Effect of Instructional Supervision on Utilization of Teaching and Learning Resources for Implementation of CBC in Pre-Primary Classrooms in Webuye East Sub-County,  Bungoma County, Kenya

Harriet Luembo; Rose Atieno Opiyo; Kenneth Otieno

doi:10.51867/ajernet.4.2.72

Autores

Harriet Luembo
harrietluembo@yahoo.com
Department of Department of Educational Psychology, Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0002-0023-4160
Rose Atieno Opiyo Department of Department of Educational Psychology, Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-6881-7859
Kenneth Otieno Department of Department of Educational Psychology, Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0003-2836-6015

Palavras-chave:

CBC Implementation, Instructional Supervision, Pre-Primary Classrooms, Teaching and Learning Resources

Resumo

The competency-based curriculum was first offered to Kenyan schools in 2017 as a pilot program, and it was adopted in January 2019. As a drastic departure from the 8-4-4 education system, a new 2-6-3-3-3 system was established in 2017. This new system would require two years in preprimary, six in primary, three in junior secondary, three in senior secondary, and three in university. In the majority of English-speaking countries, competency-based curriculum (CBC) as an approach has resulted in substantive improvements to curriculum in a particular sector of the educational system. This study therefore set out to establish the influence of instruction supervision (InS) and utilisation of teaching and learning resources on the implementation of CBC in preprimary schools in Webuye East Sub-county, Kenya. The study was anchored on the Systems Theory of Educational Management by Kaufaman. The population of this study consisted of 316 respondents from Ndivisi, Mihuu, and Maraka wards in Webuye East sub-county, sampled purposefully and stratified by random sampling. They include the 157 head teachers who are charged with the role of supervision, 1 curriculum support officer who coordinates pre-school programmes at ward level, 157 pre-primary teachers, 1 CSO, and 1 QASO officer. A descriptive survey research design was used in the study. Data collection was conducted through questionnaires and interview schedules as well as classroom observation. Pearson product moment correlation was used to determine reliability. The quantitative evidence was presented using descriptive statistics such as frequency distribution tables and pie chart figures that displayed the results of the analysis. The study revealed that the teaching and learning resources are adequate. An observation confirmed that some subjects had so many books as compared to others. This, therefore, meant the suppliers of the books relied on non-existing statistics to supply the books. This study recommends that suppliers of the books be in constant touch with the head teachers so that the right and adequate resources are supplied in schools.

Dimensions

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