TEACHERS’ PREPAREDNESS IN IMPLEMENTATION OF COMPETENCYBASED CURRICULUM IN SCIENCE LEARNING AREAS IN PUBLIC PRIMARY SCHOOLS IN NAIROBI COUNTY, KENYA

Abstract

ABSTRACT This study examined teachers’ level of preparedness in implementing Competency-Based Curriculum (CBC) for science-learning areas in public primary schools in Nairobi County, Kenya. The study sought to answer the following research questions: To what extent had the training done prepared teachers to implement Competency-Based Curriculum for science learning areas in Nairobi county?; Which specific pedagogical skills did teachers possessed that equipped them in implementing Competency-Based Curriculum in science learning areas?; What assessment practices did teachers follow in implementing the CBC for science learning areas?; How did teachers integrate technology in CBC for science learning areas?; What challenges were experienced by teachers in implementing CBC in the science learning areas? What strategies can effectively mitigate challenges teachers face in the implementation of Competency-Based Curriculum for science learning areas? Underpinning the study was the Theory of Change (ToC) proposed by Carol Weiss and Curriculum Implementation Theory. The design was concurrent triangulation, convergence model. The target population was 1710 public primary school teachers who taught grades one to four in Nairobi County. Three hundred and twenty-four teachers were selected through a stratified random sampling method; maximum variation (heterogenous) purposive sampling was exercised in selecting twenty head teachers and ten Curriculum Support Officers (CSOs). This made a sample size of 354 participants. Data collection instruments included a questionnaire, in-depth interview guides, document analysis guide, and lesson observation checklists. The study used content and face validity to validate study tools while reliability was ensured through internal consistency. A Cronbach Alpha index of 0.86 was reported for the Likert Scale items. Trustworthiness of qualitative data was done through triangulation of data sources, triangulation of research tools, and triangulation of data analysis and reporting procedures. The researcher observed all necessary ethical considerations applicable to the study. Quantitative data analysis was done using SPSS version 22 and yielded descriptive and inferential statistics. Results were presented in charts, tables, texts, and narratives. The researcher subjected qualitative data to thematic analysis and presented results concurrently through a narrative form. Study results were that: Three quarters of the sampled teachers attended Competency-Based Curriculum training and found it beneficial but still required more training. The majority of the teachers relied on the lecture and question and answer method and had insufficient knowledge regarding Competency-Based Curriculum assessments in the science learning areas. Results also showed that public primary schools lacked the infrastructure for technology integration in science learning areas. Teachers were facing many challenges, including unclear assessment procedures, lack of support by parents, and overcrowded classrooms compounded by the low teacher-to-learner ratio. The study concluded that teachers in Nairobi County were progressively gaining skills for implementing Competency Based Curriculum. They were already conversant with making schemes of work, lesson planning and keeping various records in the new curriculum. However, they needed more training in other thematic areas. The study recommended that KICD intensifies teacher training to cover formative assessment, technology integration and how to choose and apply learner centric teaching and learning methods in facilitating knowledge construction among learners.