Investigating the Influence of Training Resources and Materials in In-Service Teacher Training on the Implementation of the Competence-Based Curriculum in Public Primary Schools in Kilifi County, Kenya

Mumbe Kailo; Lucy Njagi

doi:10.37284/eajes.8.3.3516

Mumbe Kailo University of Nairobi
Lucy Njagi University of Nairobi

DOI: https://doi.org/10.37284/eajes.8.3.3516

Keywords: Competency-Based Curriculum, Teacher Training, Instructional Resources, ICT Integration, Curriculum implementation

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Abstract

This study investigates the adequacy and effectiveness of training resources and materials in supporting in-service teacher training for implementing the Competency-Based Curriculum (CBC) in Kenya. The findings highlight significant gaps in resource provision, particularly in ICT tools and textbooks, emphasizing the need for enhanced support to ensure effective curriculum delivery and teacher preparedness. Findings revealed that over one-third (32.2%) of respondents reported that textbooks were adequate, while 40.7% indicated that ICT tools were adequate, which influenced teacher preparedness and curriculum delivery. Furthermore, it was noted that materials like teacher manuals and lesson plans were perceived as moderately effective (39.4%). On the other ICT resources and e-learning tools were reported as largely ineffective by 52.3% of respondents. Chi-square analysis highlighted statistically significant associations between the availability of key resources and instructional delivery, assessment, and professional growth. The study underscores the need for comprehensive teacher support, recommending enhanced provision of quality training materials, investment in ICT infrastructure, regular resource evaluation, and strengthened professional development programs. These measures are critical for the successful implementation of CBC and the realization of its objectives in Kenya’s education sector

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