Influence of teacher pedagogical practices on implementation of the Competency Based Curriculum in public and private primary schools in Vihiga County, Kenya

Abstract

An education reform in any nation is necessary because it allows a nation to periodically review, revise, and evaluate its education systems and programmes. Kenya recently adopted the competency-based curriculum. This curriculum allows learners to lean at their own ability to demonstrate mastery of the competencies required for their future career choice and progression. The purpose of the study was to investigate influence of teacher pedagogical practices on implementation of Competency Based Curriculum in public and private primary schools, Vihiga County, Kenya. The study embraced the Open System Theory as advocated by Von Bertalaffy. The study used the mixed methods approach design. The study had a population of 4820 that encompassed; 408 head teachers, 4392 teachers, 15 curriculum support offices (CSO) and 5 Sub County Education Officers (SCEO). Using stratified and simple random techniques, a sample of 456 was selected that included 81 head teachers, 368 teachers, 5 curriculum support officers and 2 Sub County education officers. Questionnaire, interview schedule and observation schedule were adopted to collect data. Descriptive statistics was analyzed using frequencies and percentages and presented in tables. ANOVA was utilized to analyze inferential statistics. The finding concluded that there was a statistically significant positive relationship F (15, 329) = 1831.741, p < 0.00, less than 0.05 significant levels between teachers’ pedagogical practices and implementation of the competency-based curriculum. The qualitative data was presented in prose form.