Research
Research
Research
KENYA
E55/10518/2006
KENYATTA UNIVERSITY
NOVEMBER, 2019
DECLARATION
I declare that this research project is my original work and has not been presented
tables have been borrowed from other sources, including internet these are
plagiarism regulations.
Signature Date
E55/10518/2006
Signature Date
Senior Lecturer
Kenyatta University
ii
DEDICATION
iii
ACKNOWLEDGEMENTS
of this research project. Sincere thanks to my supervisor Dr. Waweru Samuel N. for
his professional guidance, support and positive criticism in the study. I would also
like to thank all my lecturers who taught me course work in the department of
iv
TABLE OF CONTENTS
DECLARATION...................................................................................................... ii
DEDICATION......................................................................................................... iii
ACKNOWLEDGEMENTS ................................................................................... iv
TABLE OF CONTENTS .........................................................................................v
LIST OF TABLES ................................................................................................ viii
LIST OF FIGURES ................................................................................................ ix
ABBREVIATIONS AND ACRONYMS .................................................................x
ABSTRACT ............................................................................................................. xi
v
CHAPTER THREE: RESEARCH METHODOLOGY 31
vi
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS ........................................................................................61
5.1 Introduction ...................................................................................................61
5.2 Summary of the Findings ..............................................................................61
5.2.1 Teacher Factors Affecting the Implementation of the Competency
Based Curriculum .............................................................................61
5.2.2 Effects of available infrastructure on the implementation of the
competency based curriculum...........................................................62
5.2.3 Effects of government support on the implementation of the
competency based curriculum...........................................................62
5.3 Conclusion ....................................................................................................63
5.4 Recommendations of the Study ....................................................................64
5.5 Areas for Further Research ...........................................................................65
REFERENCES ........................................................................................................66
APPENDICE ...........................................................................................................72
Appendix A: Introductory Letter ............................................................................72
Appendix B: Questionnaire for Headteachers ........................................................73
Appendix C: Questionnaire for Teachers ...............................................................77
Appendix D: Interview Schedule for Education Officers.......................................81
Appendix E: Document Analysis ...........................................................................82
Appendix F: Observation Checklist .......................................................................83
Appendix G: Sample Size Determination Table ....................................................84
Appendix H: Research Approval from Kenyatta University ..................................85
Appendix I: Research Authorization from Kenyatta University...........................86
Appendix J: Research Authorization from Nacosti...............................................87
Appendix K: Research Permit ................................................................................88
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LIST OF TABLES
Table 3.1: Population and sample distribution of schools, headteachers and
teachers ................................................................................................34
Table 4.1: Respondents’ gender ............................................................................41
Table 4.2: Respondents’ education qualifications ................................................42
Table 4.3: Number of streams ...............................................................................43
Table 4.4: Headteachers’ responses on teachers’ knowledge on CBC .................44
Table 4.5: Teachers’ responses on their knowledge on CBC ...............................46
Table 4.6: Teachers’ attitudes and beliefs towards competency based
curriculum ............................................................................................49
Table 4.7: Infrastructure for effective Implementation of CBC ...........................52
Table 4.8: Effects of government support on the implementation of CBC ..........55
Table 4.9: Measures for enhancing effective implementation of CBC .................57
Table 4.10: Measures to be put in place by the community and government for
enhancing effective implementation of CBC .......................................59
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LIST OF FIGURES
ix
ABBREVIATIONS AND ACRONYMS
x
ABSTRACT
xi
CHAPTER ONE
INTRODUCTION
Curriculum is the medium through which nations around the world empower the
general public with the values, knowledge, skills and attitudes that are necessary for
personal development (Kabita & Ji, (2017). The term curriculum refers to all the
learning that is designed and directed by schools, whether such learning takes place
at individual or group situations, and whether outside or inside the school (Kelly,
guidance among others (Azuka & Kurumeh, 2015). The development and
of deriving change in learners as well as assessing how much of the desired change
process. A good curriculum needs to align with global trends of rapid expansion of
resultant constant change in the skills needed by learners to fit in the job market
education (Gardner, 2017). In the United States of America (USA), the competence
based education movement has been around since 1980. The origin of competency-
1
based education, however, can be traced to the ideas of educational reform linked to
system whereby learners proceed to higher educational levels once they have
mastered preceding concepts and skills without regard to time, place or pace. The
five principles of curriculum design: i) learners progress to a higher level once they
master current skills and concepts; ii) the competencies comprise clear, quantifiable,
and transferable learning objectives that empower learners; iii) there is a meaningful
assessment process that provides learners with positive learning experience; iv)
learners are provided with differentiated and timely support, which is in line with
individual learning needs; and v) the outcomes of the learning process places
education, since in traditional systems learners are expected to spend a given amount
intervals, even if they have not mastered the skills and concepts.
Finland’s education system is highly respected as among the best around the world,
2
by proponents of competency-based education in Europe (Bristow & Patrick, 2014).
The success of the Finnish education system is credited to reforms initiated in the
country since 1970s. The reforms saw the localization of the national curriculum of
psychology, curricular theory, and research skills, to a level where they now are in
charge of designing their own curricula guided by the national standards. School
administrators and teachers in the country assume the responsibility of defining the
overall goals of education for their schools, the assessment process for learners in
2012). The society has a strong trust that the teachers and administrators will do a
good job fulfilling these responsibilities. One of the main reasons for the success of
Finland’s education system is that the state invests heavily in teacher training.
Teachers are chosen from among the top ten per cent of high school graduates and
trained free by the government up to masters’ degree level (Bristow & Patrick,
2014).
learning pathways. Students are guided to identify and set their own personal goals
by trained coaches and tutors. When learners are in 8th grade, they start being
high performers when compared to the national average. Learners who attend the
3
Knowledge Schools are more likely to progress to universities than their peers who
New Zealand, another high performer in PISA assessments, is among the countries
considered to have highly devolved school systems. New Zealand accords great
individual autonomy to her schools in terms of the teaching and learning process.
framework, which help to set clear national education goals. National education
performance expectations are set through Teacher Standards and the New Zealand
MacBeath & Santiago, 2011). Similar to Finland, the community in New Zealand
has high level of trust in schools and educators to conduct effective learner
assessment and school evaluation. The country does not run full-cohort national
teamwork among teachers, which could be a result of the high degree of autonomy
accorded to teachers and their commitment to meeting school performance goals that
based curriculum that was in place since independence in 1961. This culminated in
taking place in the country. There was a general feeling in Tanzania that the old
content-based curriculum was not effective since learners who graduated under the
curriculum could not demonstrate the competences and skills necessary to address
national and global job market demands (Komba & Kira, 2013). The experience of
because teachers had not conceptualized the competency-based curriculum, and its
implementation.
