing skills that cut

across all sectors or competency to communicate, collaborate, reason rationally and to look at

problems critically, (Sullivan & Bruce, 2014). Competence Based Inquiry is a way of creating a

learning framework designed to meet individual learners pre-determined set of abilities. Given

the fact that learners have diverse abilities, it is vital for them to comprehend and actualize that

competence based learning requires that the activities are hands on and not learning just by

observation (Jengere, 2017). In practice, the success of any education programme largely

depends on the underlying philosophy the curriculum design adopts (Sudsomboan, 2007). As

observed by Choudana, (2008), the competency based inquiry learning is the only way to link

education product with the job market.

1
Context, Input, Process, Product approach, developed by Stufflebeam (2000) remains a key

method essential to assessment in education; it offered a structured manner of monitoring varied

components of the curriculum creation. A greater concern exists in that it’s only controlled by

non-teaching staff, hence it is critical to determine plans that cater for every player. At school

level the four components reviewed for standard assessment pay attention to the aspects of

learning agenda, quest and targets, plus the varied aspects of context, input, the process and

finally the result. Application to context is based on the necessity plus the occasion denoting the

aim and agenda platform on which the results are achieved. Components like utilities, physical

developments, curriculum and content learner related make up the input. The process entails

services like educational processes, assessment and other roles. Lastly outcome assessment

entails capabilities, ethics, views and desirable results needed for identifying the product and

efficiency of an educational program (Stufflebeam, 2000).

Competency based curriculum has already crept dramatically across the landscape of basic

education (Murray, 2015). This has been fuelled by the rationale that education needs to focus

less on a traditional based learning environment to one that is student centered and prepares

students for their role in the society (Reisman, 2013). The curriculum based curriculum is

modeled so as to reinforce the importance of establishing knowledge together with skills and

consequently applying the capabilities to practical situations.

Degree of effectiveness of a specific educational model is reliant to the principle of its

curriculum design (Sudsomboan, 2007), which therefore implies that there should be a paradigm

shift from knowledge acquisition to application of competencies in real life situations. Thus, a

1
CBC which sums up intellectual and work account in addition to the specific defining outcomes

in the learning process (Edwards, Sánchez-Ruiz, Sánchez-Díaz, 2009).

According to Kabita and Ji(2017), competency refers to the capability to apply knowledge,

expertise and views to practical situations to solve a problem or handle a task effectively. In

practice, a learner needs only a consistent supply of resources for interaction and deciphering

reason from the given instructions. This justifies the theory with which the Competency Based

Curriculum is based upon (Constructivism) whose basis is that learners are active participants in

the process of knowledge construction where they construct meaning out of their interaction with

the learning materials as opposed to the traditional approach where learners just receive

information passively (Atzori 1996). The Basic Education Curriculum Framework in Kenya

(2016) asserts that the Competency Based Curriculum adapts a model which specific learning

outcomes are structured to discover and nurture the unique abilities and learning styles of

individual learners competencies, pooling together of skills that can be trained, command,

capabilities, behaviors, attitudes, artistry, conviction, pedigree, talents and efficiency thereby

facilitating the achievements of their potential (Chehly, 2018).

According to Mauranaza, Mtshali & Mukamanaza (2017), the CBC steamrolled developing

countries is borrowed from developed countries and therefore developing countries are facing

challenges in trying to adapt it. Frenk, Chen, Bhutta, Cohen, Crisp & Evans (2010) further argues

that in this situation a reform in curriculum is hard to plan and slows the process of

implementation. The competency-based curriculum discourages mere acquisition of knowledge

and lays more emphasises on skill development. Change exists from mastering content to the

CBC (MoEC, 2005). Therefore, there is need to change the teaching- learning approaches from

1
rote memorization to approaches that support development of competencies and skills that can be

applied in solving real issues (Woods, 2008; World Bank, 2011).

Practically it’s the proficiency to translate learning utilities: expertise, knowledge, values and

views properly in practical situations (education, work, personal or professional development)

(Jeng’ere, 2017).In the competency based approach, students have expectations to be offered

learning utilities that they engage with and establish meaning from the interaction .This way,

they are perceived not only as consumers of knowledge but as active producers of knowledge

(Barman, 2011). In fact, competency based inquiry approach is considered the way to go in terms

of new developments as it reinforces the unified manner of learning tasks needed to face not only

the job market but also life situations (Edwards, Sánchez-Ruiz, Sánchez-Díaz, 2009).

In a Competency Based Curriculum, emphasis deviates from learner’s accumulation of

memorized knowledge or behavior but instead focuses on their proficiency in a particular field.

A competency goes beyond a skill, it is not simply learner’s accumulated theoretical experience

or task oriented abilities but the aptitude to produce a personally and socially valuable outcome

out of a task (Kabita & Ji, 2017).In recent times, Competency Based Curriculum syllabus is

championing for new ideas as it reinforces the unified manner of learning that enables to handle

both the job market and real life.

2.3 Teachers’ Instructional Methodologies and Implementation of Competency Based

Curriculum

In any system of education in a country any government needs active teacher participation in the

implementation of the curriculum (Gani, 2017).It is critical for the government to roll out a plan

that will ensure effective transition which can only be realized if the teachers are fully equipped.

1
Teachers are a key factor in the successful implementation of a curriculum and thus should

clearly understand the elements of the curriculum.

McRae (2012) posits that teaching is a participatory process that allows the exchange and

acquisition of knowledge, skills and competencies with the sole aim of transforming life.

Teaching purposes to promote acquisition of desirable knowledge and skills within the school

environment that can support the learners to succeed in the society (Okunbanjo, 2013). The

teacher is bestowed with the responsibility of influencing mindsets as enshrined in the syllabus.

However, it is upon the teacher to decide to be a facilitator or not (Dufresne, et al., 2010).

Despite training recommending the selection of participatory teaching approaches, a teachers’

cognitive orientation dictates the choice of teaching approaches (Tella, et al., 2010).

Teaching methods in classroom can be teacher-centred, learner-centred or mixed approach. It has

been widely reported that teachers select easy to adopt teaching approaches based on their

preferences (Watson, 2003). Some teachers believe learning should be learner centred whereas

others belief it should be teacher centred where the teacher is a master of everything (Ahmad &

Aziz, 2009). Nevertheless, teacher centric approaches have serious limitations in terms of

stimulating students’ abilities thus generating highly ineffective graduates (Adeyemi, 2008:

Tanner, 2009). The review of the following studies however, concentrates on teacher-centred

methods without explaining various approaches that are associated with it. It was the interest of

this study to examine which teaching methods teachers were using in Chepkorio Ward and

determine their influence on pupils’ academic performance.

The method used by teachers in sharing knowledge with pupils in classroom is a factor

influencing learning performance of learners at all tiers of the education 18 system. Chang

1
(2010) pointed out that even as effective instructional schemes may boost performance on

learning; poor teaching traditions impact by limiting content mastery plus attainment of

educational goals. Consequently, to enhance the performance of learners, there is need to match

pupils learning styles and teaching approaches (Zeeb, 2004). Zeeb further reported that in

unmatched environments, there is low pupil interest to the learning process therefore resulting to

poor academic performance.

Instructional methodology entails providing a systematic method of delivery in a learning

environment that is primarily learner-centered rather than teacher-centered (Mulder, Gulikers,

Biemans & Wesselink, 2009). The instructional methodology should integrate the seven

competencies for competency based curriculum. These competencies include: brainstorming and

tackling problems, internet know-how, adapting to education, self-efficacy, citizenship,

communication and collaboration and imagination and creativity (Mulder et al., 2009). Some of

the important teaching methodologies that can effectively be integrated in CBC practicum are

demonstration, group project, direct class participation and assessment tests (Oppole et al.,

2004). Proper decision making is inevitable as it helps the teacher change pedagogy and

activities with time in order to help learners achieve desired competencies.

The lecture method is one of commonly used instructional method that is employed in passing

knowledge to the learners. For the learners in primary school level the use of lecture-cum-

demonstration method which advocates for experiments and examples is more

effective(Struyven & De Meyst, 2010). Since the competency based curriculum advocates for

practices allow students to progress depending on their potential develop a capability or

1
proficiency relying on their power and not necessarily the setting teachers must prepare

adequately to ensure the needs of the learners are captured (Cunningham, 2016).

The teachers should integrate the most effective instructional methodology in their teaching

plans to ensure knowledge is tailored towards learners’ abilities interests and personalities

(Naimie et.al., 2012).A compliant competency based curriculum lesson plan shifts focus to

embedding and infusing Competency Based aspects such as core competencies, Pertinent and

Contemporary Issues (PCIs), values, non-formal learning activities parental engagement

activities and key inquiry questions (KICD, 2017). Teachers of preprimary one to grade 3 are

expected to have been effectively trained and prepared on infusion of those key aspects which

translates to the paradigm shift from teaching to learning. Therefore, a teacher must not present a

lesson without a reflective well designed Competency based lesson plan as it is a pre-requisite

for successful teaching (Coppo, 2014).

