The teacher-parent nexus in the competency based curriculum success equation in Kenya

Amunga, Jane; Were, Dinah; Ashioya, Irene

doi:10.5897/ijeaps2020.0646

Cited by 18 publications

(14 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They were both rated by 29% of teachers questioned. The minor improvement can be associated with the lack of adequate materials and teaching aids in some schools leading to low levels of concept clarification which affects students' levels of critical thinking (Jane et al, 2020;Makunja, 2016). As a result, students fail to be innovative and creative due to inadequate knowledge and skills.…”

Section: Encouragementmentioning

confidence: 99%

Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Musengimana

Kampire

Ntawiha

2021

IJLTER

View full text Add to dashboard Cite

Improved teaching methods facilitate the ease of acquisition of knowledge and lead to better achievement. The present study investigates the instructional methods most commonly used in teaching chemistry in lower secondary schools in Rwanda. SPSS 23.0 was used to analyze data from a survey conducted on 51 lower secondary chemistry teachers. The survey has satisfactory and acceptable reliability (Cronbach alpha=0.913 for 57 items on average). The results revealed that teachers prefer active learning methods though they still use traditional teaching methods. Comparison of teachers’ responses in terms of experience showed no statistically significant difference with p= 0.064. The study also found that some teachers have misconceptions in differentiating instructional approaches, methods, and techniques or strategies. Therefore, it is recommended that educational stakeholders should plan pieces of training to teachers about different instructional methods and techniques to use in chemistry teaching for effective learning outcomes.

show abstract

Section: Encouragementmentioning

confidence: 99%

Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Musengimana

Kampire

Ntawiha

2021

IJLTER

View full text Add to dashboard Cite

show abstract

“…That CBC would be able to train holistic individuals to learn, to do and to become. That teachers needed to trained towards acquisition of correct knowledge and skills towards dispensation of the CBC Educational curriculum either through pre-service and in-service and continuous support for these curriculum implementers become handy towards effectiveness in operationalization of the CBC educational program (Amunga et al, 2020;Mureneza & Ntombofikile, 2021). Curricula materials were to be developed towards the new educational paradigm through mass media production found at the KICD, publishing of new curricula material syllabi, teachers' guides, students' texts and other necessary curricula materials towards implementation of the CBC.…”

Section: Discussionmentioning

confidence: 99%

“…These are part of the teething troubles that usually characterize implementation of new educational innovations. Scholars have addressed the topic challenges bedevilling implementation of CBC the challenges of which include: lack of sufficient teacher involvement, inadequate teacher training, gaps in learner assessment has been exhibited by practicing teachers, teachers are demotivated to attend training and development courses, gap in teaching and learning resources, lack of digital equipment in most schools, lack of awareness of parents/and guardians on the need to be engaged in the CBC (Amunga et al, 2020;Mwarari et al, 2020;Waweru, 2018).…”

Section: On the Effects Of Curriculum Needs Assessment On Implementat...mentioning

confidence: 99%

Impact of Situational Analysis on Implementation of Educational Innovations in Kenya: The Case of Competency Based Curriculum (CBC)

Wanjara,

Ogembo

2024

indonesian j. educ. res. rev.

View full text Add to dashboard Cite

Educational innovation is inevitable in every society. A shift from 8:4:4 to 2:6:3:3:3 (CBC) system of education is ongoing and the new curriculum is taking a centre stage. Situational analysis is a prerequisite for an effective implementation of a new curriculum. However, gaps have been exhibited that are impediments to its effective implementation. The Purpose of this paper was to assess the impact of situational analysis on implementation of CBC. The objectives were to establish the extent: to which curriculum needs assessment were done towards CBC, to which necessary interventions have been taken to address the findings of the situational analysis and to find out the effects of curriculum needs assessment on implementation of CBC. This study reviewed relevant empirical literatures whose meta- analysis was guided by the work of Ferrer (1998). The study established that situational analysis was done towards dispensation of the CBC curriculum but some gaps remained that needed to be addressed before its roll out and continuous support where necessary. This study would necessarily illuminate on policy issues concerning curriculum theory and practice in Kenya.

show abstract

“…In this same direction, in the study of Owala (2021) it was reported, large class sizes, which are classes that have more than the optimum number recommended by government which pose a challenge to the implementation of the CBC in Kenya and arise due to the policies of provision of access to education and free primary education/free secondary education. In the CBC, there is focus on each individual learner and if the learners are many it is very difficult to have individualised attention to the learners (Amunga et al, 2020). With these high enrolments coupled with understaffing in schools, the teachers find it difficult to teach classes which at times they handle alone and teach all the nine subjects in a class; a situation which consequently make scenario-based continuous assessment difficult.…”

Section: Conceptual Backgroundmentioning

confidence: 99%

Teachers’ Perception on Implementing the Revised Lower Secondary Curriculum in Selected Schools in Uganda: A Focus on Emerging Issues and Coping Strategies

Wambi,

Ocheng,

Were

et al. 2024

JETM

View full text Add to dashboard Cite

This study explored teachers’ perception on the implementation of Comptency-based Curriculum (CBC) in lower secondary schools in Uganda that was rolled out in 2020. The shift from the Knowledge-Based Curriculum (KBC) to CBC caused a cultural shock to those who had been nurtured in a purely teacher-centred curriculum! Teachers got challenged over their authority and autonomy in the delivery of instruction. Discussion was centred on teachers’ readiness to implement; pedagogical competences to plan, facilitate and assess CBC. In this phenomenological study, data was collected from 12 randomly selected secondary schools in urban, semi-urban and rural areas of Uganda. The population comprised teachers of Lower Secondary, Directors of Studies and Headteachers. Data was analyzed qualitatively through codes and themes and reported thematically, backed with verbatim quotations and statements from participants. Majority of the teachers were struggling with gaps in planning and content delivery, CBC stimulated hands-on-learning, teachers’ preparedness was considerably low due to lack of prior training, ICT integration was still an uphill task, majority of teachers were still stuck to traditional methodologies. CBC is too demanding and ambitious! NCDC should, therefore, design retooling packages for continuous capacity building, schools should promote peer mentorship, collaboration and Network initiatives.

show abstract

The teacher-parent nexus in the competency based curriculum success equation in Kenya

Cited by 18 publications

References 10 publications

Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Impact of Situational Analysis on Implementation of Educational Innovations in Kenya: The Case of Competency Based Curriculum (CBC)

Teachers’ Perception on Implementing the Revised Lower Secondary Curriculum in Selected Schools in Uganda: A Focus on Emerging Issues and Coping Strategies

Contact Info

Product

Resources

About