In Kenya, a major curriculum reform was experienced in 1985, when the 8-4-4
(Republic of Kenya, 1981). The 8-4-4 system was mainly guided by a philosophy of
self-reliance. Since then, various formative and summative reviews and task-force
reports gave rise to reviews of the national curriculum in 1992, 1995 and 2002
(Republic of Kenya, 2017). The culmination of this curriculum review process was
5
the adoption by the Kenya Institute of Curriculum Development (KICD) of a
needs of learners, educators, and the society at large. The implication of this is that
knowledge, skills, attitudes and values to day-to-day problem solving while placing
and collaboration, ii) Creativity and imagination, iii) Critical thinking and problem
solving, iv) Digital literacy, v) Citizenship; vi) Learning to learn, and vii) Self-
competency-based curriculum.
6
Senior School
Focus on specialization within a pathway Senior school
there is need for regular evaluations as a process of gathering and using information
documented experiences from other countries that have adopted CBC show that the
implementation of the new curriculum was faced with initial challenges (HakiElimu,
2012; Komba & Kira, 2013). In Tanzania, Kavindi (2014) identified such challenges
and learning resources and short time for teaching practice. As pointed out by
the objectives, setting up of the curriculum project, building the program, piloting
that learners are expected to demonstrate, schools creating opportunities for local
in the learning process of the pupils. This study sought to establish the constraints
Kenya, with specific focus on Machakos County, which is one of the Counties
that have succeeded in the implementation of CBC, such as Finland and New
competency based curriculum being introduced in Kenya. Unless the challenges are
identified early enough during the piloting stage, the problems can be carried
forward to a national level when the new programme is being implemented on full
scale. The study therefore sought to establish the constraints facing implementation
The purpose of this study was to investigate the constraints facing successful
(iii) To find out the effects of government support on the implementation of the
(iv) To determine the intervention measures necessary for ensuring prudence in the
(i) What are the teacher-factors affecting the implementation of the competency
(ii) What are the effects of available infrastructure on the implementation of the
(iii) What are the effects of government support on the implementation of the
(iv) Which intervention measures are necessary for ensuring prudence in the
country over the delayed implementation of the competency based curriculum. The
provision of opportunities for the identification of talents and the potential brought
by learners to schools and nurture such talents and potential through pathways and
following ways:
could find the study useful as it highlights the constraints that could hinder effective
10
information is important for the Ministry to address the challenges early enough to
The study could be of significance to school headteachers and teachers, who are the
main agents of the curriculum change process. By studying how the change process
is influenced by the knowledge, attitudes and beliefs of teachers, the study comes up
successfully implement the new curriculum. The study findings also add to the
based education.
the first time. This means that the researcher did not have adequate local
Kenya.
ii) The issue under investigation was sensitive in nature and this led to
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1.8 Delimitations of the Study
The study was restricted to Machakos County. The study involved teachers,
researcher to have a wider view of the responses on the problem under study. This
The study was based on Dewey’s (1938; cited in Ültanır, 2012) Social
should be organized around learners’ prior experiences and the society. Dewey
the idea of students constructing knowledge for themselves, that is, each learner
independently (as well as socially) creates meaning, as s/he learns. This view has
two implications: 1) teachers are urged to focus on each student individually and
guide them to think about learning (as opposed to the subject or lesson being
that are constructed by the student or the community of students. This supports the
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Social Constructivists argue that the learner should have the responsibility of
involvement of the student in the learning process. This is a marked difference from
with the teacher, and the student only played a passive role. For Dewey, learners do
not simply mirror and reflect what the teacher teachers or what they read; rather,
they actively construct their own understanding. Students actively seek meaning as
they try the role of facilitators as opposed to teachers (Bauersfeld, 1995). Facilitators
assist learners to make their own meaning from the content, which is different from
a teacher whose role is to give didactic lectures to cover the subject matter. In
competency based curriculum, the teacher plays the role of a facilitator, which
When approached from the viewpoint of a teacher, the students’ role in the learning
process becomes passive; while on the other hand, a student who learns under the
therefore advocates for a major paradigm shift, with emphasis turning away from the
content and the instructor towards the student (Gamoran, Secada, & Marrett, 1998).
Brownstein (2001) points out that, the dramatic role shift from teacher to facilitator
calls for the facilitator to possess and exhibit an entirely different set of skills. While
the teacher tells, the facilitator is expected to ask; while the teacher conducts lectures
from the front of the classroom, the facilitator offers support from the back; while
the teacher provides answers, the facilitator offers guidelines while creating an
environment for students to arrive at their own conclusions; while the teacher spends
13
most of the time giving monologues, the facilitator is often engaged in dialogue with
the students (Rhodes & Bellamy, 1999). The shift to CBC in Kenya is characterized
facilitator.
language of explanation. The idea concurs with that of Kimaro (2012) who states
attitudes and competencies to the learner so that the learner can use them to solve
problems in daily life. Just like in Dewey’s Social Constructivism theory, CBC is all
about what the learner can do practically and important but not the quantity of
The study investigated the constraints facing the implementation of the competency
framework of the study. The study focused on four factors that could affect the
factors, specifically their knowledge, ICT training, beliefs and attitudes. Researchers
such as Shriner, Schlee and Libler (2010) have shown that the perceptions, attitudes
and beliefs of teachers towards curriculum change determine the support that they
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Constraints
Teacher factors
Successful
Knowledge & ICT
implementation of CBC
Beliefs
Competency of
Attitudes
teachers in
Infrastructure implementing CBC
Adequacy of textbooks Teaching Learner competency in
Availability of physical experience
application of
facilities knowledge, values,
Adequacy of learning attitudes and skills
resources
Government support
Communication with
schools Indicators of successful
15
Teachers must also be trained on the new curriculum in order to implement it
physical facilities and other learning resources that are required for the competency-
government support to schools in terms of finances and other resources. These four
The dependent variable of the study was the effectiveness with which competency-
the study included teacher preparation for CBC and their years of teaching
experience. It was expected that the extent to which teachers had been trained on the
towards CBC and their effectiveness in implementing the new curriculum. The
focused – curriculum focuses more on education and learning and less on the school
Ultimately the goal should be on the appropriate application of knowledge, and not
just knowledge acquisition; c) Opportunities for local decision making and greater
depth of study – greater flexibility for the teacher is emphasised; d) Balance between
16
formative and summative assessment – a range of assessment that focuses on the
supports learning with flexible timing and pacing through a range of learning
curriculum with partners and stakeholders taps into local expertise to enhance its
to learn about.
they have gained the intended knowledge and skills in the course of
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Constraints: Refers to any factors that limit or restrict the success of schools in
Curriculum: Refers to all the learning which is planned and guided by the
settings, and whether the learning takes place outside or inside the
school.
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CHAPTER TWO
2.1 Introduction
This chapter provides the review of literature related to the constraints facing the
Curriculum has been defined as the totality of all school experiences, the materials
the society which it services. Changes in the curriculum take place in response to the
changing needs that the society views as necessary for the wellness of the general
population. In other words, changes in the curriculum are a result of reforms in the
existing curriculum, which arises as the old curriculum loses relevance in dealing
with the problems of the society (Igbokwe, Mezieobi & Eke, 2014).
