Teaching Resource Adequacy and Competency-Based Curriculum Implementation in Public Junior Schools in Kisii South Sub-County, Kenya

Abstract

This study examined the effect of teaching resource adequacy on the implementation of the Competency-Based Curriculum (CBC) in public junior schools in Kisii South Sub-County, Kenya. The challenges faced in the implementation of the Competency Based Curriculum (CBC) in public junior schools continue to be partly exacerbated by inadequate teaching and learning resources that limit the use of pedagogies that emphasise learners, practical activities and the development of competencies. The study used a convergent mixed methods research design in a descriptive survey approach based on the theory of Educational Change. A total of 57 public junior schools were sampled, with 224 respondents (199 teachers and 25 principals). Questionnaires and interview schedules were used to gather data, and a pilot study was conducted in Kisii Central Sub-County. Data analysis involved: SPSS 26 (descriptive statistics, Pearson correlation, regression analysis) and thematic analysis of qualitative data. The findings indicated that teaching resources significantly and positively influenced the implementation of CBC (β = 1.042, t = 27.581, p < .05). The research findings show that suitable instructional materials and learning aids are essential in implementing CBC in junior schools. It calls for the Ministry of Education, school boards of management and the Kenya Institute of Curriculum Development to continuously provide, update, maintain and hold teachers and learners accountable for teaching and learning resources.