RESOURCE FACTOR IN COMPETENCE BASED CURRICULUM (CBC)

IMPLEMENTATION IN PRIMARY SCHOOLS IN KIRINYAGA COUNTY,

KIRINYAGA EAST

RESEARCHERS

NAME REGISTRATION NO.

ENOCK.K.SERONEI ED101/G/10285/20

NICKSON KIPKOECH ED101/G/11779/20

COLLINS CHERUIYOT ED101/G/11901/20

ABIGAEL CHELANGAT ED101/G/10203/20

ANNA MUMBUA MBOYA ED101/G/9320/20

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE AWARD OF THE DEGREE OF BACHELOR OF
EDUCATON (SCIENCE) OF KIRINYAGA UNIVERSITY

Date of submission: 2024

 DECLARATION
This Research Project is our original work and has not been presented for a degree in
any other university.

1. ENOCK.K.SERONEI Signature: ……………… Date: …………………

2. NICKSON KIPKOECH Signature: ………………Date: …………………

3. COLLINS CHERUIYOT Signature: ……………… Date: …………………

4. ABIGAEL CHELANGAT Signature: ……………… Date: …………………

5. ANNA MUMBUA MBOYA Signature: .........................Date: ............................

Dr. Muusya
Department of Education
Kirinyaga University

Signature: ............................................... Date: ..................................

ii
 DEDICATION
First and foremost, we thank God Almighty for enabling us to finish this research

project. Secondly, we would like to express our sincere thanks to our supervisor, Dr

Muusya, for his kind supervision and valuable assistance provided to us during the

course. Last but not least to our parents who have helped us throughout the program.

We sincerely thank them, with all due respect.

iii
 ACKNOWLEDGEMENTS
We extend our heartfelt gratitude to our supervisor, Dr. Muusya, for his guidance,

constructive feedback, and support throughout the development of research process.

His expertise and encouragement have been valuable and have helped us to develop as

researchers.

Table of Contents

iv
DECLARATION.......................................................................................................................................ii
DEDICATION..........................................................................................................................................iii
ACKNOWLEDGEMENTS......................................................................................................................iv
ABSTRACT..............................................................................................................................................vii
CHAPTER ONE: INTRODUCTION......................................................................................................1
1.1Background of the study.................................................................................................................1
1.1.1 The New System..........................................................................................................................2
1.2Statement of the problem................................................................................................................3
1.3Objectives of the study....................................................................................................................3
1.4 Research questions.........................................................................................................................3
1.5 Assumptions of the study..............................................................................................................4
1.6 Delimitations of the study.............................................................................................................4
1.7Significance of the study.................................................................................................................4
1.8Definition of significant terms........................................................................................................5
CHAPTER TWO: LITERATURE REVIEW............................................................................................6
2.1 Introduction.....................................................................................................................................6
2.2 Teaching and learning materials...................................................................................................6
2.3 Teachers’ attitude............................................................................................................................7
2.4 Training of teachers........................................................................................................................8
2.5 Theoretical framework...................................................................................................................9
2.6 Social Constructivism Theory.......................................................................................................9
2.7 Visible Learning Theory...............................................................................................................10
2.8 Cognitive Development Theory..................................................................................................12
2.9Summary and Critical Review of the Literature........................................................................14
CHAPTER THREE: RESEARCH METHODOLOGY.........................................................................15
3.1 INTRODUCTION.........................................................................................................................15
3.2 Research Design............................................................................................................................15
3.3 Study Area.....................................................................................................................................15
3.4 Target Population.........................................................................................................................15
3.5 Sampling Techniques...................................................................................................................16
3.6 Sample Size....................................................................................................................................16
3.7 Measurements and Variables......................................................................................................16

v
 3.8 Research instruments...................................................................................................................16
3.9 Validity of Measurements............................................................................................................16
3.10 Reliability of Measurements......................................................................................................17
3.11 Data collection Technique..........................................................................................................17
3.12 Data Analysis..............................................................................................................................18
3.13 Logistical and Ethical Consideration........................................................................................19
CHAPTER 4: FINDINGS AND DATA ANALYSIS...........................................................................20
4.1 Introduction...................................................................................................................................20
4.2Response Rate of Respondent’s...................................................................................................20
4.3 Bio-Information.............................................................................................................................22
4.3.1 Concept Bio-Information......................................................................................................22
4.3.2Literacy Levels........................................................................................................................22
4.3.3 Gender Sex Classification and Composition of Respondents..........................................23
4.3.4 Age bracket classification and composition.......................................................................24
4.3.5Working Experience of the Respondents.............................................................................25
4.3.6 Availability of Instructional resources................................................................................27
4.3.7 Head teachers’ response on their attitude towards competence-based curriculum......28
4.3.8 Training of Teachers..............................................................................................................29
CHAPTER FIVE: RESEARCH FINDINGS, CONCLUSIONS AND RECOMMENDATIONS......30
5.1 Introduction...................................................................................................................................30
5.2 Research Findings.........................................................................................................................30
5.3 Research Conclusions...................................................................................................................30
5.4: Recommendations.......................................................................................................................32
5.5 Suggestions for further research.................................................................................................33
REFERENCES.........................................................................................................................................34