The process of curriculum change entails changes in the content, goals, as well as
resources for the teaching and learning process, in order to address deficiencies or
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inadequacies of the existing curriculum (Pretorius, 1999). The process of curriculum
and external. At the heart of curriculum change is the need to align education
process with the needs of the populace and national development goals (Alibi &
Okemakinde, 2010). It is this search for quality education for Kenyans that led to a
of Kenya, 2017).
The move by the Kenya Institute of Curriculum Development to shift away from the
appropriate values, skills and knowledge for application to real-life situations. This
is based on the growing realization around the world of the potential of competency-
Hammond, 2012).
The historical root of competency-based education (CBE) can be traced back to the
1950s in the US (Morcke, Dornan & Eika, 2013). The term Competence-based
education was derived from the notion of mastery learning and criterion-reference
competencies, without considering the length of time taken for that learning to take
place (Surr & Rasmussen, 2015). According to Le, Wolfe and Steinberg (2014),
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there is a high level of learning expectation for students in a competence-based
model, with each learner taking responsibility for reaching the established learning
ensure success for all learners in meeting learning targets by providing highly
study at different times and places. Learners are assessed when ready, and they
CBE is dependent on the individual learner (Surr & Redding, 2017). Competency-
based education does not have rigid schedules, and there no set classes or semesters.
Instead, learners have the freedom to direct their learning and determine when they
education can also be seen in the fact that it allows learners to join a programme at
any level at what point they are awarded credit for previous experiences. Another
revolves around real-life skills and the development of competencies (Bral &
Cunningham, 2016). When designating CBE programs, the educator puts in mind
sure that the all materials are relevant. This ensures that learners graduate from the
programme when they are workplace-ready and have gained expertise in their
chosen careers.
journey. Focusing on the final outcome allows each learner to control his or her
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pacing because the learner is not confined by a set learning process. Learners take an
assessment when they feel that they are ready and can prove mastery, after which
they are given credit and they commence on the next material. Learners move as fast
or as slow as they wish, and they complete a given level only when ready.
because students have ownership over their learning (Gardner, 2017). Under CBE,
students become empowered since they have control over how, where and when
encourages individualized learning and promotes the use of diverse learning styles.
The CBE model leads to increased student engagement since content is more
Curriculum
Researchers from different parts of the world have investigated on the challenges
Makunja (2016) carried out a research to find out the challenges facing teachers in
study, which was a case study that utilized a qualitative research approach, had a
sample of 102 teachers, six school principals and six academic masters/mistresses
drawn from six public secondary schools in Tanzania’s Morogoro Municipality. The
study used questionnaires and interview schedules to collect data, which were
analyzed using content analysis. The study found out that teachers faced a number of
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competency-based curriculum. The challenges faced included inadequate in-service
teaching and learning resources, and lack of readiness by learners to accept learner-
curriculum review and formulation. Makunja (2016) further recommended that the
Ministry of Education ensure that schools are provided with all the relevant teaching
and learning resources. This study sought to find out whether similar challenges to
Dzimiri and Marimo (2015) assessed the problems associated with in the
framework. Data for the study was gathered using questionnaires and interview
schedules. The research participants were teachers, students, and education officers
from 12 schools, which were sampled using stratified random sampling from among
low-density high schools, rural day schools, high-density high schools and mission
schools. The results of the study showed that most of the teachers used teacher-
centred teaching approach, the schools had inadequate instructional resources, most
teachers faced syllabus interpretation challenges, while the learners showed negative
attitudes toward some topics in the syllabus. In this study, the focus was on
23
Chand (2015) conducted a study to determine the challenges experienced by
primary data collection instruments. Findings of the study revealed that the process
administrative and political factors. The staff members charged with the
effectively, they did not have the requisite skills, the staff members were hired
irregularly, high staff turnover, and there was inadequacy of resources. These factors
implementation in Fiji. This study aimed at finding out whether similar challenges
as those experienced in Fiji are being faced as the competency based curriculum ins
tertiary institutions in Cross River State. Data was collected using a validated
means and ranking. The findings revealed that the most frequently occurring
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examinations at all costs even without working hard, lack of motivation among
tutors, and failure by tutors to focus on teaching responsibilities as they spend more
time on scholarly research. Odey and Opoh (2015) recommended that the faculty
deans and departmental heads take seriously the role of monitoring tutors, and that
the curriculum be reviewed to align with the contemporary needs of the society.
In Kenya, a study by Kahera (2010) sought to find out the factors influencing the
The study sample was drawn from thirteen schools which were sampled using
stratified random sampling. Respondents for the study included 13 principals, 174
students and 75 teachers who were randomly sampled from the selected schools; and
3 education officers from Kakamega South District Education office. Data was
gathered using questionnaires and interview guides. The main factors identified to
lack of support from parents and the local community on issues related to curriculum
drug and substance/alcohol abuse. The researcher made a recommendation that the
TSC should post more staff to schools and ensure regular in-service training for the
teachers.
Curriculum
Teachers, like any other professionals, face change regularly in the course of their
professional lives (Lovat & Smith, 2003). Education is said to be in a constant state
25
of flux, and the changes taking place in the sector place considerable pressure on
teachers (Barton, Garvis & Ryan, 2014). The introduction of a new curriculum, such
implemented is dependent on the way its implementers – the teachers – interpret it.
Yet, in many cases the teacher is largely ignored when it comes to curriculum
review and design, being expected to implement the end product without
questioning (Kasapoglu, 2010). This is despite the fact that teacher attitudes are a
vital component of successful curriculum change (Igbokwe, Mezieobi & Eke, 2014).
In this study, one of the research aims was to find out the attitudes of teachers and
When teachers feel that they were neglected during curriculum review and design,
they may end up resisting the implemented changes, thereby compromising the
has been associated with feelings of suspicion, fear of the unknown and
to change the teachers who are the primary agents of change (Kasapoglu, 2010).
Curriculum changes bring a lot of concerns to the teachers which might influence
implement the demands of the new change as well as the pressure related to their
increase the teachers’ resistance to the change or inform their negative attitude to the
change. The teachers’ attitudes to curriculum change may also be informed by their
concern about the influence of the new curriculum on their school culture (Ibrahim,
Al-Kaabi & El-Zaatari 2013). This usually occurs when the teachers are not sure
whether the norms and values represented by change are in agreement with their
In Australia, Barton, Garvis and Ryan (2014) note that the Australian national
different states are given the responsibility for curriculum implementation, and the
strategies. For example, in Queensland the education department prepared their own
(C2C) for use by all schools under their jurisdiction. Barton et al. (2014) carried out
the C2C materials were being implemented in the state. The researchers showed that
in most cases there were contradictions regarding how the C2C curriculum materials
were being used in different schools. Barton et al. (2014) blamed this on the
can be used in all schools. The researchers argued that this is erroneous, proposing
27
Teachers are the critical agents of change during the implementation of a new
curriculum (Gerrard & Farrell, 2014). The knowledge, attitudes and beliefs of
(Briant & Doherty, 2012). Tong (2010), in a research carried out in Hong Kong,
established that other than the knowledge, attitudes and beliefs of teachers, the
tension experienced by teachers between their personal beliefs and the orientation of
implementation.
