http://hdl.handle.net/123456789/15714 Sun, 05 Apr 2026 23:42:35 GMT 2026-04-05T23:42:35Z http://hdl.handle.net/123456789/18871 TEACHERS PREPAREDNESS TO IMPLEMENT COMPETENCY BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN KINANGOP SUB COUNTY, NYANDARUA COUNTY, KENYA Grace Wamaitha Karua The Kenyan education system has undergone transformation; it is now competency based as opposed to content-based. As a result, the instructors ran into challenges while implementing a new curriculum, notably in the areas of instructional content delivery and assessment. The study looked at the degree to which educators are prepared to use CBC in terms of their understanding of its principles, their capacity to integrate teaching and learning with it, and their level of competence in evaluating students in CBC. Descriptive survey research design was the study's research methodology. The research instruments utilized were deemed valid by expert opinion. The questionnaire had a Cronbach's alpha reliability coefficient of 0. 7. Quantitative data were analyzed using descriptive approaches, revealing the mean and percentages. Thematic topics were used to organize the answers to qualitative data. According to the study, the teachers had a limited understanding of the concepts of CBC (M = 2. 10, SD = 0. 21). The majority of instructors (107, or 66. 5%) had received no training in the use of CBC. The majority— 64 (40. 3%)—used techniques from the previous curriculum to bring about the new CBC curriculum. About 32 (20. 1%) of the instructors sought advice from others who had undergone CBC training. According to earlier findings of the research, the majority of instructors, 84 (52. 3%), reported being ill-equipped to plan their courses of instruction, which may have been caused by insufficient training. As a result, the lesson plans and work records that the teachers produced were flawed because they were based on the work schemes. The study setting only employed the recommended CBC methods of teaching and learning, which were utilized so frequently in instruction and learning (M = 2. 35; SD = 0. 21). Group work (M = 2. 54, SD = 0. 58) and drama (M = 2. 63, SD = 0. 81) were the only techniques that were somewhat commonly used in the classes. The sample lacked the ability to make informed decisions regarding teaching and learning methods in CBC classrooms in the area of the research (M= 2. 42; SD = 0. 26). According to the study, one of the main challenges in adapting teaching and learning methods to the demands of CBC was time constraints. According to the research, the teachers' ability to aid in the learners' evaluation was poor [M=1. 93, SD=0. 33]. The teachers were consequently unable to properly evaluate the learners' proficiency in the desired skills in order to guide the intervention in future skill acquisition and eventual mastery of the desired skills. The study article recommended that the Ministry of Education, through its representatives such as the Teachers Service Commission and the Kenya Institute of Curriculum Development, should increase in-service training programs among the teachers. The goal of this was to improve their understanding of the principles of CBC, the teaching and learning methods that should be used, how to write professional papers for a CBC instructor, and how to conduct learner assessment in CBC. To promote CBC implementation, the government must also guarantee that schools have enough personnel and provide enough instructional materials. Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/123456789/18871 2025-01-01T00:00:00Z http://hdl.handle.net/123456789/15683 DETERMINANTS OF STUDENTS’ SELECTION OF HOMESCIENCE IN PUBLIC SECONDARY SCHOOLS IN MUMIAS SUB COUNTY, KENYA SEBBY AUMA SEFU Home Science as a subject has been given emphasis in the Kenya's Basic Education Curriculum Framework. It has been identified as one of the core subjects to be taught in Junior Secondary School. However, there has been low numbers of students selecting Home Science in public Secondary Schools. This trend is also evident in Mumias SubCounty. The study therefore sought to investigate the determinants of students' selection of Home Science in public Secondary Schools in Mumias Sub-County. The objectives of the study were to: Investigate the relationship between gender related perceptions and students' selection of Home Science; examine the relationship between students' attitude towards Home Science and students' selection of Home Science; determine the relationship between students' awareness of Home Science related career opportunities and students' selection of Home Science subject; establish the relationship between availability and adequacy of Home Science teaching resources at school and students' selection of Home Science subject in public Secondary Schools in Mumias Sub-County. The study adopted a descriptive survey research design. The study population was 761 form three students from five (5) schools offering Home Science subject. A stratified random sampling procedure was used to select 268 students from the five schools. Data were collected using a questionnaire for the students and interview guides for the principals and Home Science teachers. A pilot study was conducted in two (2) schools in Kakamega Central Sub-County with a sample of 50 form three students out of which 25 were students taking Home Science and 25 students who did not chose the subject. Data was analyzed using descriptive of frequency, percent, mean and standard deviation. Chi Square tests was used to test hypotheses at p<.05. The analysis was aided by Statistical Package for the Social Science (SPSS) version 28.0. The study found that there is a statistically significant relationship between students' gender related perceptions [x 2 (2, n = 263) = 12.501, p= .002], students' attitude towards Home Science [x 2 (2, n = 263) = 6.121, p= .047] and students' selection of Home Science subject. However, there is no statistically significant relationship between students' awareness of Home Science related career opportunities [(2, n = 263) = 4.395, p= .111], availability and adequacy of Home Science teaching resources [x 2 (1, n = 263) = .249, p= .618] and students' selection of Home Science. The study concluded that gender related perceptions and students' attitude towards Home Science were important predictors of students' selection of Home Science subject in public Secondary Schools in Mumias Sub-County. The study recommends sensitizing the learners, educators and community members about the importance of Home Science in the households and the community as a strategy to eradicating gender stereotypes on the subject. This would likely contribute towards students having a positive attitude towards Home Science. Teachers may use the findings to develop strategies to improve students' attitudes towards Home Science. Students may use the findings to make informed decisions about their choice of subjects. Policy makers may use the findings to inform the development of policies that promote the teaching and learning of Home Science. The community may use the findings to advocate for the importance of Home Science education. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/123456789/15683 2023-01-01T00:00:00Z