vi
 ABSTRACT
This study's main goal was to find out how the new competency-based curriculum
affected pupils in Kirinyaga East Sub County. We investigated if, rather than only
improving students' knowledge base, the new curriculum improved their skill set. The
investigation examined in detail the impact of the new competency-based curriculum
on student productivity, talent identification among learners, and educational quality in
Kirinyaga East Sub- County. We conducted one-on-one interviews with head teachers
at public primary schools in Kirinyaga East Sub County to learn more about how they
are implementing the competency-based curriculum. The sample methods used were
stratified random sampling, in which the research region was divided into locations,
and within each stratum of the sites chosen, simple random sampling was applied.
Research tools utilized to get at the study's result included observation, questionnaires,
in-depth group discussions, and one-on-one interviews. We felt that by using the
aforementioned research tools and procedures, we would be able to get precise and
trustworthy input for the study's conclusion and suggestions.

vii
 CHAPTER ONE: INTRODUCTION

1.1Background of the study

The Kenya Institute of Curriculum Development (KICD) created a new educational

system called the Competency Based Curriculum (CBC), which was introduced by the

ministry of education in 2017 (KICD). This will be Kenya's third system; the first was 7-

4-2-3, which was phased out in 1985, and the 8-4-4 curriculum was implemented.

According to the Kenya Institute of Curriculum Development, this curriculum system

was inappropriate for the changing needs of Kenyans, since it placed more focus on

academics than on preparing students for jobs.

Under the CBC system, children will spend two years in pre-primary, six years in

primary school (grades 1-6), three years in junior high school (grades 7, 8, and 9), three

years in senior high school (grades 10, 11, and 12), and three years in postsecondary

institutions and universities. Each level of the curriculum will now contain additional

courses; in pre-primary, they include Kiswahili, English, literacy, mother language,

science, social studies, and agricultural pursuits. Kiswahili, English, mathematics, home

science, agriculture, science, and technology are among the disciplines that will be

taught in upper primary along with moral and life skills, physical education, and music.

Mathematics, Kiswahili, English, life skills, health education, social studies, integrated

science, business studies, religion, agriculture, life skills, and sports are topics for junior

secondary and senior secondary education.

1
A secondary student shall enroll in one or two courses, with a minimum of one optional

course that shall be appropriate for each student's expertise, personality, abilities, and

interests. They include mathematics, social sciences, technology, engineering, and the

arts and sciences. Students who will graduate from senior secondary school will then

enroll in three-year universities or vocational training programs.

1.1.1 The New System

The new framework will be based on skills rather than on exams like the national exams

in the previous system done after every level, which used to determine the fate of the

learner, CBC will be introduced to provide solutions to the issues identified in the 8-4-4

system. Instead, learners will be tested through Continuous Assessment Tests (CATs)

on the skills acquired as opposed to cramming to pass in the 8-4-4 system. This will

provide the students the opportunity to grow outside the classroom and concentrate on

how they may use their unique abilities to create a career. The new system shall

increase the need for ICT and special education at all educational levels.

The CBC will not prepare graduates for white collar jobs like the previous system,

which was accused of excluding industries that speed up the nation's economic growth,

such as agriculture, construction, and fishing; this resulted in a rise in white collar jobs

because there were so many graduates with inadequate skills, which led to a high rate

of youth unemployment in the labor market.

The Competency Based Curriculum, which is learner-centered rather than teacher-

centered like the previous system, is the best system Kenya will ever have, according to

the Ministry of Education. Seven basic skills will be taken into account by the system:

2
teamwork and communication, critical thinking and problem-solving, imagination and

creativity, citizenship, digital literacy, learning to learn, and self-efficiency. The three

competences of Meeting Expectations (ME), Approaching Expectations (AE), and Below

Expectations (BE) are regularly assessed for learners.

1.2Statement of the problem

CBC was launched in 2017 by the Kenya Institute of Curriculum Development (KICD).

The resource factor has been an issue. There are insufficient resources hence the

implementation of the curriculum will not be effective. This will cause low quality

production of Education hence the learners will not be accessing the education like how

they are supposed to be accessing it. This paper will therefore seek to identify and

measure the extent to which the resource factor will affect the implementation of the

new curriculum.