The teachers’ inadequate content knowledge and classroom practices are most often
blamed for the failures in curriculum change implementation (Gerrard & Farrell,
change alone, rather it can also be attributed to factors relating to the teachers
formulating their own meanings and attitudes when the reform documents are
introduced to them, which may lead to their ignoring or resisting the change (Park &
Sung 2013). Some teachers view curriculum change as merely intensifying their
understanding what the teachers perceive as the purpose of the curriculum change is
Based on a review of research, Ryder and Banner (2013) found that a significant
number of researches have revealed that even when teachers have the pedagogical
expertise and appropriate knowledge, this may not be a guarantee that curriculum
28
change will be successfully implemented., but external factors relating to the
curriculum reform, personal factors relating to teacher identity; who they see
themselves as and their teaching goals, as well as internal factors relating to work
implementation.
or failures are the teachers’ attitudes towards the change and how they implement
the change in their classroom practices (Ha, Wong, Sum & Chan, 2008). Although
teachers’ changing their attitudes towards the curriculum change, few studies have
suggested that how the teachers receive the change and their capacity to implement
the change is crucial (Ha et al, 2008). As curriculum change implementers, teachers
are expected to develop a new set of capacities and skills necessary for curriculum
argue that although professional development in itself is not the sole reason for the
new skills needed to ensure appropriate implementation (Spillane, Healey & Parise,
2009).
29
2.5 Summary of Literature Review
This chapter presented a review of literature related to the study on the constraints
literature shows that the move from the traditional subject/content-based education
and capabilities that are considered essential to success not only in academia but also
chapter are the strategies that can be employed for effective implementation of
started being implemented recently in Kenya, there were few, if any studies on the
constraints facing principals and teachers while implementing this curriculum. Yet,
such research is needed in order to advise the Ministry of Education and schools on
how to address the challenges when they occur. For this reason, the current study
30
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter explains the methods that were used in conducting the research.
Specifically, the chapter describes the research design to be used for the study,
targeted population, sample size and the sampling techniques, data collection
procedures for data collection, data analysis procedure and finally ethical
Research design refers to an outline that shows how solutions to a problem of study
are to be arrived at (Leedy & Ormrod, 2010). In this study, the descriptive survey
design was used. According to Orodho (2012), the term descriptive survey design
when collecting data regarding the attitudes, opinions, habits among other social
practices to serve as a basis for making decisions. Descriptive design was considered
relevant to this study since the researcher only reported the situation facing the
31
3.3 Study Localé
This study was carried out in Machakos County. The County is among the eight
counties forming the Eastern region of Kenya. The county is bordered to the North
by Kiambu, Murang’a, and Embu counties; to the West by Kajiado and Nairobi city
counties; to the South by Makueni County, to the East by Kitui County. At the time
the study was conducted, Machakos County had 1,736 Early Childhood
Development (ECD) centres, 828 primary schools and 351 secondary schools.
Machakos County was chosen for the study because it is one of the Counties where
infrastructure such as roads and electricity while others are in rural areas
The term population is defined as a group of individuals who possess the same
characteristics (Creswell, 2012). In this study the target population comprised of all
the 8,320 teachers and 828 headteachers in the 828 public primary schools in
Machakos County. The study also targeted the eight (8) sub-County Directors of
Education in Machakos County. The study was conducted in public primary schools
because CBC was piloted in public primary schools of different categories – day,
day and boarding, boarding, single sex and mixed gender schools.
a given population (Kothari, 2004). From the targeted population of 8,320 teachers,
the researcher used the sample estimation table developed by Kathuri and Pals
(1993) showing suitable sample sizes for given finite populations such that the
sample will be within plus or minus 0.05 of the population proportion with a 95
percent level of confidence. From the table by Kathuri and Pals (1993) (Appendix
G), a minimum sample of 367 should be selected from a target population of 8,320
teachers.
A sample of 367 teachers was drawn from grades one to three where CBC was being
implemented. The study used proportionate stratified random sampling to sample the
367 teachers, with stratification done relative to the 8 sub-counties. In this method of
sample selection, the sample size from each stratum is proportionate with the
stratum size (the 8 sub-counties in this study) in such a way that each sampling unit
represents the same number of units in the target population (Lohr, 2010). Due to the
large number of primary schools in Machakos County, the researcher sampled ten
percent of the schools in line with Gay and Airasian (2003), who recommend that a
sample of 10 to 20% is sufficient for educational research. This means that 10% of
the 828 schools were sampled, giving a total of 83 schools, as recommended by Gay
and Airasian (2003). Stratified random sampling was used to select the schools from
each of the 8 sub-Counties in Machakos County. All the 83 headteachers from the
sampled schools were purposively selected to take part in the study. In addition,
purposive sampling was used to select three education officials from Machakos
33
367 teachers, and 3 education officers, making a total of 453 respondents. Table 1
3.6.1 Questionnaires
The questionnaire was utilised to collect data from headteachers and teachers.
According to Kothari (2004), the questionnaire is the most common tool used for
purposes of data collection. The extensive use of questionnaires for data collection is
within a considerably short amount of time. The questionnaire used in this study
34
consisted of both close ended and open ended questions and it was divided into four
the competency based curriculum. Section C covered measures that can be put in
The interview schedule was employed to conduct face-to-face interviews with the
competency based curriculum in Kenya. The interview schedules were used because
personal feelings, perceptions and opinions; they allow more detailed questions to be
asked; they usually achieve a high response rate; and respondents’ own words are
recorded. The researcher used interviews to get in-depth information on the subject
under study.
Document analysis guide was used to observe the various professional documents
work. This enabled the researcher to determine whether the teachers were effectively
35
3.6.4 Observation Checklist
The study also used an observation checklist to assess the adequacy of teaching and
resource gaps and problem areas to further improve the provision of teaching and
offices.
Before carrying out the actual study, a pilot study was carried out in 5 primary
schools in with similar characteristics to the targeted population, but which were not
involved in the final study. The pilot study respondents were 5 headteachers and 10
teachers, a total of 15 respondents. The aim of the pilot study was to assist the
researcher determine and make improvements on the reliability and validity of the
data collection instruments, as well as become familiar with the process of data
collection.
3.7.1 Reliability
According to Mugenda and Mugenda (2003), the term reliability is used to refer to
the assessment of the extent to which a research tool gives results that are consistent
after a number of trials. In this study, the researcher employed test-retest method of
testing reliability. In test-retest procedure, the data collection instrument was given
twice to the pilot study participants, with an interval of about one week. After the
two administrations of the questionnaire, the two sets of responses were correlated
36
using the Pearson Product-Moment Correlation formula. The researcher obtained a
reliability coefficient of 0.814, which was an indication that the study instrument
was reliable.
