Implementation of competency-based curriculum policy and learners’ outcomes in Makueni County, Kenya
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Date
2024-11
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Kenyatta University
Abstract
In a competitive world with varying degrees of complexity in social, economic and cultural needs of our society, the need to deliver a competitive, effective and relevant education system remains a pressing obligation for both policymakers and bureaucrats. Existing research on the effects of implementation of the National Curriculum Policy of 2018 on learning outcomes remain inconclusive. In light of the foregoing, this research sought to study: the effect of availability of learning resources; CBC supporting infrastructure; teacher capacity building; teaching methodologies; stakeholder awareness; and assessment criteria on learners’ outcome in Makueni County. The study was anchored on three critical frameworks: advocacy coalition model, street-level bureaucracy, and policy transfer model. Descriptive survey research design was preferred for this study. Interpretivist philosophical paradigm informed the study. A total of 903 Grade 6 teachers from public primary schools in Makueni, 903 grade 6 PTA representatives, 903 chairpersons of public primary schools’ Boards of Management, 41 Curriculum Support Officers, and 9 sub-county directors of education were targeted. A total of 349 respondents were sampled representing the subgroups in the target group. Slovin’s formula was employed for the sampling. Since the population was relatively small, all the 41 curriculum support officers and the 9 Sub-County directors of education were included in the sample. The process of data collection which involved primary data was carried out in the field utilizing a semi-structured questionnaire and an interview guide. For the pilot test, ten percent (35) participants of the total sample, was selected from Kitui County. Quantitative data underwent analysis through descriptive statistics, regression modelling, and inferential techniques, while qualitative data was explored through thematic analysis. To assess relationships between the variables, the study employed both Pearson’s correlation coefficient and multiple regression analysis. All ethical considerations, such as maintaining the anonymity of respondents and adhering to norms of data processing, were followed. The necessary authorizations from Kenyatta University, NACOSTI, and County Director of Education, County Governor, and the County Commissioner were obtained. The findings revealed R-squared value of 0.76, implying that 76% of the variation in learners’ outcomes in Makueni County is explained by availability of learning resources, CBC supporting infrastructure, teacher capacity building, teaching methodologies, assessment criteria, and stakeholder awareness. The collective effect of independent variables, including the availability of learning resources (β=0.354, p<0.05), CBC supporting infrastructure (β=0.111, p<0.05), teacher capacity building (β=0.257, p<0.05), effective teaching methodologies (β=0.195, p<0.05), and assessment criteria (β=0.103, p<0.05), had statistically significant and positive relationships with learners' outcomes in Makueni County. However, the study found that stakeholder awareness was statistically insignificant (β=0.044, p>0.05) in its relationship with learners' outcomes. This study concludes that, availability of learning resources, CBC-supporting infrastructure, teacher capacity building, effective teaching methodologies, assessment criteria, and stakeholder awareness, collectively shapes learners' outcomes in Makueni County. In view of the findings, the management in the education sector should prioritize the allocation of learning resources in Makueni County schools, particularly focusing on areas that recorded the highest dissatisfaction rates
Description
A research thesis submitted to the school of law, arts and social sciences in partial fulfilment of the requirements for the award of the degree of doctor of philosophy, Policy and Management of Kenyatta University, November 2024
Supervisors:
Dr. Wilson Muna
Dr. Heather Kipchumba