1.3Objectives of the study

This research was guided by the following objectives;

i. To determine how inadequate teaching learning materials will affect CBC

implementation.

ii. To find out how teachers’ attitude will affect CBC implementation.

iii. To evaluate the effects on the training of teachers on CBC implementation.

1.4 Research questions

The research to be undertaken was to be directed by the following research questions;

i. How inadequate teaching and learning materials affect CBC implementation?

3
ii. What are the effects of teachers’ attitude towards CBC implementation?

iii. How training of teachers on CBC affects its implementations?

1.5 Assumptions of the study

This project assumed that;

1. The respondents were free, didactic and fair to provide the information required.

2. Provision of enough teaching and learning materials was essential in public primary

schools.

1.6 Delimitations of the study

The study was delimited to public primary schools of Kirinyaga Central sub-county.

Since the study was to be conducted in only one sub-county, the findings shall be

generalized to the rest of the county. This was due to the fact that Kirinyaga Central

sub-county is influenced by a certain factor that is not in the rest of the county such as

the accessibility of many schools in the sub-county to conduct the study.

1.7Significance of the study

The major benefit that the study engaged in was the quality that the learners are going

to reveal after undergoing the system. Provision of enough resources was to improve

the implementation of CBC hence improving the quality of education in the county.

4
1.8Definition of significant terms
The terms below were used recurrently as the research progresses

C.B.C- Competence Based Curriculum.

K.C.P.E -Kenya Certificate of Primary Education

K.C.S.E- Kenya Certificate of Secondary Education

K.I.C.D- Kenya Institute of Curriculum Development

Resources- Educational resources are used in a learning environment to help and assist

with people’s development and learning.

Implementation- this is the process of identifying, incorporating, monitoring and

continually refining professional learning that helps education enhance their practice,

encourage and inspire students’ academic and non-academic growth.

5
 CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction
This chapter provides a comprehensive evaluation of the research-related literature

from other scholars and sources that have conducted their own studies in the same area

of inquiry. This includes a review of theoretical topics pertinent to the investigation,

empirical research on the effects of the theoretical framework and competency-based

curriculum (CBC) in the educational system.

2.2 Teaching and learning materials

Numerous studies have shown, according to (Dang, 2016), that teachers' readiness to

successfully apply a competence-based curriculum (CBC) is significantly impacted by

insufficient teaching resources. A lack of resources, such as pertinent textbooks,

teaching aids, and technological tools, may make it difficult for students to comprehend

new instructional methods. This deficiency in professional training and development, in

turn, makes it more difficult to implement the curriculum reform successfully.

In line with (Kherbeck& Jagannathan, 2017) Insufficient learning materials can have a

big impact on student engagement and academic results. Lack of current and pertinent

textbooks restricts students' access to crucial knowledge and makes it more difficult for

them to acquire the necessary skills. This in turn has an impact on the implementation

of competence-based curricula (CBC) overall.

Comparable to (Aschinah& Adu-Gyamfi, 2016), inadequate teaching and learning

materials also makes it difficult to align and modify the curriculum to accommodate

6
students' various needs. It might be difficult for teachers to adapt lesson plans, create

assessments, and deliver differentiated instruction based on the needs of each

individual student due to a lack of resources. As a result, the competence-based

curriculum's (CBC) stated aims and outcomes suffer.

2.3 Teachers’ attitude

According to Tanzanian research on the transition from a knowledge-based to a

competence-based curriculum in elementary schools, some teachers thought the new

textbooks were unnecessary, while others thought they were complicated and

unworkable (Luhambati, 2013). As per Eggen and Sahak (2001), the viewpoints and

demeanor of educators hold significance in efficient instruction and have an impact on

the academic accomplishments of students. Teachers' attitudes are crucial to curriculum

development and its execution, as noted by Barr in Banning (1954).This indicates that in

order to ensure the successful implementation of any curriculum change in the

educational system, consideration must be given to the views, interests, opinions,

perceptions, and attitude of the instructors toward the change. This is due to the fact

that educators choose what to do depending on their attitudes, backgrounds, and

convictions on their duties in the classroom.

It's significant to remember that because they do not participate in the training,

instructors are against the competency-based curriculum. They get fearful of this

because they believe they are ill-equipped to handle the task at hand. Teachers who

work with students who have special needs often have poor self-esteem and

unfavorable attitudes toward inclusion (Ozoji 1998 and Obani 2002).

7
McMillan (2000) states that in order to assess students' learning, teachers must poses

both knowledge and comprehension. This is due to the fact that the findings

demonstrated how well teachers who possessed enough assessment knowledge could

incorporate it into their instruction. Additionally, they were able to raise their pupils'

competency levels by utilizing efficient methods, procedures, and tactics. ICT in

particular is crucial when it comes to the competence-based curriculum's

implementation. Pre-service and in-service teachers in Canadian research conducted by

Hardy (2003) believed that they lacked the ICT skills necessary to handle and utilize

technological tools for an efficient integration of technology in the classroom. Despite

receiving official training on how to use computers in the classroom, instructors were

unable to put their newfound knowledge into practice.