3.7.2 Validity
Validity according to Wong, Ong and Kuek (2012) refers to the extent to which an
the university supervisors, whose expert guidance helped to improve validity of the
instruments.
Kenyatta University. Thereafter, a research permit was obtained from the National
Council of Science and Technology (NACOSTI). Once the permit was granted, the
researcher sought consent from the County Education Officer, Machakos County to
enable him access the public primary schools within Machakos County. The
researcher then booked appointment with the respondents through the school
and headteachers and gave them time frame within which they were required to
respond to the questionnaires. Upon completion, the researcher collected the filled in
37
3.9 Data Analysis
Once all the data are collected from the field, the data was cleaned in order to
improve on accuracy and completeness of the data set. The next step was data
coding, which was done prior to computer data entry for analysis using the
Statistical Package for Social Sciences (SPSS) Version 20. The study used both
quantitative and qualitative methods of data analysis. The quantitative data was
distributions, percentages, the mean and the standard deviation. The outcomes of
data analysis were summarized for reporting by use of frequency tables, contingency
The qualitative data obtained through interview guides, document analysis and
observation checklists was analysed using content analysis, discourse analysis and
framework analysis. Content analysis entailed categorization of verbal data from the
analysis is a method of analysis of naturally occurring talk and all types of written
text, and was used to thematically summarize the data arising from document
analysis. Framework analysis was used in order to systematically analyse all the
well being and interest of research participant. The research design should therefore
include procedures that ensure the safety of the participants. Before collecting data
38
from the field, an introduction letter was obtained from the University in order to
procure a research permit from NACOSTI. The County Education Officer was also
participation in the study, and that they would not be penalized for failure to take
part. Assurances were made to respondents that the data collected would be held and
treated in confidence. Identity of the participants and their schools were not revealed
to anyone. All the data was inspected to ensure that it was entered on the computer
correctly.
39
CHAPTER FOUR
4.1 Introduction
This chapter presents data analysis, interpretation and discussion of the study
findings. The main objective of the study was to investigate the constraints facing
County, Kenya. The chapter is organized into six sections. The first section presents
questionnaire return rate. The second part consists of background information of the
study respondents whereas the remaining four sections contain findings of the study
iii. To find out the effects of government support on the implementation of the
iv. To determine the intervention measures necessary for ensuring prudence in the
headteachers and 367 teachers from public primary schools in Machakos County.
Among them, 78 headteachers and 342 completely filled and returned their
40
equivalent to 93.3% questionnaire return rate. According to Mugenda and Mugenda
(2003), a 50% response rate is adequate for data analysis and reporting, 60% is good
and above 70% is excellent. The researcher further conducted interviews with 3
(41.0%) were female. Among the teachers, 155 (45.3%) were male and 187 (54.7%)
were female. This shows that most of the headteachers who took part in the study
41
Table 4.2: Respondents’ education qualifications
Highest education Headteachers Teachers
level Frequency Percent Frequency Percent
Masters 26 33.3 0 0.0
Bachelors Degree 0 0.0 22 6.4
B.Ed 31 39.7 62 18.1
Diploma 10 12.8 20 5.8
P1 11 14.1 238 69.6
Total 78 100.0 342 100.0
Data presented in Table 4.2 shows that 26 (33.3%) headteachers had attained
diploma and 11 (14.1%) had P1 qualifications. Among the teachers, 62 (18.1%) had
masters and bachelor in education degree whereas most of the teachers had attained
42
Results presented in Figure 4.1 indicates that majority of the headteachers (57.7%)
had worked as the school heads for a duration ranging between 9 and 18 years.
The findings presented in Table 4.3 illustrates that 19 (24.4%) headteachers said that
their schools had one stream, 43 (55.1%) cited two streams and 16 indicated four
streams. Among the teachers, 79 (23.1%) indicated one stream and 263 (76.9%)
teachers indicated two streams. This shows that most of the sampled schools had
two streams.
Curriculum
The first objective of the study was to establish the teacher factors affecting the
teachers’ knowledge on CBC was used. The study respondents were required to
43
indicate their level of agreement or disagreement in each item on the scale. The
3 undecided, 4 agree and 5 strongly agree. The midpoint of the scale was a score of
3. Therefore, scores above 3 denoted that respondents agreed with the item on the
scale while score below 3 signified that respondents disagreed with the item on the
44
As shown in Table 4.4, the mean scores obtained by the headteachers’ on teachers’
knowledge on CBC ranged from 2.73 to 4.59 with a standard deviation of 1.002 and
0.495 respectively. The highest ranked statements were “more research on CBC is
are still confused by the new terminology of CBC (4.01)”. On the other hand, the
lowest ranked statements were “teachers in my school are well prepared for CBC
assessment (2.73)”. From the study findings, it is clear that most teachers were not
fully equipped with skills and knowledge on CBC. Majority of the headteachers
approved that teachers in their current schools were still confused by the new
terminology of CBC; they still find it difficult to adapt their teaching styles to a
child's individual learning style, they have not yet understood the principles of
continuous assessments and they have not yet received adequate training on CBC.
In agreement with the findings, Kyafulilo, Rugambuka and Ikupa, (2012) in their
study discovered that most schools lacked well qualified and expert teachers to
implement CBET system. These researchers found out that, to a large extent
teachers still teach using traditional instructional approach and students learn
45
Table 4.5: Teachers’ responses on their knowledge on CBC
Knowledge on CBC Mean Std. Dev.
outcomes of CBC
successfully
In the CBC teacher training I have received, clear guidelines 3.60 1.277
to active learners
learning style
Data presented in Table 4.5 indicates that the mean scores obtained by the teachers
on their knowledge on CBC ranged from 1.78 to 4.13 with a standard deviation of
0.894 and 0.750. The highest scored statements were “I will be able to judge if
students have achieved the learning outcomes of CBC (4.13)” and “more research on
46
(1.78)” and “I have received adequate training on CBC (1.91)”. These findings
showed that majority of the teachers confirmed that they were not well prepared for
the implementation of new curriculum. A significant number of them cited that they
were still confused by the new terminology of CBC. They felt that it was still
difficult to adapt their teaching style to a child's individual learning style, and that
the training they had received, knowledge on CBC and assessment technique was
inadequate.
To verify the above findings, the researcher conducted interviews with the education
officers in Machakos County. The researcher noted that in the sampled schools, the
three officers said that they were faced with a number of challenges. One of the
major challenges highlighted was that teachers were not fully equipped with the
officers
Additionally, they said that some teachers are rigid to change from content based
officer:-
“There is need for an advocate for change of attitude among the teachers to
embrace competency based curriculum. Some teachers are very rigid to
change (Education Officer 1).”
47
Another one said that
“The delay in the national roll out made some teachers reduce „appetite‟ for
competency based curriculum (Education Officer3).”
