Teachers of Mathematics: Induction and Its Effect on CBC Implementation and Mathematics Performance among 4th Grade Pupils in Machakos Sub-County, Kenya

Abstract

Despite the introduction of the Competency-Based Curriculum (CBC) aimed at improving practical skills and competencies, persistent problems remain, including inadequate teacher training, limited resources, and large class sizes. The research was guided by the objective of establishing how Mathematics teachers' induction on CBC affects performance in Mathematics; the study adopted the constructivist theory of learning. This study employed a mixed-methods research design. The target population included all primary schools, head teachers, 4th grade mathematics teachers, and 4th-grade pupils from both public and private primary schools. The sample size consisted of 64 public primary and 17 private schools, 24 head teachers, 24 4th grade mathematics teachers, and 337 4th-grade pupils. A Simple random sampling technique was used to select respondents. The reliability of the instruments was assessed using Cronbach Alpha. The quantitative data were analysed in percentages and frequencies using SPSS Version 28, while qualitative data was analysed using Thematic Analysis. The results of the study demonstrated that teachers were adequately inducted on CBC. The study recommends that the Ministry of Education should create comprehensive and ongoing professional development programs that focus not only on the theoretical aspects of the Competency-Based Curriculum (CBC) but also on practical application in the classroom. They should ensure that schools have sufficient teaching resources and materials aligned with the CBC framework, implement robust accountability systems for teachers to ensure consistent participation in professional development programs and adherence to CBC standards, and encourage schools to actively involve parents and communities in the learning process, especially in mathematics education