Availability and Use of Instructional Resources in Implementation of Competency-Based Social Studies Curriculum in Public Junior Secondary Schools in Likuyani Sub-County, Kakamega County, Kenya

Throughout curriculum reforms worldwide, instructional resources are considered crucial tools for supporting classroom instruction. They make learning more interesting, practical, realistic, appealing, and understandable. However, inadequacy and improper use of these instructional resources impede their role in the implementation of the curriculum. This paper discusses the availability and use of instructional resources in the implementation of the Competency-Based Social Studies Curriculum in Public Junior Secondary schools in Likuyani Sub-County, Kakamega County. The study adopted Social Constructivist Theory as propounded by Vygotsky (1978). A sequential explanatory research design was employed. The sample comprised 79 grade 9 teachers of social studies selected purposively. The sample was drawn from 55 public junior secondary schools in Likuyani Sub-County. Quantitative data were collected using closed-ended questionnaires from teachers, while qualitative data were obtained through the use of observation checklists used by the researcher. This paper presented findings on three strands in Grade 9 Social Studies: Community Service Learning, Natural and Historic Built Environments, and Political Development and Governance. Quantitative data were analysed descriptively with the aid of the SPSS v 29 package. Qualitative data were analysed thematically. The findings revealed that; an average number of 25(45.5%) of schools in category one possessed up to three instructional resources. Only 16(29.0%) of schools in category two had a moderate number of instructional resources ranging between 4-5, while an average of 14(25.5%) of schools in category three had more than five instructional resources when teaching the selected strands in Grade 9. The most frequently used instructional resources were textbooks, teacher guides, and teachers' reference materials. The study indicates that for successful implementation of competency-based social studies curriculum, schools should be adequately prepared with relevant and up-to-date teaching and learning materials. Teachers should be well trained on effective application of pedagogical approaches during teaching and learning.