These findings agrees with those of Nyoni (2018), which revealed that that most of
teachers were not provided with in-service training as a strategy to improve their
teaching-learning techniques and hence most of them were still employing old
Mwandanji (2015) established that majority (86%) of the teachers did not have a
proper understanding of the Competence- Based nor were they knowledgeable about
the objectives of the program. These results were further supported by Hakielimu
(2012) who established that the paradigm shift program in schools had always been
poorly implemented, as the majority of teachers did not understand the requirements
of the program.
Table 4.6 shows means and standard deviations obtained by the study respondents
48
Table 4.6: Teachers’ attitudes and beliefs towards competency based
curriculum
Attitudes and beliefs Head teachers Teachers
Mean Std. Dev Mean Std. Dev
It is necessary to monitor the impact that CBC 4.63 .486 4.55 .548
will have on Kenyan education
A common cultural background between 4.50 .734 4.42 .495
learners and teachers is important for CBC to
be successful
CBC will provide all students with equal 4.03 .644 3.53 1.165
educational opportunities
CBC will encourage independent learners 3.99 1.087 4.01 .830
CBC will help to improve the economic 3.97 1.173 3.87 .763
performance of Kenya
CBC is more likely than the former education 3.92 1.125 3.99 1.120
system to develop fulfilled human beings
CBC will encourage lifelong learners 3.87 1.390 3.61 .986
Highly competent teachers are needed in 3.67 1.374 4.60 .491
order to make a change from content based to
CBC possible
The transition from content based education 3.42 1.212 3.06 1.142
to CBC will be easy for teachers to achieve
Learners use a variety of different strategies in 3.31 1.132 3.54 1.482
their performance so that it becomes difficult
in determining the particular competencies
used in such performance
CBC will mean more work for teachers as 3.10 1.420 4.01 1.302
they will have to design programs which are
appropriate to the individual learning needs of
their students
CBC will lower the standards of academic 2.64 1.081 1.37 .731
achievement in our education system
There is no need to transform Kenya's 1.69 .690 2.05 1.245
education system from content based
education to CBC
49
As shown in Table 4.6, the mean scores obtained by the headteachers on aspects
measuring teachers’ attitudes and beliefs towards CBC ranged from 1.69 to 4.63.
The highest ranked aspects were “It is necessary to monitor the impact that CBC
will have on Kenyan education (4.63)” and “a common cultural background between
learners and teachers is important for CBC to be successful (4.50)”. On the other
hand, the lowest ranked statements were “there is no need to transform Kenya's
education system from content based education to CBC (1.69)” and “CBC will
Results in the table further showed that the mean scores obtained by the teachers
ranged between 1.37 and 4.60. The highly ranked aspects by the teachers were
“highly competent teachers are needed in order to make a change from content based
to CBC possible (4.60)” and “it is necessary to monitor the impact that CBC will
have on Kenyan education (4.55)”. The lowly ranked statements were “CBC will
lower the standards of academic achievement in our education system (1.37)” and
education to CBC (2.05)”. It was established from the study findings that majority of
the headteachers and teachers had a positive attitudes towards the CBC. However, a
significant number of them perceived that with the implementation of the CBC
program, teachers will have more work for designing programs that will be
appropriate to the individual learning needs of the students. Contrary with the
established that primary school teachers had a negative attitude towards Learner-
Centered Pedagogy (LCP). The major factors influencing teachers’ attitudes were
50
both institutional and individual factors. Institutional factors included lack of clear
indicators on LCP, shortage of school facilities and resources, big class size, heavy
prior experience on LCP among colleges and university tutors during pre-service
training, lack of self-confidence and lack of positive attitude among the teachers.
The second objective of the study was to determine the effect of available
Machakos County. To meet this objective, the study respondents were asked to
indicate their level of agreement or disagreement in a 5-point likert scale. The scale
undecided, 4 agree and 5 strongly agree. The midpoint of the scale was a score of 3.
Therefore, scores above 3 denoted that respondents agreed with the item on the scale
while score below 3 signified that respondents disagreed with the item on the scale.
51
Table 4.7: Infrastructure for effective Implementation of CBC
School infrastructures Headteachers Teachers
Mean Std Dev. Mean Std Dev.
The provision of resources is essential if 4.69 0.465 4.59 .493
CBC is to succeed
The large classes in the Kenyan schools 4.19 1.020 4.12 .818
will hinder a successful implementation of
CBC
The implementation of CBC will fail if 4.13 .945 4.59 .492
more teachers are not posted to Kenyan
schools
My school is yet to receive all the 4.01 1.087 4.39 .488
necessary learning resources for CBC
The textbooks available in my school are 2.40 1.241 1.43 .496
adequate to effectively implement CBC
The textbooks provided for CBC are of low 2.29 1.046 2.25 .927
quality
The school has adequate computer labs for 0.00 0.000 1.15 .360
effective implementation of CBC
Table 4.7 illustrates the mean scores obtained by the headteachers and teachers on a
competency based curriculum. The mean scores by headteachers ranged from 2.29
to 4.69 with standard deviations of 1.046 and 0.465 respectively. The highest scored
is to succeed (4.69)” and “large classes in the Kenyan schools will hinder a
successful implementation of CBC (4.19).” On the other hand, the lowest ranked
statements were “textbooks provided for CBC are of low quality (2.29)” and
4.59 with a standard deviation of 0.360 and 0.493. The highly ranked statements by
and “implementation of CBC will fail if more teachers are not posted to Kenyan
schools (4.59).” The lowest ranked statements were “school has adequate
my school are adequate to effectively implement CBC (1.43)”. From the study
findings, it emerged that most of the sampled schools lacked adequate school
curriculum. The major challenges experienced in most schools were large classes of
materials. In agreement with the findings, the researcher noted through interviews
with the education officers that the major challenges facing implementation of CBC
were lack of enough teachers, lack of teaching and learning materials and large
classes. The following is an excerpt from one of the education officers who
The researcher further carried out an observation method to assess the adequacy of
facilities and resources in the sampled schools. The researcher noted that in most
schools, textbooks, teachers, desks and sanitation facilities were not adequate as
compared to the number of pupils. These results agrees with Kavindi (2014) who
revealed that the major challenges facing implementation of CBE included; shortage
53
of teacher educators, overcrowded classes, inadequate teaching and learning
resources and short time for teaching practice. Similarly, Kahera (2010) established
that under-staffing in the schools, lack of in-service training for teachers, uneven
distribution of teachers in the schools, lack of support from parents and the local
learning facilities and infrastructure were the major factors affecting curriculum
implementation. In another study, Nyoni (2018) found out that lack of teaching and
learning materials was one of the major challenges facing teachers during the
Curriculum
The third objective of the study was to find out the effects of government support on
achieve this goal, a five point likert scale with four items was used. The scale ranged
4 agree and 5 strongly agree. The midpoint of the scale was a score of 3. Therefore,
scores above 3 denoted that respondents agreed with the item on the scale while
score below 3 signified that respondents disagreed with the item on the scale.