2.4 Use of Instructional Materials and implementation of Competency Based Curriculum

Practically, competency refers to the power to translate learning utilities: skills, knowledge,

values and views properly in all practical situations ranging from education, professional

endeavors, or even personal life (Njeng’ere, 2017). Here, students have expectations on them to

have translations from the learning material presented to them in the Competency-Based

approach (Barman, 2011). These models are largely used within vocational education and

training since there is need for quality in the occupational industry. It is friendlier in vocational

training as the focus is solely on the power of a learner to conduct roles with precision and

expertise. Further in vocational education, a specific capability can be channeled by task analysis

into its single component expertise (Brandt & Tyler, 2011)

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Instructional materials refer to learning utilities which when employed impact knowledge to

students. They include textbooks, magazines, newspapers, pictures, recorded videos and models.

(Cronbach, 2009).Abdullah (2010), refer to instructional materials as tools either imported

locally or imported to help facilitate the teaching, learning process. They play a critical role in

creating a favorable stimulating and arousing learning environment. Obanga(2005), views

instructional materials as things whose use would make tremendous enhancement of delivery

process as it makes it possible to involve more than one sense of the learners.

Onasanya (2017) summarized the role of instructional materials as simplifying complex

phenomena concretizing abstract context and bridging difference in distance and time between

phenomena classroom activities, improving the learners’ communication skills.

Teaching and learning can seldom be done without the application of instructional materials

since they framework for communication at the classroom level in the effort of channeling

productive education (Mundica, 2017).

Adedapo (2006), states that the use of instructional materials helps teachers to catch and sustain

learners interest as they gain fast hand experience with the learning. According to KICD (2017),

the government through the ministry of education has availed curriculum designs to schools and

in line with that doing everything possible to supply textbooks for use during instruction.

However, according to Sossion (2017), teachers had not been inducted on the change from

teaching to learning hence they could miss the intended purpose off nurturing every learner

potential by tailoring the learning experience to the various ability levels of learners hence

accommodating the different learning styles (Lawrence, 2017). The chairman of the Kenya

2
Publishers Association expressed concerns that teaching and learning materials had not been

produced hence adversely affecting the teaching and learning process.

Effective learning can be achieved through deliberate efforts to integrate attention, motivation

and use of appropriate methods of delivery in addition to summarizing and assessing the lesson

(Gagne, 2016). Concurrently, Fidans (2008) suggests that the level of the use of integrating the

learning situation with appropriate tools has provided production of effective instruction and

successful teaching and learning.

Learning utilities entails: textbooks, illustration charts, geographical maps, audiovisual and

electronic media; additional utilities includes papers and writing tools among them( pens, eraser,

exercise books, crayon, chalk, drawing books, notebooks, pencil, ruler, slate and workbooks)

(Atkinson, 2000). A discovery on the existence of stable positive nexus between instructional

utilities and academic results was made by Adeogun (2001). To him, institutions with enhanced

utilities performed better compared to those without: an argument that was reinforced later by

Babayomi (1999) positing that privately owned institutions registered better performance

compared to government owned institutions as a result of enough utilities on teaching and

learning. Further, Mwiria (1985) notes that learner result is influenced by the standards on

teaching and learning resources; he observed that schools well stocked with resources have the

upper hand in examinations compared to those that are poorly stocked. Reduced performance is

therefore linked to poor teaching standards and lack of learning resources.

Lyons (2012) indicates learning being an intricate role demanding collaboration on learners’

motivation, infrastructure, teaching utilities, and expertise on teaching and curriculum needs.

Schools’ productivity is highly boosted by TLR since they are the fundamental pieces that birth

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improved performance in learners. Essential utilities for teaching and learning include physical

resources and facilities plus well-endowed human labor. Students are unlikely to be away from

institutions that channel desirable and convenient activities to them, a role TLR plays by helping

enhance access and educational results. Every resource should be provided in good standards and

ample amount in institutions for conducive educational process. Momoh (2010) examined the

impact of instructional utilities on learners’ result in the West Africa School Certificate

Examinations (WASCE). Performance of learners in WASCE was directly linked to learning

utilities availability for teaching and learning; concluding that learning utilities play a greater

role towards learner’s performance as enhance the adoption of new thoughts and innovations

while discouraging rote-learning. Quality of education is affected whenever TLR lacks or is

reduced which is mirrored in poor academic performance, increased absentees, poor discipline,

reduced teaching staff motivation together with unattainable school goals.

2.5 Teachers Mode of Assessment and Implementation of Competency Based Curriculum

The CBC approach to education requires formative evaluation of every unit of learning through

the administration of Rubrics (Martinez 2018).Ideally a rubric is an assessment indicator

preferred by the teaching and also learners in self-appraisal so as to evaluate capability

indicators (KICD, 2017). Competency based curriculum focus solely on students’ mastery of a

competency rather than grade on completion of credit hours to determine successful completion

of a unit of learning (Yoshino, 2014).Often, an assessment rubric contains sections that clearly

indicate what a learner is expected to do and how much he can score. That way, a pupil performs

the task fully aware of the marks to be earned per page by meeting the set preconditions.

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Evaluation remains one of the undertakings and roles that identify with the education system:

together with other factors or elements and individuals in the system can be or actually have

been, evaluated (Joshua et al., 2006). The evaluation in schools can be formative or summative.

Pupils within the institution are major player in evaluation: and a number of items have been

utilized for this role. A major item towards learner summative evaluation continues to be the

examinations tests. Examination of learners is a way of determining how much the students

currently know (Akiri, 2013). Tests and examinations are given to pupils periodically in their

educational journey. The grades produced support effective decision making therefore

influencing future choice of teaching approaches and provision of resources.

Another evaluation method is Continuous Assessment Tests (C.A.Ts). C.A.Ts enable students to

derive data on their general understanding of content areas thereby informing them of

challenging areas which need to be focused for improvement (Susuwele-Banda, 2005). There are

opportunities for teachers to monitor their success in the teaching and learning process. Further,

results from the C.A.Ts can inform decision making such teaching approaches to be adopted,

modified or enhanced, use of teaching aids, organization of remedial lessons, and enhancement

of classroom tasks for high perfuming students. It was further revealed that completion of form

four syllabus well ahead of time contributed to enhanced student performance (Wamala &

Seruwagi, 2013).

In the stages of human growth, evaluation information are developed and applied in different

manners to aid in management, educational processes: hence, enhancing the likelihood of

academic achievement by the student and the teaching staff (Okunbanjo, 2013). Evaluation

therefore aims at: offering critical data to the student anchoring his growth academically ; offer

resolutions to the teaching staff with a vision to enhance changes in tutoring ,establish attainable
2
goals, assess the extent up to which subject goals have been attained, offer chance to further

advance professional expertise, offer guidance and counseling to the student ;permits regular

evaluation of the instructional as well as academic performance mechanisms, by which a

manager maintains the standard of human growth process on course (Joshua et al., 2006). hence,

the outcome of institution evaluation techniques remain essential not only to students, but also to

teaching staff.

Adams (2015) postulates that grades are arbitrary and are not comparable across the same course

taught by different teachers and sometimes across the same course taught by the same instructor.

High grades might indicate that a particular learner has mastered the content presented in the

course but without a proof to justify the students’ ability to apply the knowledge learnt in the

classroom to real world situations. Instead of focusing on content and exams a competency based

program focuses on application of learnt knowledge since the ultimate goal of the curriculum is

to shift from knowledge acquisition to knowledge application (Carraclo, 2012).Further

assessment shifts from an emphasis on summative to an emphasis on formularize there and their

judgment of the level of mastery and evaluation in criteria referenced rather than norm

referenced.

Kelly, (2011) in concurrence to the evaluation through administration of rubrics suggests a

paradigm shift to an assessment which is focused on different stages of instructions informs the

next instructional step and engages learners in critical thinking and problem solving. In

administering assessment rubrics Kabita & Ji (2017) in their submission observe that the

facilitator is able to gather concrete evidence of the degree to which an individual learner has

acquired and applied a specific competence in a formal or most informal learning context such as

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observation questioning extended work, community service learning group discussion, project

and demonstrations.

In Indonesia, Eka (2018) determined the relationship between teachers’ pedagogical

competencies on pupils’ performance in national science exam results at Gerokgak district

elementary schools. The target population consist of 6th grade teachers totalling to 29.

Questionnaire was used to collect data in the academic year 2016 / 2017. The study found out

that there existed a moderate level of relationship between teacher pedagogic competence and

national science test results of learners at if predicted 22.09%. The pedagogical competencies

explaining these variations were; evaluation of learners learning and implementation of learning

diagnosis. The study by Eka (2018) was in Indonesia while this study was conducted in Kenyan

setting.

Even as the advocacy for embracing competency based curriculum over content-heavy

educational system maintains lead, the latter should not be thrown away. Hong’s (2012) posited

that the principle behind CBC development is the need for teaching staff to concentrate on

teaching students the relevance of committing to education and thinking further so as to grow

their proficiency towards learning to learn and grow fundamental capabilities. Hong (2012)

believes: “what competency-based curriculum requires is reforming the way content knowledge

is organized and brought to students, not denying its value”.

Competency-based curriculum program and learning ought to offer attention to the student’s

demand as well as preference, offering ample opportunity required by the student to gain and

regularly perform the expected capabilities (knowledge, expertise, professional conduct) and

establishing a conducive environment for learning purposes. It is pursued through numerous

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teaching practices, its however important to note that any curriculum program be based on

evidence and paying attention to results and all teaching plans should be matched to their

learning domain (psychomotor, cognitive and affective).

