THE RELATIONSHIP BETWEEN TEACHERS’ ATTITUDE AND THE INTEGRATION OF TECHNOLOGY IN THE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PRIMARY SCHOOLS IN KEIYO-SOUTH SUB-COUNTY, KENYA

Salina J. Bartilol, Mary Kerich Egesa, Alice Yungungu

Abstract


The transformation of the education sector in Kenya through the Competency-Based Curriculum (CBC) necessitates the integration of Information and Communication Technology (ICT) in teaching. However, the role of teachers’ attitudes in this integration remains underexplored, particularly in rural settings. This study examined the relationship between teachers’ attitudes and the integration of technology in the implementation of CBC in primary schools in Keiyo-South Sub-County, Elgeyo-Marakwet County. A concurrent mixed methods design was adopted, targeting 297 teachers and 26 head teachers selected from 97 primary schools. Quantitative data were collected using questionnaires and analyzed using Pearson correlation, while qualitative data from interviews were analyzed thematically. Results revealed that there was no significant relationship between teachers’ attitude and integration of technology (r=-.111, p=.072>.05). Although many teachers expressed positive attitudes, they did not adequately apply technology in their teaching. Interviewed head teachers confirmed that positive attitudes without practical ICT application had no meaningful effect on CBC implementation. These findings suggest that while teacher attitude may be positive, real integration is hindered by infrastructural and capacity-based limitations. The study recommends leveraging teachers’ positive dispositions to enhance actual technology use through training and resource provision.

 

Article visualizations:

Hit counter


Keywords


teachers’ attitude, technology integration, Competency-Based Curriculum (CBC), Information and Communication Technology (ICT)

Full Text:

PDF

References


Akram, M., Raza, A., & Khalid, M. (2022). Teachers’ perceptions of technology integration in teaching and learning practices in Pakistan. Journal of Educational Technology & Society, 25(1), 45–58. https://doi.org/10.3389/fpsyg.2022.920317

Al-Fudail, M., & Mellar, H. (2018). Investigating teacher stress when using technology. Journal of Educational Computing Research, 56(3), 419–443. https://doi.org/10.1016/j.compedu.2007.11.004

Amunga, L., Wanjala, R., & Mutai, D. (2020). Impact of parental involvement on the implementation of the competency-based curriculum in Kenya. International Journal of Education and Development, 6(2), 77–90.

Asava, P. (2021). Influence of teacher pedagogies on the implementation of CBC in public primary schools in Westlands Sub-County, Nairobi City. International Journal of Education and Development, 10(2), 45–60.

Bariu, P., & Chung, K. (2022). Influence of teachers’ attitude on ICT implementation in Kenyan universities. African Journal of Higher Education, 9(3), 54–68. http://dx.doi.org/10.1080/2331186X.2022.2107294

Beri, R., & Sharma, P. (2019). Attitude of teachers towards the use of ICT in teacher training colleges in Haryana, India. International Journal of Research and Analytical Reviews, 6(2), 745–754.

Cherotich, P., Langat, J., & Kiptoo, M. (2023). Influence of teachers’ preparedness in the implementation of CBC in public primary schools in Bomet East Sub-County, Kenya. Bomet Educational Journal, 7(2), 40–55. Retrieved from https://rsisinternational.org/journals/ijriss/Digital-Library/volume-7-issue-1/241-252.pdf

Davidovitch, N., & Yavich, R. (2021). Teachers’ attitudes towards the use of advanced technological tools as teaching and learning aids in Israel. International Journal of Educational Technology, 18(3), 245–260. http://dx.doi.org/10.31757/euer.434

Ireri, E., Mutua, J., & Wambua, P. (2024). Effects of teacher professional development in the implementation of CBC in junior secondary schools in Imenti North Sub-County, Meru County. Journal of Educational Research and Innovation, 12(1), 101–115. http://dx.doi.org/10.47772/IJRISS.2024.8080192

Isaboke, S., Wambua, N., & Otieno, J. (2021). Teacher preparedness in the implementation of CBC in pre primary schools in Nairobi City County, Kenya. Kenya Journal of Curriculum and Instruction, 4(2), 110–127. Retrieved from http://dx.doi.org/10.35942/ijcab.v5i3.186

Kallunki, V., Saarinen, T., & Lahtinen, H. (2021). Teachers’ technological knowledge and attitudes towards ICT integration. Computers & Education, 168.

Koskei, C., & Chepchumba, S. (2020). Teachers’ competency as a cornerstone for the implementation of CBC in lower primary schools in Nakuru County, Kenya. Nakuru Journal of Educational Development, 7(1), 23–39. Retrieved from https://www.ijern.com/journal/2020/February-2020/01.pdf

Looney, C., Lowry, P. B., & Moody, G. D. (2022). The impact of the diffusion of innovation theory on e-learning adoption: A meta-analysis. Computers & Education, 180.