54
Table 4.8: Effects of government support on the implementation of CBC
Government support Headteachers Teachers
Mean Std Mean Std
Dev. Dev.
For CBC to succeed, the ministry of education 4.59 .495 4.29 .663
should create effective communication system
with schools to aid smooth implementation of
the new curriculum
Government should post more teachers to 4.32 .693 4.85 .354
schools for CBC to be successful
CBC was hurriedly implemented by the 4.24 .432 4.58 .494
government before the necessary resources
were put in schools
The ministry of education does not have a 2.14 .801 3.09 1.343
monitoring and evaluation framework to track
the progress in implementation of CBC
The amount of money disbursed by government 1.56 .499 1.71 .719
to schools is enough to facilitate effective
implementation of CBC
Results presented in Table 4.8 shows that mean scores and standard deviations
from 1.56 to 4.59 while those obtained by teachers ranged from 1.71 to 4.85. The
highly scored statement by the headteachers was “for CBC to succeed, government
new curriculum (4.59)” whereas teachers highly ranked “Government should post
more teachers to schools for CBC to be successful (4.85).” On the other hand,
majority of the headteachers and teachers lowly ranked that statement that “amount
government was not enough for the implementation of CBC, the programme was
interviews, the researcher noted that one of the education officer said that there were
CBC. The officer further said that in most sampled schools, the school environment
were not friendly for the implementation of the programme. This is because most of
the schools did not have adequate resources such as teachers, teaching and learning
“In some schools, the environment is very unfriendly for the implementation
of competency based curriculum. There is inadequacy of teaching and
learning resources, sanitation facilities are not enough compared with the
number of pupils, there is no water and also no electricity. Additionally,
inaccessibility to some schools is another challenge due to poor road
network. This negatively affected the implementation of competency based
curriculum in those schools (Education Officer 3).”
Contrary with the findings, Odey and Opoh (2015) found out that the main
examinations at all costs even without working hard, lack of motivation among
tutors, and failure by tutors to focus on teaching responsibilities as they spend more
Curriculum
The fourth objective was to determine the intervention measures necessary for
objective, the study respondents were asked to propose measures that can be put in
effective implementation of CBC. Over 70.0% of the respondents suggested that the
parents on their roles in education and also support teachers’ workshops and
seminars. Through interviews, the education officers recommended that parents and
Findings in the table further all the teachers (100.0%) and over 90.0% of the
competency based curriculum to ensure that they are well conversant with the new
positive attitude towards CBC and they should also support the MOE in realizing
CBC objectives. This was further supported by the education officers, who reported
that teachers should undergo more training on CBC and change their attitude to
embrace the new curriculum. The results concurred with the findings of the study by
Patrick & Sturgis (2015) which discovered that teachers as the key implementers of
professional development. Igbokwe, Mezieobi & Eke (2014) in their research further
added that teacher attitudes are a vital component of successful curriculum change.
When teachers feel that they are neglected during curriculum review and design,
they may end up resisting the implemented changes, thereby compromising the
58
has been associated with feelings of suspicion, fear of the unknown and
to change the teachers who are the primary agents of change (Kasapoglu, 2010).
Table 4.10 illustrates headteachers and teachers opinions on the measures that can be
put in place by the community members and government for enhancing effective
implementation of CBC.
Table 4.10: Measures to be put in place by the community and government for
enhancing effective implementation of CBC
suggested that community members and parents should be fully involved in their
children learning and they should be sensitized about the competency based
that the government should employ more teachers to address the problem of
recommended that the government should ensure timely disbursement of the funds
in the schools, review progress of CBC periodically and also provide appropriate
suggested that the government should ensure that all the schools have adequate
teaching and learning materials. The above recommendations were also supported
by the three education officers who participated in the study. In his study on
Tanzania, Makunja (2016) suggested that the Ministry of Education should ensure
that schools are provided with all the relevant teaching and learning resources. In yet
another study, Odey and Opoh (2015) recommended that the faculty deans and
departmental heads take seriously the role of monitoring tutors, and that the
60
CHAPTER FIVE
5.1 Introduction
The main goal of the study was to find out the constraints facing successful
officers. Among the respondents, 59% of the headteachers were male and 41% were
female. Of the teachers who took part in the study, 45.3% were male and 187
(54.7%) were female. This shows that most of the headteachers were male while
majority of the teachers were female. The researcher did not identify the gender of
the 3 education officers. In terms of academic qualifications, the study found out
education degree whereas most of the teachers had attained P1 qualifications. The
Curriculum
In relation to this objective, the study established that majority of the teachers were
not well prepared for the implementation of new curriculum. A significant number
61
of them stated that despite the training sessions attended, they still did not
understand some of the new terminologies of CBC. They felt that it was still
difficult to adapt their teaching style to a child's individual learning style and also
they felt that the training they had received, knowledge on CBC and assessment
technique were not adequate. These results were verified by the education officers
who reported that teachers were not fully equipped with the knowledge and skills on
competency based curriculum and also some teachers were rigid to change from
The study found out that most of the sampled schools lacked adequate school
curriculum. The major challenges experienced in most schools were large classes of
materials. These findings were supported by the education officers who reported
that most schools had a problem of understaffing despite having large classes of
pupils. They further added that the teaching and learning materials available in the
based curriculum
Regarding this objective, the findings of the analysis revealed that money disbursed
in the schools by the government was not enough for the implementation of CBC,
curriculum. Additionally, one of the education officer cited that there were no clear
policy guidelines to the school stakeholders on the implementation of the CBC. The
officer further said that in most sampled schools, the school environment were not
friendly for the implementation of the programme. This is because most of the
schools did not have adequate resources such as teachers, teaching and learning
5.3 Conclusion
Based on the findings of the study, the following conclusions were made.
i. Teachers as one of the key curriculum implementers were not fully prepared
for the implementation of new curriculum. Some teachers felt that it was still
difficult to adapt their teaching style to a child's individual learning style. This
means that some teachers were rigid to change from content based curriculum
iii. Most schools had a problem of understaffing despite having large classes of
pupils.
63
learning material and unfriendly teaching and learning environment. Also, the
From the conclusions presented above, the following recommendations are made.
ii. The Kenya Institute for the Curriculum Development should highly involve
disbursement of the funds in the schools and also fully activate NEMIS
iv. The government through ministry of education should ensure that the
all schools.
v. The government through the ministry of education should ensure that all
64
vi. The Ministry of education should organize campaigns to sensitize parents and
implementation of CBC.
A similar study should be conducted in other parts of the country to find out whether
65
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71
APPENDICE
Thro’
The Chairman,
Department of Educational Management,
Policy and Curriculum Studies
Kenyatta University
Your institution has been selected as part of the study and you have been identified
as one of the respondents. This study is confidential and the responses provided will
be thus treated. They will be used exclusively for the purposes of this study. I
Thank you.