CBC demands from teaching staff constant revision and advancement to their educational

practices. Gabriel (2010) revealed the teaching staff being unable to apply enhanced interactive

teaching practices like problem resolution and innovation that are very crucial in to the CBC

program and a learning setting. If students are to show a mastery of the expertise they acquire,

the archaic teacher-centered practice is no longer viable. Mosha (2012) however revealed that in

any case the CBC program was not properly executed there existed a possibility of teaching staff

reverting back to old teaching practices. Hence they need to be sufficiently conversant with the

approaches to the current teaching practices essential in making learners’ learning fruitful

(Kafyulilo et al., 2012).it is appropriate to shift teaching to being student-centered approach

where the student directs learning process since the teacher now plays the role of facilitator

during the entire process. Students within a competence based setting are viewed as active

players in the development of knowledge.

An argument by Zheng and Borg (2014) is that teaching staff must subscribe to a framework

created by curriculum developers that march the competency-based practices.in order for

competency-based practices to bear fruits, the teaching staff ought to be smart enough and let the

students involve themselves in the learning process as the teaching staff remain key contributors

in the curriculum execution (Botha & Reddy, 2011; Wangeleja, 2010). It is mandatory for the

teaching group to also demonstrate skill in their respective areas so as to produce targeted results

(Moodley, 2013). Hence for this practice to be productive, its critical for the teacher to be well

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versed with Pedagogical Content Knowledge (PCK)- a knowledge that is developed by the

teaching staff to aid students to learn (Botha & Reddy, 2011).

Evaluation plans advanced for CBC practices range from conducting interviews, conferences;

assess products, fieldwork, experiments, studies, tests and examinations (Dreyer & Schoeman,

2003). Hence, it is possible for a teacher to evaluate a student by conducting interviews, which is

done by engaging the students individually to determine whether the student has gained the

required knowledge and expertise.in conferencing, it involves the teacher conferencing with a

student or a group of students focusing on an expertise that ought to be reinforced

It enables the teacher to evaluate where the students are or where they should be. Teacher may

also access items provided in projects, duties, homework, portfolios or written submissions.

Another alternative method a teacher may evaluate students is by monitoring results on field

work, experiments, reviews, map-work), they may finally evaluate the students by way of tests

and examinations (Dreyer & Schoeman, 2003). Every evaluation process basically take place

applying OBE practices (Mazabow, 2003).

Dreyer and Schoeman (2003) advanced the argument that a viable evaluation learning

performances is one that is achievable and important detailing the students’ performance in

practical situations. Arguments in the preceding sections indicate that teaching staff should plan

meticulously and develop an evaluation subject that covers every student in a transparent and

stable manner for the successful implementation of CBE.

Research done to evaluate the execution of competence-based program in Tanzania indicated

that this teaching practice is rarely used (Komba and Mwandanji, 2015; Makunja, 2015;

Kafyulilo et al, 2012; Mosha, 2012; Tilya and Mafumiko, 2010). It identified the following
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obstacles towards the execution of competence-based program in Tanzania: majority of the

teaching staff (80%) are not conversant with principle of competence-based program (Komba

and Mwandanji, 2015); a large number of teaching staff still apply the previous knowledge-based

educational methods (Kafyulilo et al, 2012; Mosha, 2012); evaluation practices applied remained

the same( both for knowledge-based education and competence based program) and lastly:

education still remains to be teacher- based. Competence-based program demands the student to

be the attention of schooling, this however is not the case in majority of the institutions since

teachers dominate the entire process. Komba and Mwandanji (2015) in their work revealed a

particular concern where the teacher conducted a lesson for eighty with no teacher-students

interaction leaving the learners with no chance to interact with the teacher.

2.6 Teachers’ Digital Literacy Skills and Implementation of Competency Based

Curriculum

Digital literacy among teachers entails ability to use information technologies to utilize, evaluate

and create content using computer systems and platforms (Knobel & Lankshear, 2016). It is

vitally important in 21stcentury for educators to be able to use a wide range of ICT skills. There

has been an increasing surge in the application of digital technologies within institutions for

promoting and development of expertise needed for effective learning (Andoh, 2012).Andoh

further posits that existing schools are amending their education program and teaching practices

creating a more advanced system. Technological sciences is a blend of utilities and objects in the

management of information. It includes gadgets like cellular phones, radios, projectors, and

television satellites computers.

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Application of technology in education births the need to train the teaching staff with new

pedagogical capabilities and advanced practices in teacher education. They should demonstrate

awareness on policy agenda and the ability to identify specific sectors of education reform linked

to the policy agenda. Teaching staff should ready for the new curriculum for a smooth transition

from the traditional teaching utilities to the more technologically advanced and digital resources,

where they would be training on technology that enables them to properly and easily embrace

and blend ICT into the school curriculum (Al-Awidi & Aldhafeeri, 2017).Their preparedness

and willingness is essential for a positive adoption and implementation of ICT in schools(Singh

& Chan, 2014; Summaka, Baghbel & Samancioglu, 2010).However, lack of teacher

preparedness and reduced engagement during integration to the curriculum, digital technology

implementation may suffer.

Tinio (2013) teachers need to be prepared as they implement the competency based curriculum

to enable transition from the traditional teaching resources to advanced digital utilities. They

should be trained on digital literacy skills that enable them to properly and easily embrace and

blend ICT into the school curriculum. According to Al-awidi & Aldafeeri (2017) teaching staff

preparedness is essential for a positive adoption of ICT in educational processes. (Singh & Chan,

2014) therefore whenever teaching staff lack the skills, digital technology may not be

implemented. Higgins and Moseley (2011) revealed that upon the teaching staff

misunderstanding the role of ICT and how to use it hinders implementation. Hennessey Harrison

&Wamakote (2010) identified the major obstacle to the adoption of ICT was reduced or no

teaching staff with expertise and training. As a result all teaching staff should be trained on ICT

skills so as to boost their confidence and capability in ICT in order for them to embrace it. A

report on competency based activities by KICD (2018) on teachers trained on ICT integration
3
indicated 61 percent of teachers are not trained on ICT. However, teachers should be well

equipped with technological skills since digital literacy is among the core competencies of

competency based curriculum.

Chege (2014) carried out a research on the factors impacting teachers’ readiness to adopt ICT in

teaching in public secondary schools in Gatundu North District, Kiambu County. Findings

indicated that 13.75% of the teachers reporting confidence in their ability to adopt ICT, it further

denotes that a large percentage of the teaching staff lack technological skills to implement ICT in

classes. This research also indicated that a large number of the teaching staff recommended

training to improve their expertise on ICT.

Higgins and Moseley (2011) conducted a research and revealed that when teaching staff lack an

understanding on the reason for using ICT in teaching and how to apply it hinders its execution.

Majority of learning institutions concentrates more on the meaning of ICT rather than

concentrating on adoption or application. As a result, in-service training should secure teachers

basic ICT skills and train on its application during learning. Research by Hennessy, Harrison &

Wamakote (2010), identified the main obstacle in adoption of ICT was as a result the teachers’

ICT knowledge and skills being below par.

Buabeng-Andoh (2012) & Hennessy, Harrison & Wamakote (2010) illustrates that the teachers’

view on technology controls their willingness to adopt and integrate it in their teaching roles.

Additionally fear, low confidence and capabilities within the teaching staff limit application of

ICT. Hence these teachers ought to be trained on ICT and in the end ensuring productivity in the

educational outcomes. A report on competency-based curriculum activities by KICD (2018) on

teachers trained on ICT integration indicated that 61 percent of teachers are not trained on ICT.

3
Teachers should be equipped with ICT skills since computer literacy remains one of the essential

capabilities of a competency-based curriculum.

2.7 Summary of the Review of Related Literature

Review of related literature has been done on teachers’ instructional methodologies, use of

instructional resources, teachers’ mode of evaluation and teaching staff digital literacy skills

towards execution of Competency Based Curriculum. According to Gani (2017) there is great

need for the teachers to be acquainted with the most appropriate instructional methodologies in

implementation of CBC for success in meeting learners’ needs. Delay (2010) asserts that the use

of instructional materials demand that handbooks should be used vis-a-vie the course materials to

help in linking the course books to the new curriculum.

The Facilitation training manual for early year’s education (2017) required teachers to adapt

instructional materials they were using in the outgoing curriculum alongside curriculum designs

on the Competency Based Curriculum. This is because adequate instructional materials had not

been delivered to schools. On teachers’ mode of assessment, Kabita&Ji, (2016), explain that

assessment Rubrics are key since they provide individual learners level of progress in the

mastery of targeted core competences. However, International Bureau Education – UNESCO

(2017) external report for the implementation of the curriculum expressed concerns that teachers

were not actually competent in designing and constructing tailored assessment rubrics since they

were not properly guided.

Hemer (2013) claims that the major problem associated with the Competency based Curriculum

is pressure associated with high workloads. Staffs are made to change the way they assess

students in order to compensate for this reduced teaching time. The teachers can be empowered

3
to overcome workloads by equipping them with digital literacy skills to increase their

performance. Previous studies carried out by Komba & Mwandaji[2016]focused on the shift

from content and teacher centred curriculum to competency based curriculum. A study by

Sudsomboon (2010) implied successful implementation of competency based curriculum relies

heavily on teachers’ preparedness.

