Pupil’s Creativity and Achievement Goals under the Competency-Based Curriculum in Public Primary Schools in Kisii-Central Sub-County, Kisii, Kenya

Abstract

The Competency-Based Curriculum (CBC) in Kenya emphasizes the development of practical skills, critical thinking, and creativity, shifting away from traditional content-based education. Despite this focus, the relationship between pupils’ creativity and their achievement goals under the CBC remains underexplored. This study examined the relationship between pupils’ creativity and their achievement goals in public primary schools in Kisii-Central Sub-County, Kenya. The study was guided by the Divergent Theory of Creativity and employed a correlational research design. The target population consisted of 3,923 Grade 6 pupils from 75 public primary schools in Kisii-Central Sub-County. A sample of 350 pupils was selected using stratified and simple random sampling techniques. Data were collected using a structured questionnaire designed to measure pupils’ creativity, with achievement goals assessed using school-based CBC assessment scores. The findings revealed a statistically significant negative relationship between creativity and achievement goals (r = -0.241, p < 0.01), indicating that pupils with higher creativity levels tend to set lower achievement goals. This result challenges conventional assumptions about the role of creativity in achievement goals and suggests that creative pupils may prioritize skill mastery and intrinsic motivation over external performance metrics. The study recommends that educators and policymakers revise assessment frameworks to better capture and reward creativity, ensuring that creative pupils are supported in balancing their innovative approaches with measurable academic outcomes.