Sincerely
……………………………………
72
APPENDIX B: QUESTIONNAIRE FOR HEADTEACHERS
2. Level of education
Masters [ ] Bachelors Degree [ ]
B. Ed [ ] Diploma [ ]
Others (Specify)
73
Section 2: Challenges facing Implementation of the Competency-Based
Curriculum
The table below presents a number of statements regarding Competency-Based
Curriculum (CBC). You are required to indicate the extent to which you agree or
disagree with each of the statements presented. Use the scale below to respond.
SA – Strongly Agree; A – Agree; U – Undecided; D – Disagree; SD – Strongly
Disagree
Teacher Knowledge on CBC SA A U D SD
My knowledge of CBC is good
Teachers in my school have received adequate training
on CBE
Most of my teachers are still confused by the new
terminology of CBC
More research on CBC is needed before it can be
implemented successfully
Teachers in my school find it difficult to adapt their
teaching styles to a child's individual learning style
I will be able to judge if students have achieved the
learning outcomes of CBC
My knowledge of the assessment techniques for CBC
is good
Teachers in my school do not understand the principle
of continuous assessment
My teachers were given clear guidelines as to how
students can be transformed from passive to active
learners
The teachers in my school are well prepared for CBC
Attitudes and Beliefs about CBC SA A U D SD
The transition from content based education to CBE
will be easy for teachers to achieve
Learners use a variety of different strategies in their
74
performance so that it becomes difficult in
determining the particular competencies used in such
performance
There is no need to transform Kenya's education
system from content based education to CBC
CBC will help to improve the economic performance
of Kenya
CBC will provide all students with equal educational
opportunities
CBC will encourage independent learners
CBC will encourage lifelong learners
CBC will mean more work for teachers as they will
have to design programs which are appropriate to the
individual learning needs of their students
A common cultural background between learners and
teachers is important for CBC to be successful
Highly competent teachers are needed in order to
make a change from content based to CBC possible
It is necessary to monitor the impact that CBE will
have on Kenyan education
CBC will lower the standards of academic
achievement in our education system
CBE is more likely than the former education system
to develop fulfilled human beings
Infrastructure for effective Implementation of SA A U D SD
CBC
The provision of resources is essential if CBE is to
succeed
The large classes in the Kenyan schools will hinder a
successful implementation of CBC
The implementation of CBC will fail if more teachers
75
are not posted to Kenyan schools
The textbooks available in my school are adequate to
effectively implement CBC
My school is yet to receive all the necessary learning
resources for CBC
The textbooks provided for CBC are of low quality
Government Support SA A U D SD
For CBC to succeed, government should create a
school communication system to aid smooth
implementation of the new curriculum
CBC was hurriedly implemented by the government
before the necessary resources were put in schools
The amount of money disbursed by government to
schools is enough to facilitate effective
implementation of CBC
The ministry of education does not have a monitoring
and evaluation framework to track the progress in
implementation of CBC
Government should post more teachers to schools for
CBC to be successful
b. Teachers
2. Level of education
Masters [ ] Bachelors Degree [ ]
B. Ed [ ] Diploma [ ]
P1 [ ]
Others (Specify)
77
Section 2: Challenges facing Implementation of the Competency-Based
Curriculum
The table below presents a number of statements regarding Competency-Based
Curriculum (CBC). You are required to indicate the extent to which you agree or
disagree with each of the statements presented. Use the scale below to respond.
SA – Strongly Agree; A – Agree; U – Undecided; D – Disagree; SD – Strongly
Disagree
Teacher Knowledge on CBC SA A U D SD
My knowledge of CBC is good
I have received adequate training on CBC
I am confused by the new terminology of CBC
More research on CBC is needed before it can be
implemented successfully
I find it difficult to adapt my teaching style to a child's
individual learning style
I will be able to judge if students have achieved the
learning outcomes of CBC
My knowledge of the assessment techniques for CBC
is good
I do not understand the principle of continuous
assessment
In the CBC teacher training I have received, clear
guidelines were given as to how students can be
transformed from passive to active learners
I feel well prepared for CBC
Teacher Attitudes and Beliefs about CBC SA A U D SD
The transition from content based education to CBC
will be easy for me to achieve
Learners use a variety of different strategies in their
performance so that it becomes difficult in determining
the particular competencies used in such performance
78
There is no need to transform Kenya's education
system from content based education to CBC
CBC will help to improve the economic performance
of Kenya
CBC will provide all students with equal educational
opportunities
CBC will encourage independent learners
CBC will encourage lifelong learners
CBC will mean more work for teachers as they will
have to design programs which are appropriate to the
individual learning needs of their students
A common cultural background between learners and
teachers is important for CBC to be successful
Highly competent teachers are needed in order to make
a change from content based to CBC possible
It is necessary to monitor the impact that CBC will
have on Kenyan education
CBC will lower the standards of academic achievement
in our education system
CBC is more likely than the former education system
to develop fulfilled human beings
Infrastructure for effective Implementation of CBC SA A U D SD
The provision of resources is essential if CBE is to
succeed
The large classes in the Kenyan schools will hinder a
successful implementation of CBC
The implementation of CBC will fail if more teachers
are not posted to Kenyan schools
The textbooks available in my school are adequate to
effectively implement CBC
Our school is yet to receive all the necessary learning
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resources for CBC
The textbooks provided for CBC are of low quality
The school has adequate laboratories for effective
implementation of CBC
Government Support SA A U D SD
For CBC to succeed, government should create a
school communication system to aid smooth
implementation of the new curriculum
CBC was hurriedly implemented by the government
before the necessary resources were put in schools
The amount of money disbursed by government to
schools is enough to facilitate effective implementation
of CBC
The ministry of education does not have a monitoring
and evaluation framework to track the progress in
implementation of CBC
Government should post more teachers to schools for
CBC to be successful
b. Teachers
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APPENDIX D: INTERVIEW SCHEDULE FOR EDUCATION
OFFICERS
3. In your view, was this training adequate given what CBC entails?
implementation of CBC?
10. How would you plan to deal with these stumbling blocks?
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APPENDIX E: DOCUMENT ANALYSIS
Document Comment
Schemes of work
.................................................................................................
.................................................................................................
Lesson plans
.................................................................................................
.................................................................................................
Records of work
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
Teaching aids in
classroom .................................................................................................
.................................................................................................
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APPENDIX F: OBSERVATION CHECKLIST
Classrooms
Desks
Text books
Teachers
Latrines
Playground
Staffroom
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APPENDIX G: SAMPLE SIZE DETERMINATION TABLE
84
APPENDIX H: RESEARCH APPROVAL FROM KENYATTA
UNIVERSITY
85
APPENDIX I: RESEARCH AUTHORIZATION FROM
KENYATTA UNIVERSITY
86
APPENDIX J: RESEARCH AUTHORIZATION FROM NACOSTI
87
APPENDIX K: RESEARCH PERMIT
88