2.8 Theoretical Framework

Adom et al (2018), posits a theoretical framework being a plan for a study based on a prevailing

theory in a field of study that is related to and reflects the assumptions of a research. It is the

foundational rock under which the research is built. The review will adopt the constructivism

theory of learning as proposed by one of the proponents Lev S. Vygotsky (1896-1934),

Constructivism is based on the belief of knowledge being first developed in a social context

through pair or group interaction with learning and is then appropriated by an individual (Eggan,

2004). The process of sharing individual perspectives called collaborative elaboration results in

students developing understanding together which can’t happen in individual settings Meter &

Stevens (2000).

Constructivism views education as an ongoing process on which students learn how to innovate

principles ideas and issues from themselves hence the importance of encouraging individual

learners’ participation (Kukla, 2000). Learning in this theory is perceived as a shared

responsibility between the teachers called the facilitator and the learner.

Vygotsky, posited that to be developmentally stable with regards to the curriculum, the teaching

staff should conduct schemes encompassing activities they are able to do alone and in groups

assisting each other (Karpov & Haywood, 1940). The facilitator therefore, must organize the

3
learning activity well so as to ensure learners obtain proper direction and aspects which

encourage attainment of the learning goals. The educational experience should be transparent to

enable the students to innovate, enjoy, engage, cooperate and achieve socially individualized side

of the truth and its application in their day to day life situations.

The Competence Based Instruction, Kenya, requires that teachers tailor the learning environment

by assembling materials, resources tasks and the place of learning beforehand. In an actual

classroom situation, the role of the facilitator is to highlight the learners on the expectations and

then give directions after which learners in pairs or groups interact with the resources directed

towards the objectives (KICD, 2017).

This study therefore, out of this theory perceives the importance of teacher preparedness in

implementing the competence based curriculum whose focus is determining and nurturing the

learner’s unique and individual inborn talents.

2.9 Conceptual Framework

This refers to a rudder representing the investigator’s synthesis of existing publications on

explaining an occurrence. It is the investigator understanding of how a certain parameter under

review connect. This it identifies the variables and their indicators under investigation (McGathie

et al, 2011).

The main principle behind conceptual framework is providing platform for the presentation of

research question driving the research being advanced in the problem statement. It is

conceptualization of the relationship between dependent and the independent variables in a study

(Mugenda, A. & Mugenda,O., 2007).

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The conceptual framework of this research work has been developed as follows:

Instructional
Methodologi
es
Teaching and
-Ability to Learning Process
infuse
-Delivery Methods
methodologies
-Learning
participation
Environme
Use of nt
Instructional
Materials
-Learner’s books
-Teachers guides
-Digital devices

Teachers Assessment
of Learning

-Designing assessment
criterion (rating)
-Constructing rubrics (tasks)
-Reporting and notification
of learners.

Teachers’
digital literacy
skills

Availability
of computers

-able to use computers

-availability to
use internet

Figure 2.1 A conceptual Framework Showing the Relationship between Teacher

Preparedness and the Implementation of Competency Based Curriculum

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The conceptual framework adopts the input process output model. The dependent variables are

execution of the CBC program in public primary schools. independent parameter are teachers’

instructional methodologies, use of instructional resources, teacher method of evaluation and

teaching staff digital literacy skills the process is the competency base approach to teaching and

learning and the output is either the competency based curriculum will be successful or it will not

be successful.

The researcher shall also inquire into the use of handbooks to align the course books used with

the curriculum design. In addition, the researcher shall find out if teachers are able to use digital

content as a learning resource and whether instructional materials for use have the right

presentation in terms of content. On teacher assessment the teacher shall determine the level to

which teachers can design assessment criteria make rubrics and report individual learners

program after assessment.

Finally, the researcher shall look into the way teachers give individual learners attention to teach

and assess learners whether teachers are able to craft lesson plans for all the lessons of the day

and if setting the stage for each and every lesson is a challenge to the teacher.

every indicator shall be mirrored through the competency based approach to learning is making

considerable strides or if there is need to look back and reconsider.

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 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter discusses research methodology that the researcher applied in this study, presenting

the research design, targeted population, sample population, sampling procedure, research

instruments, instruments validity, data collection procedures, analysis technique and data

analysis procedures.

3.2 Research Design

The researcher adopted a descriptive survey design, this is because of the design has the ability

to combine both qualitative and quantitative methods (Namusinge, 2016). A research is

descriptive when it is concerned with how and why a variable influences another variable. It

attempts to give the status quo in the area under study (Cooper & Shindler, 2003).

The design collects data at a point in time from selected members of a group paying attention to

predetermined parameters (Mugenda,A. & Mugenda,O., 2003). Descriptive survey was

appropriate in this study since it ensured the investigator collected data using questionnaires,

interviews guides and observations, schedules. In addition to, it enabled the description of the

state of affairs as far as Competency Based Curriculum is concerned, hence establish impact of

teacher readiness on execution of the CBC program in Kiambu Sub County.

3.3 Target Population

The target population is a collection of animals or human beings or elements depicting a single

or more common features and are preferred as a focus for a research (Mugenda,A. &

3
Mugenda,O., 2003). The population of this study was 21 head teachers, 4 curriculum support

officers and 166 teachers (PP1, PP2, Grade 1, Grade 2, and Grade 3) in 21 public primary

schools in Kiambu Sub-County. The Curriculum Support Officers have been considered in this

study due to their direct involvement in assessment and implementation of curriculum in Kenya

while head teachers and teachers are at the center of actualizing the curriculum and see into its

fruition.

3.4 Sample Size and Sampling Procedures

Sampling refers to the process of identifying a certain percentage of individuals from the

community who are a representative of the characteristics of the whole population. (Mugenda &

Mugenda, 2008) asserts that 10%-30% as a sample size of the target population is enough to

advance a conclusion.

Sampling size and sampling procedures are presented in Table 3.1

Table 3.1 Sample Size

Respondents Target Sample size Percentage

population

Head teachers 21 11 50.00

Preprimary Teachers 42 21 50.00

Grade 1 to 3 teachers 124 62 50.00

Curriculum Support Officers 4 2 50.00

Total 191 96 100

3
The study used 50% of the public primary institutions school heads in the Sub County which

gives 11 head teachers, 2 curriculum support officer representing 50% of the total 4 participated.

Accurate mean values are normally reported in large sample sizes as well as identifying outliers

that skew the data in a smaller sample and provide a smaller margin of error. Both head teachers

and preprimary and Grade 1 to 3 teachers selection was by a simple random sampling where

each member within entire population was assigned a code which was captured in a sheet of

paper folded and put in a box and shuffled. Selection was then done with replacement until the

required sample size is gotten. The teachers totaling to 83 (21 PP1 and 62 Grade 1 to Grade 3

teaching staff) selection was by simple random sampling because they are the ones implementing

the Competency based Curriculum.

3.5 Research Instruments

Tools for data collection within this analysis was questionnaires, observation check list together

with interview guide. They were administered to school head teachers and preprimary and Grade

1 to 3 teachers, while Curriculum Support Officers were interviewed. The questionnaires were

divided into three main categories. Part A collected demographic information of the respondents

while part B collected information on teaching staff readiness on the CBC program and its

implementation in primary schools. Lastly, Part C of the questionnaires collected data on the

execution of CBC in primary schools.

Questionnaires were administered to teachers while interview guides were administered to

Curriculum Support Officers and head teachers. Responses to the research instruments were

hinged to a 4 point Likert scale. Questionnaire incorporated closed ended questions enabling

collections of quantitative data while the interview guides contained open ended questions to

3
attract qualitative data. The researcher also used an observation schedule to collect hands on

information on the level of teacher preparedness with regard to the implementation of

Competency based curriculum.

3.6 Validity of Instruments

Validity is the capability of a tool to measure what it purports to measure (Orodho,2004). It

refers to the level of correctness of the implications whose ground is on the study outcomes. It is

also seen as the degree to which research findings truly reflects on the objectives under study.

Validity focuses on the accuracy of research results. The questionnaires were appraised by the

supervisors and due adjustments done to realize content validity. Finally face validity was

achieved through a pilot study.

According to Mugenda,A. & Mugenda,O., (2003) put it that 10% of the sample size is ideal to

achieve face validity of the research instruments. Thus piloting was done to 2 P 1 and P 2 pre-

primary teachers 6 grade 1 to 3 teachers and 1 head teacher who were selected randomly.

Adjustments were therefore done to the items in the instruments in preparation to the main study.

The respondents in the pilot study did not form part of the respondents in the entire study.

3.7 Reliability of the instruments

Mugenda,A. & Mugenda,O., (2003), indicates reliability as the measure of the extent to which

the study instruments give consistency on results in two or more trials. The investigator adopted

the test retest reliability test which determined the reliability of the instruments. The collected

scores were then computed by the use of Pearson moment correlation coefficient using the

following formula.

