Elizabeth KatamGeorge, Abuko2024-05-312024-05-312023-06https://ir-library.ku.ac.ke/handle/123456789/27996A Research Project Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Masters of Education (Curriculum Development) in the School of Education and Lifelong Learning of Kenyatta UniversityIn Kenya, teachers in the lower primary grades are currently implementing the competence-based curriculum (CBC). As opposed to just reiterating content knowledge, the new curriculum places more emphasis on learners demonstrating what they have learned. The study purposed to conduct an evaluation of the CBC implementation to find out whether it has effect on learning outcomes in lower primary schools in Butere Sub- County, Kakamega County, this evaluation primarily focused on lower primary grades. The study was guided by following objectives: To find out the effect of formative assessment on learning outcomes in the implementation of the CBC in lower primary schools in Butere sub-county Kakamega county in Kenya; To determine the effect of learner centered teaching methods on learning outcomes in the implementation of the CBC in lower primary schools; To find out the level of availability and utilization of learning resources and its effect on learning outcomes in the implementation of the CBC in lower primary schools; and finally, to determine the effect of utilisation of professional documents on learning outcomes in the implementation of the CBC in lower primary schools. The study employed the theory of curriculum implementation developed by Rogan and Aldous (2005). The study was important because it produced information that could educate teachers, head teachers, and various stakeholders’ new information about the effect of using formative assessment, learning resources, learner-centred teaching methods, and professional records on learning outcomes. The study's target population consisted of 818 respondents, including 743 teachers and 75 head teachers. To sample 19 head teachers and 193 teachers, stratification and simple random selection were utilized. Thus the study used a sample size of 212respondents.Questionnaires, interview schedule and observation guide were applied as data collecting instruments. Descriptive statistics were used to analyse quantitative data. Regression analysis was used to generate inferential statistics. The quantitative data was analysed using both descriptive and regression analysis and was presented as percentages and frequencies. The qualitative data was subjected to thematic analysis, and the results were presented narratively. The study's findings demonstrated that using formative assessment, learner-centred teaching methods, learning materials, and professional documents had a substantial beneficial effect on learning outcomes in public primary schools in Butere sub-county. The study also established that majority of teachers did not use formative assessment methods, learner-centred teaching methods, learning resources and professional documents in the CBC implementation. As a result, it was recommended that teachers should successfully use formative assessment methods, professional documents, learner-centered teaching methods and learning materials in CBC implementation. The head teachers should effectively supervise teachers and ensure they use formative assessment, learning resources, professional documents and learner centered teaching methods in CBC implementation.enImplementationCompetence based curriculumEffects on learning outcomesLower primary schoolsKakamega countyKenyaThesis