School-Based Factors Influencing Implementation of Competency-Based Curriculum in Junior Schools in North Imenti, Kenya/ (Record no. 93743)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03349nam a22001817a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | KE-MeUCS |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260327132748.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 260327b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | KE-MeUCS |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LC1031.W4 2025 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Ireri, Christabel Wegoki |
| 245 ## - TITLE STATEMENT | |
| Title | School-Based Factors Influencing Implementation of Competency-Based Curriculum in Junior Schools in North Imenti, Kenya/ |
| Statement of responsibility, etc | Christabel Wegoki Ireri |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | Meru: |
| Name of publisher, distributor, etc | Meru University of Science and Technology, |
| Date of publication, distribution, etc | 2025. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Dimensions | xiii, 119p. |
| 500 ## - GENERAL NOTE | |
| General note | Includes Appendices and References |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | ABSTRACT<br/>Kenya has experienced a gradual transition from a content-focused educational framework<br/>to a competency-based curriculum. However, transitioning to Competency-Based<br/>Curriculum has faced many challenges, particularly at the school level. This research was<br/>carried out to determine how school-based factors influence the implementation of<br/>Competency Based Curriculum in junior schools. Specifically, the study evaluated the<br/>influence of teachers' professional development, instructional materials, and school physical<br/>resources, on implementing the Competency Based Curriculum in junior schools in North<br/>Imenti Sub-County, Meru County. The research was guided by Adult Learning Theory,<br/>Cognitive Load Theory, and Ecological System Theory. The study used a descriptive survey<br/>design. The targeted schools for this research were 26 junior schools in North Imenti. The<br/>respondents were 2 sub-county education directors, 26 head teachers, and 70 junior school<br/>teachers. The sample size was 31. The data was collected using Questionnaires, interview<br/>schedules, and observation checklists. The collected data was coded and entered into Excel,<br/>where Quantitative data was analyzed using descriptive analysis. The findings were<br/>presented in tables and charts. Qualitative data collected from interviews were analyzed<br/>using thematic content analysis, and framework analysis was presented in narrative form.<br/>From the findings of this study, 71% of respondent revealed that teachers’ professional<br/>development influences implementation of CBC to a Great Extent while 29% indicated an<br/>influence of Very Great extent. On school physical infrastructure, 70% of respondents<br/>indicated that classrooms very greatly influenced the implementation of CBC, followed by<br/>science laboratories with 63%, then playgrounds with 53%, ICT infrastructure with 50%,<br/>while agricultural plots and workshop with 50% respectively. On instructional materials,<br/>course books were rated the most influential material in the implementation of CBC with<br/>85%, followed by teachers’ guide with 70%, then digital tools with 60% and finally teaching<br/>aids with 45%. The study established that teachers to be trained more on subject-specific<br/>methodologies, pedagogy, and learner assessment under CBC. Challenges identified<br/>included irregular teacher training, limited follow-up support, especially in remote areas,<br/>and inadequate facilities such as libraries and workshops. The study concluded that<br/>sustained professional development, adequate learning resources, and improved<br/>infrastructure are essential for effective CBC implementation |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Thesis |
| Cataloguer | Mercy Musungu |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Cost, normal purchase price | Cataloguer | Total Checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Meru University | Meru University | Periodical Section | 26/03/2026 | Donation | 0.00 | Mercy Musungu | LC1031.W4 2025 | 26-39352 | 27/03/2026 | 26/03/2026 | Thesis |