Primary School Teachers’ Classroom Practices in Implementing Competency-Based Curriculum: A Case of Uasin Gishu County, Kenya

Education reform in Kenya has adopted the Competency-Based Curriculum (CBC) at the basic education level. This curriculum is learner-centered, emphasizing learners’ attainment of competencies. This study investigated primary school teachers’ classroom practices in implementing CBC. The study intended to establish classroom practices employed by primary school teachers in implementing CBC. The study adopted a mixed methods design involving the Concurrent Triangulation Approach. The study population was 999 teachers in Kesses Sub-County of Uasin Gishu County, from which a Sample of 261 teachers was drawn using Multistage Sampling Techniques. These included Mathematics teachers, English teachers, and Environmental Studies teachers in Grades I, II, and III. Data were collected using a Checklist, an Open-ended Questionnaire, and a Focus Group Discussion Schedule. The data was analyzed using descriptive statistics (frequencies and percentages), while Thematic Analysis was employed for qualitative data. Quantitative and qualitative data were triangulated to establish the findings, which indicated that teachers introduced, developed, concluded, and summarised CBC lessons. Teachers further used Key Inquiry Questions and they also review previous learnt content. Most used question-and-answer, group work, and Demonstration methods. Teachers showed slow uptake of Developing Competencies, Pertinent Contemporary Issues, and Values in learners. Reflection, use of ICT, and Individualised Education Programmes were minimal. The study recommended frequent training of teachers based on their interests and professional needs.