4
Where

Ey2 - sum of squared y scores

Exy - sum of products of paired x and y

scores N - Number of paired score

Ex - sum of x scores

Ey - sum of y scores

Ex2 - sum of squared x scores

According to (Kothari 2011) a reliability coefficient of more than 0.5 is considered ideal for

instruments to be used in social research.

Table 3. 2 Reliability Analysis

Determinant (r)
Verdict

. 734
Instructional methodologies Reliable

. 976
Instructional materials Reliable

. 893
Mode of assessment Reliable

. 925
Teachers digital literacy Reliable

4
Pearson moment correlation coefficient findings reveal data collection instrument showed

consistency since all readings are above threshold value of 0.5. The results reinforce reliability

on the instrument.

3.8 Data Collection Procedures

The investigator obtained a research permit from NACOSTI (the National Council for Science

and Technology),which was t presented to the County Commissioner and the Sub County

Director of Education Kiambu Sub County. A prior visit to the sampled schools was done for the

researcher to familiarize with the respondents and explain to head teachers the procedures and

purpose of the study after which the questionnaires was administered immediately the

questionnaires were filled out.

3.9 Data Analysis Techniques

Analysis of data commenced immediately after completion data collection, where the process

involves sorting out of incorrect responses. Coding and categorization then follows depending on

the items on the questionnaire and interview guide. Qualitative data was analyzed through

narrative analysis which entails redesigning of responses offered by the interviewees by

considering the context of every case and different experiences of each interviewees. This

involved a critical revision of the primary quantitative data by the researcher before it is arranged

systematically then computed applying statistical tolls SPSS (statistical package for social

sciences) version 23.0 which highly reliable and effective hence recommended. Analysis on

4
Descriptive was applied identify frequency and the percentage of demographic features. Results

of this analysis was followed by data presentation applying the use charts, pictorials and tables.

3.10 Ethical Considerations

This process involves education and awareness to the respondent by informing them about the

basic role of the research so as to eliminate fear and inspire cooperation, assuring them that their

rights and privacy would be preserved even after the research. The researcher was truthful to all

participants and did not put them into tough conditions that could be injurious as a result

participation in this study. Adopting the doctrine of voluntary participation was critical as it

ensured adherence all through the entire study.

4
 CHAPTER FOUR

DATA, PRESENTATION, INTERPRETATION AND DISCUSSION

4.1 Introduction
This chapter presents research findings of the study. The study sought to examine the influence

of teacher preparation on implementation of Competency Based Curriculum in public primary

schools in Kiambu Sub-County, Kenya. Specifically, the study sought to establish influence of

instructional methodologies on implementation of competency based curriculum; influence of

instructional materials on implementation of competency based curriculum; influence of teachers

mode of assessment on implementation of competency based curriculum and influence of

teachers’ digital literacy on implementation of competency based curriculum, The chapter

contains response rate, demographic data for the head teachers, teachers, and curriculum support

officers, data analysis, presentation, and discussion according to research objectives.

Data collection was by questionnaires, observation checklist and interviewing school heads and

Curriculum Support stakeholders The questionnaires were administered to sampled teachers, the

schedule for interviews involved the researcher seeking direct audience and interviewing head

teachers and Curriculum Support Officers. Data analysis was by applying descriptive statistics

such as percentages and frequency distribution and then findings presented in statistical tables

and bar graphs. Discussion was done in prose form.

4.2 Instruments Return Rates

Mugenda and Mugenda (2003) questionnaire return rate illustrates the number of respondents

who engaged in the research. respondents sampled in the research were head teachers in-charge

of the schools, teachers in charge of teaching PP1and PP2, grade one to three pupils and

4
curriculum support officers in-charge of implementation of CBC. The return rate for the study is

shown in Table 4.1.

Table 4. 1 Instrument Return Rate

Respondent Number Number Returned Return Rate in (%)

administered

Head teachers 11 11 100%

Pre-primary 21 19 90.47%

Teachers

Grade 1 to 3 62 54 87.09%

teachers

CSOs 2 2 100%

The return rate for head teachers was 100.0 percent, pre-primary teachers 90.47 percent, grade 1

to 3 teachers 87.09 per cent, 100.0 percent. The questionnaire return rate for the teachers was

well above 70.0 percent as well as the interview guide, which according to Mugenda and

Mugenda (2003) is an acceptable proportion adequate for analysis in Social Science research.

According to Kothari (2008) a response rate of above 50% is enough for a descriptive survey

review.

The return rate of questionnaires was high due to the ability of the researcher to visit schools in

person, engage with the respondents on questionnaires then collect them immediately. Some

4
teachers however failed to fill in the questionnaires in good time due to their busy schedules and

assignments out of the schools.

4.3 Demographic Information

This coverage involves presentation on features of individual attributes of each respondent,

including: age, gender, highest academic qualification, teaching period in an institution plus

tenure of service. The result of the findings on the demographic information was used in

assessing the respondent’s suitability in participating in the study for having had the privilege of

interacting with the variables under study. Demographic data for head teachers, pre-primary

teachers and grade 1 to 3 teaching was mined by use of questionnaires then followed by

tabulation.

4.3.1 Gender distribution of respondents

In this study it was found necessary to determine the gender distribution among head teachers,

teachers, and curriculum support officers in order to establish gender participation of males and

females in management and teaching. The findings were presented in the Table 4.2

Table 4. 2 Gender Distribution of Respondents

Respondents Head Percent Teachers Percent Curriculum Percent

category teachers support
officers
Male 7 63.4% 21 29.0% 2 50.0%

Female 4 36.6% 52 71.0% 2 50.0%

Total 11 100% 73 100% 4 100%

4
Table 4.2 indicates that the composition of school heads was (63.4%) males, and the minorities

were females (36.6%). Male head teachers were the minority (19.0%), implying the gender

balance still being an issue in schools headship, hence were not involved in decision making at

school management level. However, it was noted that the composition of head teachers had not

complied with the requirement of one third of either gender as enshrined in the Constitution of

Kenya 2010 and Basic Education Act of 2013. Female teachers’ in-charge of teaching grade one

to three pupils comprised of the majority (71.0%).

The implementation of CBC in pre-primary and grade 1 to 3 was therefore articulated mostly by

females than males. In such circumstances, gender sensitivity to the unique safety needs of either

male or female persons in schools had not been observed. Mulwa (2017) noted that gender

equality promotes teamwork among individuals irrespective of their sex and also provides a

favorable environment where individuals interact with colleagues without discrimination.

Influence of teacher preparation on implementation of Competency Based Curriculum in public

primary schools in Kiambu Sub-County, Kenya.

4.3.2 Age Distribution of teachers

This research aimed at identifying age distribution of teachers in order to establish its influence

on their capacity to implement CBC in primary schools. The findings are presented in Figure 4.1.

4
 AGE
30
27 27

25

20

15
13

10

5
5
1
0
21-30 31-40 41-50 ABOVE 50 NON RESPONSIVE

AGE

Figure 4. 1 Distribution of teachers’ Age

The Figure 4.1 shows that a large number of teachers at 37.0% were in the age bracket of 21-

30years as well as age bracket 31-40years. This implied that the teaching staff comprised of

individuals who are young enough and had acquired reasonable conceptual and professional

competencies required in CBC implementation. Evidence collected informally from teaching

staff reveal that younger staff engage better and create good working relationships with learners

due to the proximity in age and also because productive teaching process demands high energy

levels. They also show familiarity with the current curriculum establishment and hence

demonstrate familiarity with the content essential in teaching learners (Education Forum, 2006).

One of the unfavorable perception on the performance gap among older and younger teaching

staff expected behavior of younger teaching staff to employ trickery so as to portray the image of

performing well as compared to older teaching staff who focus on ensuring that learners gain an

4
extensive, more comprehensive learning, rather than paying attention to what is cemented on the

curriculum (Education Forum, 2006).

4.3.3 School Setting

The researcher sought to establish the school setting. This was to determine whether the

establishment of a school in rural or urban area influence implementation of competency based

curriculum. The findings were presented in Figure 4.2.

SCHOOL SETTING

60 55
50
40
30

16
20
10
0

RURAL
URBAN

SCHOOL SETTING

Figure 4. 2 School Setting

Figure 4.2 shows that 77% were based in the urban setting while 23% are based in the rural

setting. This gives room to compare CBC implementation in rural and urban setting.

