RESOURCE FACTOR IN COMPETENCE BASED CURRICULUM (CBC)

IMPEMENTATION 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 20

i
 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: ..................................

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 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.

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 TABLE OF CONTENTS
DECLARATION................................................................................................. ii
ACKNOWLEDGEMENTS............................................................................... iii
CHAPTER ONE: INTRODUCTION.............................................................. 1
1.1 Background of the Study.............................................................................. 1

1.2 Statement of the Problem............................................................................. 3

1.3 Objectives of the Study................................................................................. 3

1.4 Research Questions........................................................................................4

1.5 Assumptions of the study............................................................................ 4

1.6 Delimitations of study…………………………………………….............. 4

1.7 Significance of the Study.............................................................................. 5

1.8 Definition of Significant Terms.......................................... ........................ 5

CHAPTER TWO: LITERATURE REVIEW................................................... 7
2.1 Introduction ……………………….............................................................. 7

2.2 Teaching and learning materials………………........................................ 7

2.3 Teachers attitude……….. ........................................................................... 8

2.4 Training of teachers ……….......................................................................... 9

2.5Theoritical framework……............................................................................10

2.6 Social constructivism theory........................................................................11

2.7Visible learning theory...................................................................................12

2.8Cognitive development theory.................................................................... 13

2.9Summary and critical review of the literature........................................... 15

CHAPTER THREE: RESEARCH METHODOLOGY .................................16
3.1Introduction....................................................................................................16

3.2 Research design.............................................................................................16

3.3 Study Area .......................................................................................... ..........16

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3.4Target population.......................................................................................... 16

3.5Sampling techniques …….............................................................................17

3.6Sample size .....................................................................................................17

3.7Measurements and variables .......................................................................17

3.8Research Instruments.....................................................................................17

3.9 Validity of measurements ............................................................................18

3.10 Reliability of measurements ......................................................................18

3.11 Data collection technique............................................................................18

3.12 Data analysis................................................................................................ 20

3.13 Logistical and ethical considerations.........................................................20

References……………………………………………………………………...…21
APPENDIX: QUESTIONNAIRE FOR PRIMARY
SCHOOL HEADTEACHERS............................................................................23

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 CHAPTER ONE: INTRODUCTION

1.1 Background 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.

1
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.

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

2
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:

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.

1.2 Statement 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.

1.3 Objectives of the study

This research will be guided by the following objectives;

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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 will be directed by the following research questions;

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

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

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

1.5 Assumptions of the study

This project will assume that;

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

2. Provision of enough teaching and learning materials will be essential in public

primary schools.

1.6 Delimitations of the study

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

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

generalized to the rest of the county. This is 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.

1.7 Significance of the study

The major benefit that the study will be engaged in will be the quality of learners to be

revealed after undergoing the system. Provision of enough resources will be to improve

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

1.8 Definition of significant terms

The terms below will be 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.

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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

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CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction

This chapter will provide 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.

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

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

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 a 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

8
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).

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 a 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

9
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

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

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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

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.

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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

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

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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

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

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 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

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

14
at every given stage of the learning process, a teacher should be able to choose what

content or information to provide evolution.

2.9 Summary and Critical Review of the Literature

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

be 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

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.

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 CHAPTER THREE: RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter will cover the general approach that will be used to construct the study, as

well as how the population will be identified, the sample design chosen, data collecting,

analysis, and discussion. It will also go over the reliability and validity of the methods

and instruments employed in the investigation.

3.2 Research Design

We will employ a descriptive research design, which will be characterized by Creswell

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

phenomena using data that was gathered.

3.3 Study Area

Our study will include the geographical area that consists of 44 public elementary

schools in Kirinyaga East, Kirinyaga County, which has 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 will visit public elementary schools in the sub county. We will also

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

This constituency will aim at population of 44 schools, with 500 teachers and 6000

16
pupils enrolled as the purpose of the meeting will be to gather specific data and

opinions on their encounters with the fresh curriculum.

3.5 Sampling Techniques

We will use stratified random sampling, partitioning our population into several

groups. Using this strategy, the research region will be 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 will make contact with 50 instructors. The sessions' objective will be to

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

3.7 Measurements and Variables

The performance of students will be 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 will focus on group discussions, questionnaires,

observation, and one-on-one interviews. This will attempt to elicit each participant

factual concerns. The instruments will follow a reasonable methodology consistent with

the subjects.

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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 will take 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 will be 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 will serve as guidance for the choice of

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

and objectives will be gathered, and the methodologies used will be appropriate for the

kind of information needed for the investigation. Data gathering techniques will be

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

researcher watches it will be part of the observation approach. It will 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

18
people's) natural condition. This benefits the investigator to 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) will be 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

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

Primary data will be needed for this research in order to describe the research problem

19
and identify the research gap. Structured questionnaires will be used to conduct

interviews with a suitable sample of individuals.

3.12 Data Analysis

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

data analysis, the data analysis process will comprise editing, coding, tabulation, and

report formatting. Cross tabulation will be 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 will be used in the study strategy, and surveys will be sent

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

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

to be used to find the outcome will involve integrity and confidentiality.

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 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

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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.

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APPENDIX: QUESTIONNAIRE FOR PRIMARY SCHOOL HEADTEACHERS

Introduction
The school factors influencing the implementation of competency-based curricula in

primary schools in Kirinyaga East Sub County, Kirinyaga County, Kenya, are being

investigated in this study. We request you to give us your suggestions using your

personal experiences based on competence based curriculum.

SECTION A: DEMOGRAPHIC INFORMATION

1. Please select your gender:

Male [ ] Female [ ]

2. Identify your age range

i) 20–30 years old [ ]

ii) Ages 31–40 [ ]

iii) More than 40 years old [ ]

3. Which is your highest qualifications

Certificate [ ] Diploma [ ]

Degree [ ] Others …………………………

4. How long have you served as a head teacher? ……………………..

23
SECTION B: TEACHERS TRAINING

5. How many teaches do you have in your school? ……………..

6. How many teachers on your school have been trained to handle competence

based curriculum? ……………….

7. How many of your teachers have attended the in-service training? ……………

8. How many times have they attended the training? …………………….

9. Does the in-service training offers enough skills to handle competence based

curriculum classes? .……………………

SECTION C: LEARNING RESOURCES

10. Tick if the following resources are sufficient in your school based on the

following;

SA-Strongly Agree A –Agree

NS-Not Sure DA – Disagree

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Requirements SA A NS DA

Text books

Teachers guide books

ICT equipment

Laboratories

11. Does the school have the necessary resources to manage the implementation of

competency-based curricula in respective subjects?

………………………………………………………………………………………………

12. Enumerate major obstacles on competency-based curriculum implementation

you have experienced

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

13. Propose potential remedies for the difficulties listed above

………………………………………………………………………………………………

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SECTION D: TEACHERS’ ATTITUDE ON COMPETENCY BASED CURRICULUM

IMPLEMENTATION

14. What do you think is the attitude of teachers towards competence based

curriculum?

Neutral [ ] Positive [ ] Negative [ ]

15. What do you think is the reason for this?

………………………………………………………………………………………………

………………………………………………………………………………………………

16. What is your take on the competence based curriculum?

………………………………………………………………………………………………

………………………………………………………………………………………………

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