2.4 Training of teachers

In light of Ogutu (2020), the study carried out on curriculum (CBC) showed that the art

will promote the learner’s growth and development in Kenya. The study pointed out

that Kenya is focused on achieving the priorities of development sustained with big

four agenda. Study recommend better instructions and sufficient support schools for

teacher growth should be funded by higher education agencies. The stakeholders

should be made aware of success of teachers’ career development and personnel

training process in class. Therefore, education is very critical for CBC program creation

and execution, therefore the skills of the teacher should be increased.

As stated by UNESCO (2017) CBC stated that at the end of learning learner should be

able to perform classroom assignments competencies and enforce replication of the

8
theoretical experience by students and memorization of information arising from

realistic study. Traditional methods of learning did not meet the outcome of the

curriculum in preparing learners for higher education level. For the effective CBC

implementation in Kenya teaching and learning techniques should be improved. There

should be a well -updated and learner-centered approach and the approach should be

well practiced and exercised in learning institutions.

Hernindez and Menondez (2017) curriculum-based education has insufficient labor

ability and potential, CBE has given evidence to solve worldwide challenge. This was in

the supply and demand gap knowledge of the personnel and can be managed if the

responsible institution cooperates.

2.5 Theoretical framework

The Competency built Curriculum is built on several ideas that have developed

throughout time and allowed researchers to create instructional materials that students

may use. Among the theories are social constructivism Theory and Visible Learning

Theory.

2.6 Social Constructivism Theory

To attain the conduct and abilities of the pupils John Dewey concentrated on how social

factors affect pupils' aptitude. He made the case that when kids engage with the

curriculum and the outside world, they learn more effectively. Instructors ought to just

behave as facilitators to advise pupils on the most effective methods to learn and grow

as autonomous scholars. According to Dewey, schools need to reflect actual life

9
circumstances in social contexts; therefore educators shouldn't overly concentrate on

academic work to students, but rather assist them in engaging in educational activities.

Classrooms ought to serve as guides where students work together to solve issues and

learn through experience. Instructors must recognize that each student is unique and

that various teaching strategies must be used. It's important to provide pupils

difficulties and watch how they are handling the problems on their own, without the

help of other people. By carrying out teachers are most suited to identify each student's

strengths and shortcomings and provide guidance on how to become more proficient.

Students have been able to translate their understanding of what they have learned in

the classroom and develop a solid basis for creative idea sharing via their involvement

in group discussions. Research reveals that dialogue enhances students' comprehension

of concepts being learned, helps them process concepts for others, and enhance

students' cognitive abilities. All students should be encouraged to engage in class by

their teachers’ activities through posing and responding to queries as well as looking

for advice to better comprehend the understanding ideas.

2.7 Visible Learning Theory

John Hattie developed the visible learning theory in 2008 with an emphasis on the

variables influencing academic performance in schools in order to achieve the so-called

quality in the new CBC. He maintained that instruction becomes more successful when

teachers help their pupils develop their independence so they are capable of

independent study, but students ought to see instruction as the essential to their

learning result. John identified 10 variables that affect learning outcomes, and they are

10
as follows: grades that students record on their own, feedback from teachers, clear

instruction from teachers, and meta cognitive tactics, instructional methods for

addressing problems, formative assessment, the interaction between teachers and

students, verbalizing oneself, and professional development for teachers.

He makes the argument that educators must constantly assess their students and

modify their methods of instruction in light of the results. When learning is occurring,

pupils ought to be able to comprehend expectations and how to complete tasks, and

teachers ought to be able to continuously monitor the ongoing education of pupils and

introduce fresh methods of instruction for improved result.

In order for teaching and learning to be effective, there has to be a strong link between

teachers and students that allows them to work together to accomplish shared

objectives and expectations. Every learner should be able to determine their own

strengths and motivate them to devise various tactics to facilitate and simplify their

educational endeavors efficient. According to Hattie, teacher-student feedback is crucial

in order for it to be successful, it must take place in a learning environment, be

pertinent, concise, and the teachers ought to offer solutions to the current problem.

Giving pupils in particular positive comments is also suggested in order to keep them

motivated and increase their self-assurance in their capacity to learn.

2.8 Cognitive Development Theory

Jean Piaget developed this theory in 1936, and it focuses on the phases that children go

through to become intelligent and knowledgeable. He contends that by making

observations and doing experiments motivated by curiosity, kids actively participate in

11
the learning process. According to him, Knowledge and intellect are things that are

acquired through time and presuppose that although developing at varying speeds, all

children follow the same developmental path. Educators must recognize the aptitudes

and capabilities of each kid and offer individualized activities in place of putting every

pupil in a single basket. Evaluation ought to be focused on each person's development

and according to their capacities.

