AN EVALUATION OF THE INFLUENCE OF CURRICULUM RELATED DOCUMENTS ON IMPLEMENTATION OF CBC IN MBEERE SOUTH SUB-COUNTY PRE-PRIMARY SCHOOLS

Ceciliar Lydia Musyoka, Juliet W. Mugo

Abstract


The aim of this study was to evaluate the influence of curriculum-related documents on the implementation of CBC in Mbeere South Sub-County pre-primary schools. The Curriculum Implementation Theory by Gross (1971) directed the correlational research design study. Purposive sampling was used to select Mbeere South Sub-county, while simple random sampling was used to sample 11% (28) pre-schools/head teachers out of 254 and 11% (56) pre-primary school 1 and 2 teachers (PP1 and PP2) out of 508, or 1 per class in the sampled pre-primary schools, where questionnaires, interviews and observation schedules were employed to collect data. Validity of the research instruments was ensured through aligning all the research content with the study objectives, while the split-half technique was used to determine their reliability and Cronbach’s Alpha was used to correlate the study items at a coefficient of 0.7. Qualitative data was analysed thematically through narratives, and descriptive statistics such as frequencies and percentages were used to summarise quantitative data, while Chi-square was employed to test the null hypothesis: H01: There is a significant relationship between the availability of curriculum-related documents and the implementation of CBC in preschools in Mbeere South Sub-county. The findings of the study were presented in graphs, charts and tables. The study findings revealed that curriculum-related documents, namely class timetables, pupil attendance registers, schemes of work, lesson plans, records of the work covered, pupil assessment registers, and those of their socio-emotional development, were not adequately maintained. Hence, the implementation of CBC with respect to the infusion of non-formal learning, the incorporation of modern and key issues in the learning process, and the conducting of formative as well as summative assessments were circumvented. Chi-square test results for H01 showed a statistically significant association between the availability of curriculum-related documents (p = .022 < .05) and the CBC implementation. The study thus concluded that the implementation of CBC was still below the expectation, which was attributed to infrequent use of class timetables, schemes of work, lesson plans and records of work. This study recommended that the Kenya Institute of Development should therefore intensify training for teachers to accelerate their capacity in terms of the appropriate use of teaching and learning resources, including the ICT course books and summative assessment.

 

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Keywords


competence-based curriculum, curriculum-related documents, implementation, pre-primary schools

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DOI: http://dx.doi.org/10.46827/ejse.v11i4.6121

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