4
4.4 Instructional Methodologies and Implementation of Competency Based Curriculum
The first objective of this study aimed to sought to establish the impact of instructional

methodologies in execution of the Competency Based program in public primary schools in

Kiambu Sub County, Kenya. This study sought to establish whether instructional methodologies

such as the ability to infuse methodologies that enhance participation and group tests has

influence in the execution of the CBC. The teaching staff were given a statement which required

them to state individuals’ level of agreement or disagreement with the statements on the

application of instructional methodologies to teaching in table 4.3. In the analysis mean and

standard deviation effectively showed measures of dispersion and central tendency. The scale

that was used was (Very Good-VG, Good- Fair-F and Poor-P). The results are shown in Table

4.3

5
Table 4. 3: Use of Instructional Methodologies in Teaching

VG G F P

f % f % f % f % Mean Stdv
Statements

Use of instructional
15 20 48 66 10 14 5 8 4.18 .76
methodologies

Integrating 7 CBC
21 29 34 47 23 17 1 1 4.16 .62
competencies

Support of

demonstration in
21 29 40 55 11 15 1 1 4.14 .47
teacher-leaner

interaction

Advocacy for direct

class participation over

19 26 40 63 7 10 1 1 4.12 0.64
teacher-centered

approach

Utilization of group

projects to complement 12 16 42 58 17 23 3 2 4.01 0.61

assessment tests

5
Table 4.3 shows levels in the use of instructional methodologies in teaching by the pre-primary

and grade 1 to 3 teachers . From Table 4.3 it can be inferred a substantive percentage of teachers

63(86%) confirmed that use of instructional methodologies is good. However, 55 (76%) of

respondents indicated that the level at which 7 competency based curriculum are integrated is

good. Therefore, this is a gap that needs attention if 7 competencies based curriculum syllabus

coverage guarantees pupils’ performance, and if syllabus coverage is a measure of competency

based curriculum implementation. It is also worth noting that 64(84%) of respondents indicated

that Support of demonstration in teacher-leaner interaction is good. Moreover, 59 (79%) of

respondents agreed that advocacy for direct class participation over teacher-centered approach is

good. However, there was a significant concern from respondents 54 (74%) agreed that

Utilization of group projects to complement assessment tests is good.

From the observation, the resercher found that learners worked in pairs and groups, shared

available resources, looked concerned about finding solutions to problems through

exploration.The study also observed that interms of opinions learners respected each other

interms of individual competencies.This implied that lerners were developing their self efficacy

strenths learning to learn as well as citizenship.

However, the resercher was able to obseve that some learners had difficuty in self expression

verbally and in writing in terms of what had been learnt in class.Imaginative ability was a

limiting aspect of the leaners, this implies that the teachers need to infuse some competencies

through utilisation of class projects.The curriculum support officers who were interviewd

indicated that is is matter of concern among the pre-primary and grade 1 to 3 teachers on the

5
instuctional methodolies and the use of class projects in the improvement of learners

competencies.

These findings concur with Gani (2017) in any system of education of a country the government

needs active teacher participation in the implementation of the curriculum. Instructional

methodology entails providing a systematic method of delivery in a learning environment that is

primarily learner-centered rather than teacher-centered (Mulder et al., 2009). This was an

important requirement for operationalization of CBC implementation at institutional level. This

finding was in tandem with (Oppole et al., 2004) the instructional methodology should integrate

the 7 competencies for Competency Based Curriculum. These competencies include: critical

reasoning and resolution, computer literacy, learning to learn, self-efficacy, citizenship,

communication and collaboration and imagination and creativity. Some of the important teaching

methodologies that can effectively be integrated in CBC practicum are demonstration, group

project, direct class participation and assessment tests.

Majority of teachers 59 (79%) agreed that Advocacy for direct class participation over teacher-

centered approach was good. Since the Competency Based Curriculum advocates for a practice

which allow students to progress relying on their ability to develop a competency at their own

pace regardless of the setting teachers must prepare adequately to ensure the needs of the

learners are captured (Cunningham, 2016).

The teachers should integrate the most effective instructional methodology in their teaching

plans to ensure knowledge is tailored towards learners’ abilities interests and personalities

(Naimie et.al, 2012).A compliant Competency Based Curriculum lesson plan shifts focus to

embedding and infusing Competency Based aspects such as core competencies, Pertinent and

5
Contemporary Issues (PCIs), values, non-formal learning activities parental engagement

activities and key inquiry questions (KICD, 2017).

The study further, found that advocacy for direct class participation over teacher-centered

approach has been implemented, a head teacher said that:

“When preprimary teachers lack skills in handling class participation

over teacher-centered approach, then they are rendered handicapped
in implementation of competency based curriculum”.

Gatun (2009) agrees with this argument and emphasizes those teachers competence on delivery

of competency based curriculum is a priority. This implies that teachers are not adequately

prepared to implement the new curriculum since they trained for a short time they are still

incompetent in infusing most competencies.

4.5 Use of Instructional Materials and Implementation of Competency Based Curriculum

Within the second objective of this research, the researcher sought to identify the impact of use

of instructional resources in implementation of the CBC program within public primary schools

in Kiambu Sub County, Kenya. The research sought determine whether instructional materials

such as learners’ books, teachers’ guides and digital devices has influence in the execution of

CBC program. The teaching staff were given a statement which required them to indicate their

level of availability and adequacy of instructional materials used in the CBC in table 4.4. They

were expected to choose from (Available and adequate, Available and not adequate, Not

available). The finding is displayed in Table 4.4.

5
Table 4. 4 Use of instructional materials

Activity Available Available Not adequate Non

&Adequate &Inadequate Responsive

English 44(60% ) 25(34% ) 0(0% ) 4(6%)

Kiswahili 40(55%) 23(31%) 3(4% ) 7(10% )

Literacy 38(52%) 26(36% ) 1(1%) 8(11%)

Mathematics 51(70%) 17(23%) 5(7% ) 0(0%)

Environmental 43(59%) 24(33%) 0(0 %) 6(8%)

Creative arts 34(46%) 30(41%) 2(3% ) 7(10%)

Christian/IRE 39(53%) 25(34%) 2(3% ) 7(10%)

Music 27(37% ) 35(49%) 4(6%) 6(8%)

Home science 25(34% ) 30(41%) 7(10%) 11(15%)

Digital 39(53%) 24(33%) 3(4%) 7(10%)

Handbooks 33(45% ) 30(41% ) 6(8%) 4(6%)

Teachers guide 44(60% ) 22(30%) 3(4%) 4(6%)

The findings in table 4.4 suggest that pre-primary teachers are of the opinion that instructional

materials for music, home science, digital and creative arts are available but not adequate.

According to the results on observation checklist, the study revealed teaching materials for

5
Kiswahili, mathematics and language activities were available and adequate with regards to the

number of pupils in respective classes.

However, the study findings reveal through observation that all other activity areas have fairly

adequate instructional materials to support learning. The interview results from head teachers

and curriculum support officers, reveal that there is no 100% adequacy of instructional materials

in all the sampled pre–primary schools, this is evidenced by the fact that teachers guide as well

as course book guides have not been availed. Therefore, teachers have been utilizing new designs

by using outgoing curriculum.

Furthermore, handbooks were not available in all learning institutions; the pre-primary teachers

did not receive adequate orientation on instructional materials to enhance compliance level.

Sasson (2009) raises concern with this situation and affirms that instructional materials should be

developed and improved to suite teaching points. In support of this view, Wales (2009) asserts

that the application of ample and relevant instructional resources helps in-depth understanding of

subjects matter of learners. Keachie (2013) notes that before engaging I any curriculum

implementation selection of relevant materials is a priority and that materials should satisfy

demand of the student and fit the limits of the educational environment. it implies that teachers

are not prepared to handle newly introduced activity areas since they are not equipped with

instructional material as opposed to old activity areas, mathematics and language activity areas

which are adequately equipped.

4.6 Teachers’ Mode of Assessment and Implementation of Competency Based Curriculum

The third objective of this research, the researcher sought to assess influence of mode of

assessment in implementation of CBC program in public primary schools in Kiambu Sub

5
County, Kenya. The research sought to identify whether mode of assessment such as designing

assessment criterion (rating), construction of rubrics (tasks) and reporting and notification of

learners has influence in the execution of the program. Teaching staff were given a statement

which required them to state their level of agreement or disagreement with the statements on the

teachers’ mode of assessment in table 4.3.In the analysis mean and standard deviation was used

to show measures of dispersion and central tendency. The scale that was used was (Very Good-

VG, Good- Fair-F and Poor-P). The results are shown in Table 4.5

Table 4. 5 Teachers’ Mode of Assessment

VG G F P
F % f % f % F % Mean Stdv
Statements
Ability to construct
15 20 37 51 16 22 5 7 4.12 .97
assessment rubrics
Ability to construct
assessment rating 9 12 45 62 15 21 4 5 4.18 .66

Reporting to learners
after formative 13 18 43 59 13 18 4 5 4.15 .68
assessment
Keeping assessment
records for 14 19 42 58 14 19 3 4 4.15 0.68
summative reporting

Table 4.5 shows levels in teachers’ modes of assessment in assessing by the pre-primary and

grade 1 to 3 teachers . From Table 4.5 it can be inferred a substantive percentage of teachers

52(71%) confirmed that ability to construct assessment rubrics is good. However, 54 (74%) of

respondents indicated that ability to construct assessment rating is good. It is also worth noting

that 56(77%) of respondents indicated that reporting to learners after formative assessment is

5
good. Moreover, 56 (77%) of respondents agreed that keeping of assessment records for

summative reporting is good.

The results in table 4.5 reveal that a large number of teaching staff 52(71%) felt competent in

designing assessment criterion or assessment rating. This finding implies that preprimary

teachers have acquired enough training on the competency based curriculum and are able to

implement the skills acquired that in turn ensure symmetric implementation of CBC. However,

the researchers observation reveals that thre is no evidence of teachers designing their own

creterion.The teachers relied on the samples that were used during training of; exceeding

expectation on beng interviewed , the curriculum support officers and the head teachers had

indicated that teachers had not quite internalissed how to design tailored creterions, since

assessment could vary according to the task grade and respective activity areas.