Four phases of knowledge development are identified by Piaget: the sensor motor

stage, the preoperational phase, the concrete operational stage, and the formal

operational stage.

Sensor motor stage- During this time, which spans from birth to age two, a kid

learns via their movement and perceptions, as well as their reflexes and motor

reactions. Youngsters pick up knowledge through exploring their surroundings and

creating new learning how to walk and crawl as well as pick up language from the

individuals they engage with.

The preoperational phase spans the ages of two to seven explains that kids learn by

describing things with words and images. In the field of education, the majority of

students enter in school at this age, and teachers get to discover and comprehend

each learner's capabilities by providing them with tangible connected operations.

Among the exercises include drawing, calculating numbers, and having students

use names to distinguish certain items.

Between the ages of seven and eleven is known as the "concrete operational stage,"

during which the kid begins to reason rationally about tangible items and learns to

12
 consider the opinions of others. The youngster modifies their environment to

address issues such as answering addition, subtraction, multiplication, and division

problems in mathematics. At this point, the coach or teacher examines the students

and distinguishes between quick and slow learners and employs various tactics

according to each kind.

Formal operating period and the minimum age requirement is twelve. The young

adult starts to apply deductive reasoning and think more abstractly. People are able

to use moral, ethical, social, and philosophical approaches as well as a variety of

potential solutions to their difficulties to address the problems.

Piaget highlights how crucial it is to comprehend the stages of cognitive development in

the context of teaching and learning. Depending on the learner's development and skills

at every given stage of the learning process, a teacher should be able to choose what

content or information to provide evolution.

2.9Summary and Critical Review of the Literature

Given that the competency-based curriculum is essentially skill-based education, it is

clear from an analysis of its effects that the new curriculum may raise academic

standards in schools instead of educating with a knowledge-based approach. The

primary components that steer the path are the government, students, teachers, and

coaches must collaborate closely to guarantee the Curriculum goals are accomplished.

Each student's needs must be understood by the instructor or coach talent and skills, as

well as assist students in acquiring the knowledge and abilities required for their field

of study. In order to apply the appropriate skills and impart the appropriate

13
competences to the learners, they must possess a thorough understanding of the

curriculum. It is advised to provide periodic training to make sure the suggested

principles are followed. Students must take responsibility for their learning since this

curriculum encourages self-assessments and performance-based feedback travel and

make sure the appropriate procedure is followed.

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 INTRODUCTION
This chapter covered the general approach that was used to construct the study, as well

as how the population was to be identified, the sample design chosen, data collecting,

analysis, and discussion. It was also to go over the reliability and validity of the

methods and instruments employed in the investigation.

3.2 Research Design

We employed a descriptive research design, which was characterized by Creswell

(2003) as a methodology used to describe individuals, groups, environments, or

phenomena using data that was gathered.

14
3.3 Study Area
Our study included the geographical area that consists of 44 public elementary schools

in Kirinyaga East, Kirinyaga County, which had 30 locations, according to a survey

done by the Ministry of Education in 2018.

3.4 Target Population

In order to observe how educators and students are adopting the competency-based

curriculum, we visited public elementary schools in the sub county. We also conducted

one-on-one interviews with a random selection of educators and stakeholders. This

constituency aimed at population of 44 schools, with 500 teachers and 6000 pupils

enrolled as the purpose of the meeting was to gather specific data and opinions on their

encounters with the fresh curriculum.

3.5 Sampling Techniques

We used stratified random sampling, partitioning our population into several groups.

Using this strategy, the research region was divided into strata based on geography,

and five instructors are selected at random from each of the ten strata.

3.6 Sample Size

In accordance with Mugenda and Mugenda's (2003) guidelines for educational research,

which specify that a sample size of 10% to 50% of the population being investigated is

appropriate, we made contact with 50 instructors. The sessions' objective was to gather

comprehensive data and input on their encounters with the updated curriculum.

15
3.7 Measurements and Variables
The performance of students was regressed against three performance indicators:

technical abilities, talent finding, CBC production, and, lastly, Kenyan educational

quality.

3.8 Research instruments

To reach this result, the study included focus group discussions, questionnaires,

observation, and one-on-one interviews. This attempted to elicit from each participant

factual concerns. The instruments followed a reasonable methodology consistent with

the subjects.

3.9 Validity of Measurements

The degree to which the measure's results accurately reflect the variable they are meant

to is known as validity. The measures that took into account the learners' inclinations to

work independently reveal the level of learning to which the variable is assigned.

