Abstract:
The Kenyan education system has undergone transformation; it is now competency
based as opposed to content-based. As a result, the instructors ran into challenges while
implementing a new curriculum, notably in the areas of instructional content delivery
and assessment. The study looked at the degree to which educators are prepared to use
CBC in terms of their understanding of its principles, their capacity to integrate teaching
and learning with it, and their level of competence in evaluating students in CBC.
Descriptive survey research design was the study's research methodology. The research
instruments utilized were deemed valid by expert opinion. The questionnaire had a
Cronbach's alpha reliability coefficient of 0. 7. Quantitative data were analyzed using
descriptive approaches, revealing the mean and percentages. Thematic topics were used
to organize the answers to qualitative data. According to the study, the teachers had a
limited understanding of the concepts of CBC (M = 2. 10, SD = 0. 21). The majority of
instructors (107, or 66. 5%) had received no training in the use of CBC. The majority—
64 (40. 3%)—used techniques from the previous curriculum to bring about the new
CBC curriculum. About 32 (20. 1%) of the instructors sought advice from others who
had undergone CBC training. According to earlier findings of the research, the majority
of instructors, 84 (52. 3%), reported being ill-equipped to plan their courses of
instruction, which may have been caused by insufficient training. As a result, the lesson
plans and work records that the teachers produced were flawed because they were based
on the work schemes. The study setting only employed the recommended CBC methods
of teaching and learning, which were utilized so frequently in instruction and learning
(M = 2. 35; SD = 0. 21). Group work (M = 2. 54, SD = 0. 58) and drama (M = 2. 63,
SD = 0. 81) were the only techniques that were somewhat commonly used in the classes.
The sample lacked the ability to make informed decisions regarding teaching and
learning methods in CBC classrooms in the area of the research (M= 2. 42; SD = 0. 26).
According to the study, one of the main challenges in adapting teaching and learning
methods to the demands of CBC was time constraints. According to the research, the
teachers' ability to aid in the learners' evaluation was poor [M=1. 93, SD=0. 33]. The
teachers were consequently unable to properly evaluate the learners' proficiency in the
desired skills in order to guide the intervention in future skill acquisition and eventual
mastery of the desired skills. The study article recommended that the Ministry of
Education, through its representatives such as the Teachers Service Commission and
the Kenya Institute of Curriculum Development, should increase in-service training
programs among the teachers. The goal of this was to improve their understanding of
the principles of CBC, the teaching and learning methods that should be used, how to
write professional papers for a CBC instructor, and how to conduct learner assessment
in CBC. To promote CBC implementation, the government must also guarantee that
schools have enough personnel and provide enough instructional materials.