Concerning designing of rubrics that is a measur of a pupils ability to perform a predefined task,

the reseasher observed that the pre-primary and grade 1 to 3 teachers need support in designing

rubrics.A head teaccher upon being interviewed asserted that “ the tests that are set by teachers

at the end of every term has adequate question that are on competency based curriculum”as

opposed t examination of a particular scope of study in the specific area.The administered

questionnaires pre-primary and grade 1 to 3 teachers indicated that they need assistance when it

come to designing rubrics.

5
Headteacher remarked that:

“…this enhances easy curriculum implementation since teacher gets an opportunity to identify

areas well taught and covered and areas where still not covered and need to be covered.”

Another headteacher also indicated that: “

…it promotes teamwork among the teachers and sense of healthy completion among learners is

cultured. It also encourages sequential coverage, hence quality teaching.”

The responses made by headteachers show the significance of evaluation of learners regularly in

schools as it has been found to helpful in assisting teachers to identify areas of weaknesses

among pupils and provide avenues for improvement. Evaluation(formative and summative)

brings in the culture of health competition in classrooms, assist in talent discovery, monitor

teacher performance, helps in evaluating the effectiveness of teaching methods and helps in

assessment of curriculum implementation levels in schools. The findings therefore suggest on the

need for teachers to regularly give learners assignments and be firm on them to complete the

assignments (Kimaniet al.,2013). Moreover, school administrators must regularly supervise

teachers work and ensure that pupils’ assignments are marked. When these evaluation practices

are regularly done, performance of pupils in schools increases significantly.

Adedapo (2006), states that the use of instructional materials helps teachers to catch and sustain

learners interest as they gain fast hand experience with the learning. According to KICD (2017),

the government through the ministry of education has availed curriculum designs to schools and

in line with that doing everything possible to supply textbooks for use during instruction.

5
Kelly, (2011) in concurrence to the evaluation through administration of rubrics suggests a

paradigm shift to an assessment which is focused on different stages of instructions informs the

next instructional step and engages learners in critical thinking and problem solving. In

administering assessment rubrics Kabita & Ji (2017) in their submission observe that the

facilitator is able to gather concrete evidence of the degree to which an individual learner has

acquired and applied a specific competence in a formal or most informal learning context such as

observation questioning extended work, community service learning group discussion, project

and demonstrations. Concurrently, Fidans (2008), suggests that the level of the use of integrating

the learning situation with appropriate tools has provided production of effective instruction and

successful teaching and learning.

4.7 Teachers’ Digital Literacy Skills and Implementation of Competency

Based Curriculum

It is vitally important in 21stcentury for educators to be able to use a wide range of ICT skills.

There has been a surge in demand towards application of digital technologies in institutions for

service and teaching of expertise needed for effective learning. In the fourth objective of this

research, the researcher sought identify the impact of teachers’ digital literacy skills and

implementation of the CBC program. in public primary schools in Kiambu Sub County, Kenya.

The review sought to determine whether teaching staffs’ digital practice skills such as ability to

use computers and competency in using computers have influence in the implementation of

Competency Based Curriculum. The teachers were given a statement which required them to

state their level of agreement or disagreement with the statements on the teachers’ digital literacy

skills in table 4.3.In the analysis mean and standard deviation was used to show measures of

6
dispersion and central tendency. The scale that was used was (Strongly Agreed-SA, Agree- A,

Undecided-UD, Disagree-D and Strongly Disagree-SD). The results are shown in Table 4.6

Table 4. 6: Teachers’ Digital Literacy Skills

SA A UD D SD
f % f % f % f % f % Mean Stdv
Statements

Computes are
available in the 15 21 49 67 5 7 1 1 3 4 4.21 .87
school
I can teach
using a 15 20 39 53 14 19 3 4 3 4 4.18 .47
computer
I can search for
files on a
12 16 40 55 10 14 4 6 7 9 4.02 .76
computer
system
Have been
trained to
infuse ICT with
16 22 29 40 16 22 7 22 5 7 4.00 0.64
Competency
Based
Curriculum
How often do
you use
10 14 19 26 19 26 6 8 19 26 3.98 0.91
computers to
teach

6
Table 4.6 shows levels in the use of teachers digital literacy in teaching by the pre-primary and

grade 1 to 3 teachers . From Table 4.3 it can be inferred a substantive percentage of teachers

64(88%) agreed that computes are available in the school. Another, 54 (73%) of respondents

indicated agreed that they can teach using a computer. It is also worth noting that 64(84%) of

respondents indicated that they can search for files on a computer system. Moreover, 45 (62%)

of respondents agreed that they been trained to infuse ICT with Competency Based Curriculum.

However, there was a significant concern from respondents 29 (40%) agreed that they often do

you use computers to teach. The analysis in Table 4.6 shows that majority(88%) of pre-primary

school teachers indicated level of agreement with the statement. It implies that most of the

preprimary school institutions have been furnished with adequate computers to facilitate learning

process.

So as to identify important features of technology-specific teaching staff knowledge, existing

publications covering primary technology education were reviewed, revealing that teacher

knowledge remains crucial in the creation of a positive leaning towards technology within

students. Most importantly, teachers’ enhanced Pedagogical Content Knowledge is identified to

be connected to the students’ enhanced learning and affiliation to technology.

According to Al-awidi & Aldafeeri (2017), teaching staff preparedness is essential to a

productive execution of information technology in educational roles. (Singh & Chan,2014)

therefore whenever teaching staff lack the skills, digital technology may not be implemented.

Higgins and Moseley (2011) revealed that whenever teaching lack an understanding of the role

of ICT and how to use it hinders implementation. Hennessey Harrison &Wamakote (2010)

revealed the major obstacle in execution of information technology being reduced levels of

6
teachers capabilities in ICT. As a result, the teaching staff must be well enhanced with ICT

expertise to boost their confidence and capability in ICT in order for them to embrace it. A report

on competency based activities by KICD (2018) on teachers trained on ICT integration indicated

61 percent of teachers are not trained on ICT. However, teachers should be well equipped with

technological skills since digital literacy is among the core competencies of competency based

curriculum.

Teachers were asked to show their level of agreement or disagreement with the statement that;

BOM had facilitated guidance and counseling services to the students. The findings are presented

in Table 4.6

The findings in Table 4.6 shows that majority(64%) of teachers agreed that the have been trained

to infuse ICT with competency based curriculum. This had the implication that students were not

provided with knowledge and skills of acquiring positive values and copyng with emotions, and

peer pressure.

The findings is in agreement with Andoh, (2012) digital literacy among teachers entails ability to

use information technologies to utilize, evaluate and create content using computer systems and

platforms (Knobel&Lankshear, 2016).

Andoh (2012) further reveals that learning centres are developing their curricula and teaching

practices so as to increase efficiency. Information technology refers to a collaboration of utilities

and machinery applied to create, communicate and manage information. It involves gadgets such

as cellular phones, radios, projector, television satellites and computers among others. (Tinio,

2013) observed teaching staff must to be trained as they implement the competency based

program to enable smooth transition from traditional learning utilities to digital utilities. They

6
should be conversant with every technological expertise that enable them properly and

proficiently adopt and apply information technology into the school curriculum.

6
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction
The purpose of this study was to investigate the influence of teacher preparation on

implementation of Competency Based Curriculum in public primary schools in Kiambu Sub-

County, Kenya. This chapter presents discussion of the findings, conclusion, recommendations

and suggestions for further research.

5.2 Summary of the Study

The study examined the influence of teacher preparation on implementation of Competency

Based Curriculum in public primary schools in Kiambu Sub-County, Kenya. It was guided by

the following variables as the research objectives; instructional methodologies, instructional

materials , mode of assessment and literacy skills of teachers’ influencing implementation of

Competency Based Curriculum in public primary schools in Kiambu Sub-County, Kenya. The

research was steered by constructivism principle of learning as proposed by one of the

proponents Lev S. Vygotsky (1896-1934). The conceptual framework which indicated the inter

relationships between the independent and dependent parameters was presented. The study

employed descriptive research design because of its appropriateness to the researcher in

obtaining content that explains present situation by asking one about their views, attitudes,

behavior and values.

The target population comprised of all head teachers and curriculum support officers and

teachers (across the 10 grades) in 21 public primary schools in Kiambu Sub-County in Kiambu

County, Kenya .The sample size of head teachers in the Sub County which gives 11 head

6
teachers, 2 curriculum support officer representing 50% of the total 4 participated as well as 166

teachers were earmarked for participation in the study. However, 11 head teachers; 73 teachers

and 2 curriculum support officer.

The research tools were tested and retested to enhance their reliability. Validity was assured by

seeking advice of university supervisors. Purposive sampling was used to select head teachers,

and curriculum support officer. Data analysis was done using SPSS Computer Software version

23.0 because of its effectiveness and efficiency in analyzing large amounts of data. Findings

based on each objective are summarized in the subsequent sub sections

5.2.1 Instructional Methodologies and Implementation of Competency Based Curriculum

in Public Primary Schools, Kiambu Sub County, Kenya.

The study shows that majority 63(86%) of teachers have used instructional methodologies in

teaching.Furthermore, 56(76%) of the showed that pre primary teachers had intergrated of

Competency Based Curriculum. This was an important requirement for operationalization of

CBC implementation at institutional level.Headteachers supported by saying that “When pre-

primary teachers lack skills in handling class participation over teacher-centered approach, then

they are rendered handicapped in implementation of competency based curriculum”.