3.10 Reliability of Measurements

Analysis of variance was employed because, according to Mugenda (2008), it uses the F-

test in terms of sums of squares residual utilizing the chi square, the relationship

between performance metrics, CBC productivity, talent identification and technical

skills, and quality of education as well as the skills and performance of the students.

3.11 Data collection Technique

The study's goals and the research challenge served as guidance for the choice of data

gathering method. As a result, only information pertinent to the study's problem and

objectives was gathered, and the methodologies used should be appropriate for the

kind of information needed for the investigation. Data gathering techniques were

16
carefully chosen as they decide the study's success. Recording behavior as the

researcher watches it is part of the observation approach. It might be participatory or

naturalistic. A researcher uses naturalistic observation to watch and document

interesting behaviors in an individual's without tampering with the topics' (items or

people's) natural condition. This benefits the investigator can watch events unfold as

they actually occur in real time, making it feasible to get reliable information. However,

in the case of participant observation, the observer integrates into the group of subjects

under observation.

Another way to get data is through interviews. With this technique, a researcher uses

questions to elicit an account of the participant's ideas and actions. A typical structured

interview is posing comparable, pre-written questions to participants. The surveys are

able to be completed either in person during the participant and researcher's face-to-

face interview or can be sent out for the participant to complete and return.

Additionally, organized questions may be posed and addressed in a phone interview.

Focus group discussions (FGDs) are the third method of data collection; they are used

to gather information from a group of people who share similar problems or

characteristics. One benefit of FGDs is that a large amount of data can be quickly

collected from participants who are gathered in one place. Another benefit is that the

researcher and the respondent can clarify issues, leading to more accurate information

being collected. On the other hand, FGDs take longer than individual interviews

because respondents are allowed to share their opinions; occasionally, a small number

of participants tend to dominate the discussion sessions; and some participants may not

17
give a true picture of their situation out of fear of how others will perceive them.

Primary data are needed for this research in order to describe the research problem and

identify the research gap. Structured questionnaires will be used to conduct interviews

with a sample of thirty individuals.

3.12 Data Analysis

In order to ensure that the data obtained is correct and comprehensive prior to data

analysis, the data analysis process comprised editing, coding, tabulation, and report

formatting. Cross tabulation was used in the collection and analysis of the qualitative

data to compare responses based on a number of characteristics. Additionally,

descriptive analysis will be used by using weighted averages for frequency and

percentages. This will improve the accuracy of the instruments to be utilized in the

outcomes analysis.

The quantitative data is instantly edited by the researchers for accuracy and uniformity.

The influence of the new CBC on student performance and competence in Kenya will be

the basis for the study and results of the quantitative data collected, which will include

data analysis from surveys from the participants.

3.13 Logistical and Ethical Consideration

A pattern of consideration was used in the study strategy, and surveys were sent out

appropriately and accurately to people who needed them. The similar procedure was

used during interviews in order to minimize time wasting. The code of behavior used to

find the outcome was really kind study involving integrity and confidentiality

18
CHAPTER 4: FINDINGS AND DATA ANALYSIS

4.1 Introduction
This section mostly includes the different data analyses that the researcher conducted

and the numerous associated research study conclusions.

4.2Response Rate of Respondent’s

Response rate is the percentage of different respondents who were able to reply to the

different questionnaires that the different respondents in the research study had sent

out.

The research report states that a sizable majority of respondents were able to participate

in the research project in order to achieve its goals. Only a fraction of the respondents

was able to continue with the process of completing the surveys since some of them

19
were unable to continue with the data input part (responding back to the

questionnaires) for a variety of distinct reasons.

Following an examination of the data below, the research study was able to continue its

data analysis procedure in order to determine the respondents' response rate. It was

widely observed that the researcher's surveys had the following response rate:

Table 4.1: Descriptive Statistics

Frequency Percent Valid percent Cumulative

percent

Questionnaires 12 60% 60.00% 60%

answered back

Questionnaires not 8 40% 40.00% 40%

answered back

20
 The response rate

Questionnaire answered

Questionnaire not answered

4.3 Bio-Information

4.3.1 Concept Bio-Information

Bio-information is any number of data that, when combined, provide a description of

the many respondents who took part in the study and their varied explanations for how

they responded to the researcher's research equipment.

Many attributions have been made to the various respondents, according to the

research study that has been conducted thus far. These include the respondents' literacy

levels, gender and sex, age composition and categorization, and other relevant patterns

of concern that were primarily noticed in a research study.

21
4.3.2Literacy Levels
The goal of the research project was to conduct a thorough examination of the data it

collected. The study produced a number of correlation results that supported the data

on literacy levels from the various research respondents.

Numerous factual data on the varying literacy levels of the numerous respondents who

participated in the research study were identified by the study.

