School-Related Factors Influencing Use of Competency-Based Assessment in Pre-Primary Schools in Nyeri County, Kenya
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Date
2025-06
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Kenyatta University
Abstract
Competency-Based Assessment (CBA) is central to the Competency-Based Curriculum (CBC). It focuses on evaluating what learners can do with the knowledge and skills they acquire. In pre-primary education, CBA helps build essential skills early in life. However, in Kenya, many teachers still rely on out-dated norm-referenced assessments. These methods do not align with the CBC and may hinder learners from acquiring the necessary competencies. The effectiveness of CBA in pre-primary schools in Nyeri County remains unclear. Factors such as teacher motivation, school type (public or private), and the availability of resources may influence its use. The specific objectives of the study were to: Determine the extent of Competency-Based Assessment (CBA) used in public and private pre-primary schools; investigate the relationship between teachers’ motivation and the use of CBA in pre-primary schools; examine the correlation between resource availability and the use of CBA in pre-primary schools; and analyze the challenges teachers faced in implementing CBA in pre-primary schools and propose practical strategies for addressing them. This study was guided by Michael Fullan’s Educational Change Model and adopted a descriptive correlational research design. The target population for the study comprised all 69 registered pre-primary schools in Nyeri County, which included 41 public and 28 private schools. Random sampling selected 63 teachers, and purposive sampling identified 22 head teachers. Data was collected using questionnaires and interviews, with both qualitative and quantitative methods used for analysis. Before the main data collection, a pilot study was conducted in one public and one private pre-primary school in Nyeri County, which were not included in the actual sample. Validity of the instruments was enhanced through expert judgment while reliability was tested using Cronbach’s alpha, which yielded a reliability coefficient of 0.72. Data analysis was performed using the Statistical Package for Social Sciences (SPSS version 28.0), generating descriptive statistics like frequencies, percentages, means, and standard deviations. Inferential analysis employed Pearson's "r" and t-tests. The mean difference in CBA use between public and private schools was insignificant (p-value .731). Correlation analysis showed significant negative correlations between teacher motivation and CBA use (-.797) and between resource availability and CBA use (-.584). Findings revealed low motivation for CBA due to inadequate training, poor instructional materials, lack of infrastructure, and inadequate teaching resources. Interviews highlighted challenges such as insufficient training and unclear policies. The study recommended addressing these issues to improve CBA implementation in pre-primary schools. Most of the head teachers expressed concerns over the limited understanding of CBA among teachers, leading to confusion and inconsistency. Additionally, logistical issues, such as funding for assessment materials, were frequently mentioned as barriers to successful implementation. The study recommended that management of schools should enhance teachers’ capacity in use of CBA and provide adequate learning resources including course books and summative assessment tools. The county governments should ensure timely disbursement of funds to pre-primary schools to acquire more learning resources to support the implementation of CBA.
Description
A Research Project Submitted in Partial Fulfilment for the Award of the Degree of Master of Education (Early Childhood Education) in the School of Education and Life-Long Learning Kenyatta University, June 2025.
Supervisor
Nyakwara Begi