5.2.2 Use of Instructional materials and Implementation of Competency Based Curriculum

in Public Primary Schools in Kiambu Sub County, Kenya.

The researcher intended to investigate impact of availability of instructional resources on

execution of the CBC program in primary schools. The analysis found out that 51 (70 per cent)

of the teachers agreed mathematics instructional materials are available and adequate,44(60%) of
6
the teachers agreed English instructional materials are available and adequate and 40(55%) of

the teachers agreed Kiswahili instructional materials are available and adequate. Upon

observation, the researcher had seen no evidence of such materials in schools. This implied that

learning had been minimal, if any, in these activity areas since instructional materials for use

were at large.

5.2.3 Influence of Mode of Assessment and Implementation of Competency Based

Curriculum in Public Primary Schools in Kiambu Sub County, Kenya.

The researcher intended to examine impact of teaching staff mode of assessment towards

execution of the CBC program in primary schools. majority 52(71%) of pre-primary eachers

were of the opinion that they have the ability to construct assessment rubrics. This finding

implies that preprimary teachers have acquired enough training on the competency based

curriculum and are able to implement the skills acquired that in-turn ensure symmetric

implementation of CBC. However, majority 52(71%) pre-primary teachers who indicated level

of agreement were of the perception that reporting to learners after formative assessment. This

implied that teachers needed in service training on the aspect of assessment as far as the

competency based curriculum was concerned.

5.2.4 Digital Literacy Skills of Teachers’ and Implementation of Competency Based

Curriculum in Public Primary Schools in Kiambu Sub County, Kenya.

The research found that a large percentage 64 (88%) of pre-primary school teachers indicated

level of agreement with the statement. It implies that most of the preprimary school institutions

have been furnished with adequate computers to facilitate learning process.Majority 54(73%) of

teachers agreed that the have been trained to infuse ICT with competency based curriculum.
6
However, results of data analysis revealed that teachers needed a lot of support in infusing core

competencies where 29 (40 per cent) needed support in in infusing communication and

collaboration. The researcher had observed a similar situation with no evidence of learners being

able to apply learnt knowledge in various contexts, lacking new, unique. Stylish ways of solving

and displaying results and most learners demonstrated difficulties expressing themselves quite

well in English and Kiswahili in pairs and in their groups.

5.3 Conclusion
Relying on the research outcomes, this study summarized as follows based on the study goals.

The study findings reveled teachers’ incompetence in the delivery of using the competency based

approach. Whereas they have tried to impose self-efficacy, learning to learn and citizenship, they

need adequate training and most receive ongoing trainings even as they work in the classroom an

effective system of education, this ought to incorporate regular re-training of teaching staff for

effective implementation of the CBC.

It concludes that during the roll out of competency-based curriculum teachers have not been

relevant as well as adequate instructional materials enabling leaners in-depth understanding. This

instructional material, should meet the needs of the learners as well as mitigate the constraints of

the learning environment. It is against the conventional common practice for teachers to see a

new design, alongside the adaptation of dated instructional materials.

5.4 Recommendations
The investigator advanced these recommendation relying on the outcomes of this review;

i) Ministry of Education should create a workable training framework that prepare teachers

to successfully implement competency based curriculum. For example training on

6
 assessment and reporting by the use of rubrics should be adequately addressed. Rubrics to

test this component is goods. However, it must be made practically possible within the

setting in which our students are all over the nation.

ii) Kenya Institute of Curriculum Development (KICD) should enable involvement and

participation of teachers in the curriculum change process to enable effective

implementation of competency-based curriculum through creation of positive attitudes.

iii) Implementation of competency-based curriculum is dependent on technological skills

therefore teachers should be trained as well as equipped with technological skills to

buttress curriculum delivery through classroom instruction.

5.6 Suggestions for Further Study

This research will seek to advocate for advanced studies in the following fields with regard to

implementation of competency based curriculum:

i) Based on the extent and constraints of this review, the investigator proposes a repeat of

this research to be conducted in other primary schools in other Sub-Counties across the

country to provide comparison to the findings.

ii) Influence of pupil related factors on implementation of competency based curriculum.

6
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 APPENDICES

Appendix A:Letter of Introduction

University of Nairobi,

Department of Education Administration and Planning,

P.O. Box 30197-00100,

Nairobi.

The Head teacher,

Dear Sir/ Madam,

RE: PERMISSION TO CARRY OUT RESEARCH

I am a postgraduate student at the school of Education, University of Nairobi. I am working on a

research on influence of teacher related factors on implementation of competency based

curriculum in Public Primary Schools in Kiambu sub county, Kenya.

Kindly allow me to obtain data from your school because it has been selected randomly.

The research is purely for academic purposes only and the identity of the respondents will be

treated with the highest confidentiality.

Yours faithfully

Risper Mwende Njagi

7
 Appendix B: Questionnaire for the Teachers
Kindly give your opinion to the best of your knowledge. Please indicate by use of a tick ()or

filling the spaces where appropriate.

School………………………………………..

Instructions: Please tick ( )or fill the information as appropriate

Section A: Background Information

1. Kindly indicate your Gender:

Male (1) Female (2)

2. What is your age bracket?

21-30 years [4] 31-40 years [3] 41-50 years [2] above 50 years [1]

3. For how many years have you been a teacher?

Below 6 years [4] 6-10 years [3] 11-15 years [2] above 15 years [1]

4. For how many years have you been a teacher in this school?

Below six years [1] 6-10 years [2] 11-15 years [3] above 15 years [4]

5. Where is the setting of your school?

Rural [1] urban [2]

6. What is the number of students in your school?

Boys Girls

7. Which grade do you teach…………………………..

8. What is your highest teaching professional qualification?

Diploma [1] B.Ed. [2] M.Ed. [3] Ph.D. [4] other (specify)

7
Section B: Instructional methodologies and implementation of Competency Based

Curriculum

Please indicate by use of a tick the extent to which each of the planning aspects in relation to

lesson planning in line with Competency Based Curriculum have been achieved in your lessons

Very good Good Fairly Poorly

Use of instructional methodologies in

teaching

Integration of the 7 competencies of

Competency Based Curriculum

Support of demonstration in teacher-leaner

interaction

Advocacy for direct class participation

over teacher-centered approach

Utilization of group projects to

complement assessment tests

7
Section C: Use of instructional materials and implementation of Competency Based

Curriculum.

Kindly tick where appropriate in the table below the extent to which have been able to use

instructional materials in the implementation of Competency Based Curriculum

Available and Available but Not available

Adequate not adequate

English activities

Kiswahili activities

Literacy Activities

Mathematics activities

Environmental activities

Creative art activities

Christian IRE activities

Music activities

h/ science activities

Digital activities

Hand books

Teachers guide

Section D

Teachers’ mode of assessment and implementation of Competency Based Curriculum.(Tick

where appropriate in the table below the extent to which you have been able to perform the

stated tasks in assessing learners in Competency Based Curriculum)

7
 Very Good Fairly Poor

good

Ability to construct assessment rubrics

Ability to construct assessment rating

Reporting to learners after formative assessment

Keeping assessment records for summative reporting

Section E: Influence of teachers’ digital literacy skills and implementation of Competency

Based Curriculum.

Please indicate by use of a tick in relation to how the technological skills influences the

implementation of CBC(Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)

Strongly Agree Neutral Disagree Strongly

Agree Disagree

Computes are available in the school

I can teach using a computer

I can search for files on a computer

system

Have been trained to infuse ICT with

Competency Based Curriculum

How often do you use computers to teach

7
 Appendix C:Head Teachers and Curriculum support officers interview Guide
Interview Guide

The interview guide is for the purpose of collecting information on teachers’ preparedness on

the implementation of competency based curriculum in public primary schools. All the

information provided will be used for the purpose of the study only. Kindly respond to all

questions as honestly as possible your cooperation will be highly appreciated.

School……………………..Male……………Female……………………………..

1. To what extent are teachers able to prepare with all the required Competency Based

Curriculum aspects?

2. Does the curriculum integrate the 7 competencies of Competency Based Curriculum?

3. What is the pupil text book ratio in each grade?

4. Are digital devices available and are teachers able to use them?

5. Are teachers’ guides available and in use?

6. To what extent are teachers able to design assessment rubrics?

7. In what ways do teachers report and notify learners and parents after conducting formative

assessment for learning?

8. How is summative assessment done after completion of a term or year?

9. To what extent are teachers able to give every learner individual attention during instructions

10. Are teachers able to vary learning tasks suitable for different learning ability/

11. To what extent are teachers able to attend and give feedback to every learner individual or

pair display of work after an activity?

Thank you for the cooperation

8
 Appendix D: Observation checklist for CBC implementation

Name of School…………………………………………………………………….

Date…………………………………………………………………………………

Implemented Not Remark

Implemented

Instructional materials and assessment

teachers workload

Learning being learner-centered or

dependence on the teacher (one-way)

Use of digital devices to learn

Amazing displays of learner work

Learners working in pairs getting

solutions to problems as a group.

8
Appendix E: Nacosti Research Permit