Table 4.2: Literacy levels

Calibrated log Percent Valid percent Cumulative

percent

Degree 8 66.7 67 66.7

Diploma 4 33.3 33 33.3

22
 80

70

60

50

40 Calibrated log
Percent Valid
30 Percent

20

10

0
Degree Diploma

4.3.3 Gender Sex Classification and Composition of Respondents

The research project successfully completed a thorough examination of the different

results, which in turn would support the conclusions drawn from the data about the

gender or cluster (respondent composition).

Table 4.3: Gender

Calibrated log Percent Valid percent Cumulative

percent

Male 7 58.3 58 58.3

Female 5 41.7 42 41.7

23
 200

180

160

140

120
Cumulative percent
100 Percent
Percent valid
80 Calibrated log
60

40

20

0
Male Female

4.3.4 Age bracket classification and composition

The research study also conducted a thorough investigation into the different data on

the age bracket classification of the respondents. The different age bracket compositions

were examined and grouped into different groups, as shown in the following figure:

Table 4.4: Age bracket

Years Calibrated log Percent Valid percent Cumulative

percent

20-30 1 8.3 8 8.3

31-40 3 25 25 25

Above 40 8 66.7 67 66.7

24
 Age bracket classifications

20-30 years
31-40 years
Above 40 Years

4.3.5Working Experience of the Respondents

The research study was able to provide an analysis of the different types of work

experiences that the respondents with different departments within the case study

firms. The working experience of the respondents was properly calibrated and

estimated, resulting in the clustering of the data shown in the table below.

Table 4.5: Working experience

Years Calibrated log Percent Valid percent Cumulative

percent

Less than 1 1 8.3 8 8.3

1-3 2 16.7 17 16.7

4-7 2 16.7 17 16.7

8-11 1 8.3 8 8.3

25
 12-15 1 8.3 8 8.3

16-19 2 16.7 17 16.7

Above 20 3 25 25 25

Less than 1 years

40

Above 20 Years 1-3 Years

20

Calibrated log
0 Percent

16-19 Years 4-7 Years

12-15 Years 8-11 Years

4.3.6 Availability of Instructional resources

The research study was able to provide an analysis of the availability of resources that

the respondents with different departments within the case study firms. The data is as

shown below in the table;

26
Table 4.6 Instructional resources

Resources Strongly Agree Agree Not sure Disagree

F % F % F % F %

Text books 9 75% 3 25% 0 0 0 0

Teachers 9 75% 3 25% 0 0 0 0

guide books
ICT 0 0 12 100% 0 0 0 0
equipment
Laboratories 0 0 0 0 3 25% 9 75%

4.3.7 Head teachers’ response on their attitude towards competence-based curriculum

The research study was able to provide an analysis on the attitude of the respondents

with different departments within the case study firms. The data is as shown below in

the table;

Table 4.7 Attitude

Response Frequency Percentage

27
 Neutral 8 66.7

Positive 4 33.3

Negative 0 0

4.3.8 Training of Teachers

The research study was able to provide an analysis on teachers training of the

respondents with different departments within the case study firms. The data is as

shown below in the table;

Table 4.8 Teachers Training

Response Frequency Percentage

Yes 10 83.33

No 2 16.67

28
 CHAPTER FIVE: RESEARCH FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS

5.1 Introduction
The focus of this chapter is mostly on the research study, research findings, research

conclusions, research recommendations, and recommendations for more research.

5.2 Research Findings

The researcher was able to carry out extensive investigation in the general case study

topic. The researchers overcame several obstacles to assure the success of the study,

including the fact that not all of the questionnaires were availably returned for the data

analysis component, which led to objective data that was examined by a different

number of sampled respondents than those needed to help them with the analysis and

formulation of the research study's results.

Another study conclusion that the researchers were able to pinpoint concerned the

existence of pertinent data regarding the respondents' gender in the data set. In turn,

the researchers were able to determine and ascertain that a greater percentage when

compared to the entire population of the sample size, there was a noticeable difference

in number regarding the female population.

The researchers were able to determine that the majority of the respondents' literacy

levels were primarily concentrated into three common levels: degree, diploma and

29
certificate with 66.7% of the corresponding sample size being classified as degree

holder.

5.3 Research Conclusions

Discussion of the Findings

After the research's data was properly analyzed, the study was able to examine a

number of relevant elements in the findings;

i. Instructional resources

The results of the research study showed how insufficient the resources are for

implementing the CBC. Therefore, successful learning cannot incorporate all learners.

There are inadequate resources available for practical in topics like agriculture, home

science, PE, and other practical-oriented courses, while some areas totally lack them.

