| dc.description.abstract | The purpose of this study was to investigate school related factors influencing effective
implementation of competence-based curriculum in Mbooni East Sub-County,
Makueni County, Kenya. The study was guided by the following objectives: To
determine the extent to which teacher characteristics influence effective
implementation of competency-based curriculum; examine the extent to which the
application of CBC pedagogy influences effective implementation of competency
based curriculum; assess the extent to which learning support resources influences
effective implementation of competency based curriculum; and evaluate the extent to
which teacher’s instructional support influences effective implementation of
competency based curriculum in Mbooni East Sub-County, Makueni County. This
study was guided by the Curriculum Implementation Theory and the Technology,
Pedagogy and Content (TPACK) Model. The theory postulates that the success of any
education programme is determined by the management of the support facilities, the
teacher’s ability and the clarity of the implementer. The model underscores role of
Information Communication Technology and content mastery in implementation of any
new educational programme. The study adopted a descriptive survey design and
targeted a sample size of 77 respondents, who included head teachers, grade one
teachers and the curriculum support officers from Mbooni East Sub-County, Makueni
County using random sampling and census sampling techniques. A pilot study was done
using 11 respondents from non-participating schools in the neighbouring Mwala subcounty. The research instrument included questionnaire, an interview guide and an
observation checklist. Subject experts, were used to check the validity of the research
instruments while test-retest technique was used to ascertain the reliability of the
questionnaire. The researcher personally collected data using the drop-and-pick
method for questionnaires, conducted interviews to key informants and also filled the
observation checklist. Data was analyzed using both qualitative and quantitative
techniques. Qualitative data was analyzed thematically along the specific objectives
and presented in narrative forms whereas the quantitative data was analyzed
descriptively using frequencies and percentages with the help of Statistical Packages
for Social Sciences (SPSS Version 24) and presented using tables, charts and graphs. | en_US |