Makena, E. N., & Njuguna, P. W. (2023). Teachers’ qualifications and their effect on technology integration in pre-primary schools. Kenya Journal of Education Research, 12(2), 55–70.

Momanyi, T., & Rop, R. (2019). Challenges faced by early grade primary school teachers in the implementation of CBC in Bomet East Sub-County, Kenya. Bomet Educational Journal, 4(2), 40–55.

Murithi, S., & Yoo, K. (2021). Integration of technology in the implementation of CBC in primary schools in Kajiado North County, Kenya. Journal of African Educational Technology, 7(4), 102–116.

Mwangi, G., & Wanjiru, S. (2021). Challenges faced during training of teachers on CBC implementation. East African Journal of Educational Training, 10(3), 78–90.

Mwangi, P. (2022). Use of digital resources in the teaching and learning of the English language in secondary schools in Nyeri County, Kenya. Kenya Journal of Language and Education, 10(2), 77–95.

Mwangombe, F. (2021). Digital literacy and teacher attitude towards technology in CBC implementation. Journal of Curriculum Studies, 10(1), 55–68.

Mwila, K. (2018). Teachers’ age and attitude towards technology integration in teaching. Journal of Educational Research and Practice, 8(2), 90–102. https://doi.org/10.5590/JERAP.2018.08.2.07

Najjuma, P. (2021). Teachers’ practices and CBC effectiveness in Ugandan secondary schools. Uganda Journal of Teacher Education, 5(3), 140–155. Retrieved from https://dir.muni.ac.ug:8443/server/api/core/bitstreams/94b56222-9833-4121-9097-2727c4b4dac0/content

Nakhumicha, E., & Tenya, J. (2024). Access and utilization of digital platforms in Kenyan universities. East African Journal of Library and Information Science, 6(2), 88–101.

Ngeno, S., Chepchieng, M., & Koskei, M. (2021). Relationship between instructional resources availability and teacher attitudes towards competency-based education adoption in primary schools. Kenya Journal of Education, 22(3), 100–115.

Nordin, N., Samad, S., & Razak, R. (2021). Influence of social media affordances on complexity reduction for decision making in Malaysian schools. Malaysian Journal of Educational Technology, 17(2), 78–92. https://doi.org/10.3389/fpsyg.2021.705245

Nthiga, M., & Wambiri, G. (2023). Influence of teachers’ characteristics on the implementation of CBC in pre-primary schools in Juja Sub-County, Kiambu County, Kenya. Kiambu Educational Journal, 8(1), 23–38. Retrieved from https://iajournals.org/articles/iajsse_v2_i3_140_156.pdf

Nzengi, L. (2024). Influence of teacher related factors on the implementation of CBC in junior secondary schools in Thika Township Ward, Kiambu County, Kenya. Journal of Kenyan Curriculum Studies, 13(2), 112–130.

Oyugi, P. (2020). Evaluation of teacher factors on integration of ICT into teaching and learning processes in Nairobi County primary schools. Nairobi Journal of Education Research, 8(1), 21–38. Retrieved from http://ir-library.mmarau.ac.ke:8080/bitstream/handle/123456789/10709/PHD_grace_thesis%202020.pdf?sequence=1&isAllowed=y

Rabten, T. (2024). Teachers’ attitude towards technology integration in teaching and learning in Bhutan. Bhutan Journal of Educational Technology, 2(1), 12–29.

Rana, R., & Rana, S. (2020). Teachers’ perceptions of technology integration in classrooms. Journal of Educational Computing Research, 57(4), 921–942.

Sabic, D., Kovac, M., & Ilic, V. (2022). Teachers’ self-efficacy for using technology in elementary and upper secondary schools in Croatia: Interaction effects of gender and age. Computers in Human Behavior, 129. https://doi.org/10.1016/j.chb.2021.107147

Silas, M. (2020). Influence of teacher-related factors on CBC implementation in lower primary schools in Luanda Sub-County, Vihiga County, Kenya. Vihiga Journal of Education, 4(1), 60–75.

Simiyu, D. (2025). Teachers’ perceptions on CBC implementation in junior school level in Bungoma County, Kenya. Bungoma Educational Journal, 9(1), 15–29. http://dx.doi.org/10.46827/ejes.v12i2.5813

Waigera, P., Ndirangu, J., & Kamau, R. (2020). Relationship between teachers’ attitude and utilization of instructional materials in pre-primary schools. International Journal of Early Childhood Education, 7(2), 44–59. http://dx.doi.org/10.37284/eajes.2.1.189




DOI: http://dx.doi.org/10.46827/ejes.v12i11.6258

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Salina J. Bartilol, Mary Kerich Egesa, Alice Yungungu

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).