It was found also that teachers lack the necessary implementation abilities and that

learning centers lack the infrastructure needed to adopt ICT skills.

ii. Teachers attitude on implementation of CBC

The degree to which schools implement curriculum policies is largely determined by

teachers, who play a crucial role as key stakeholders. This is dependent on their

attitudes and perspectives regarding the curriculum. The second objective of the

research looked at the influence of teachers' attitudes on competency-based curricula in

public pre-schools. Despite the obstacles they faced in implementing the curriculum,

the majority of teachers (33.3%) had positive attitudes toward it, while 67.7% had a

neutral attitude.

30
iii. Training of teachers

Competency Based Curriculum (CBC) implementation is significantly influenced by

teachers' level of training. Due to lack of standardized teacher preparation, some

learning instruction, however, does not implement CBC well. The third objective of the

research looked at the influence of teachers' training on competency-based curricula in

public pre-schools. However, in our study 83.33% of the teachers attended the in-service

training while lesser percentage of 16.67% were not able.

5.4: Recommendations
The study's conclusions led to the following recommendations to be made:

i. To enhance the use of competency-based curriculum Ministry of Education

through the Kenya Institute of Curriculum Development should lengthen

the in-service training period to improve competency across preschools.

ii. The Teachers' Service Commission need to mandate that all teachers are

required to participate on the in-service competence training every three

years prior to they may be permitted to advance to the following grade upon

promotion. This would allow students to refresh their understanding of

competent pedagogical abilities in the application of the curriculum.

iii. The government, through the Ministry of Education should provide schools

with well-equipped sufficient ICT and other educational resources

apparatus. Additionally, learners to be equipped with specialized instruction

in ICT to ensure proficiency curriculum that is based.

31
 iv. The Teachers Service Commission ought to hire additional elementary

school teachers and step-up oversight to guarantee that only qualified

teachers are working for the Board of Management at the institution.

v. The curriculum development institute in Kenya (KICD) ought to include

more teachers participating in the curriculum reform process and using ICT

to produce favorable views among teachers toward the application of CBC.

5.5 Suggestions for further research

Future scholars with an interest in the use of competency-based curricula Programs

ought to focus more on the following areas:

1. The current study was carried out at public pre-primary educational

institutions. Consequently, comparable research needs to be conducted at the

higher public primary and higher private schools, either in the same or a

separate region

2. The primary goal of the current study was to determine how school variables

competency-based curricula are being implemented in public preschools.

Thus, the impact of head teachers should receive more consideration on

leadership approach to putting competency-based curricula into practice.

32
 REFERENCES
Aschinah, F. M., & Adu-Gyamfi, N. (2016). Challenges teachers face in implementing

the new curriculum in basic schools in Ghana. Journal of Education and Practice, 7(34),

29-35.

Dang, H. (2016). Preparing teachers for competency-based education: Lessons from the
field. American Institutes for Research.

East African Journal of Education Studies eajes.eanso.org Volume 6, Issue 1, 2023 Print
ISSN: 2707-3939 | Online ISSN: 2707-3947 Title DOI: https://doi.org/10.37284/2707-
3947

Eggen, P. & Kauchak, D., (2001). Educational Psychology Windows on Classrooms (5th

edition) United States of America.

Hardy, L. (2003). Overburdened, overwhelmed.American School Board Journal, 190(4), 18-

23.

Hernández, M. & Menéndez, R. M. M. (2017). Competency- based Education – Current

Global Practices.

Kherbeck, L., & Jagannathan, P. (2017). Implementing competency-based education in

Ethiopia: Opportunities and challenges. World Bank Group.

Luhambati, S. (2013). “Change from Knowledge-based to Competency-based

Curriculum among Secondary School in Tanzania.” Unpublished M.Ed. Dissertation.
Ruaha University, Iringa.

McMillan, James H. (2000). Fundamental assessment principles for teachers and school
administrators: Practical Assessment, Research & Evaluation, (8). Available online:
http://ericae.net/pare/getvn.asp?v=7&n=8.

Ministry of Education (2017). Guidelines for the Implementation of Free Education.

Nairobi

33
Mugenda, A., & Mugenda, O. (2003). Research methods: Quantitative and qualitative

approaches. Nairobi: Acts Press.

Obani, T. (2002). The development of concepts of handicap in adolescents: A cross

cultural study. International Journal of Educational Development, 4(4) 285-291.

Ogutu, W. (2020). The Dynamics of Art and Craft Curriculum in Enhancing Child
Growth and Development. East African Journal of Education Studies, 2(1), 18-24.
https://doi.org/10.37284/eajes.2.1.134

UNESCO, (2017). Competency-based Approaches. International Bureau of Education.

http://www.ibe.unesco.org/en/topics/competency based-approaches.

Woolfolk, A. E. (1993). Educational psychology. Boston:Allyn and Bacon.

34