An Assessment of Teachers’ Perception on the Implementation of Competency Based Curriculum in Primary Schools in Kenya

Abstract

The study set out to investigate teachers’ views on the challenges facing the implementation of competency based curriculum (CBC) in junior secondary in Kenya. Seventy seven school teachers purposively sampled from twenty two junior secondary schools were involved. Descriptive research design was utilized and data was collected using survey questionnaires consisting of crossed and open-ended items.  Quantitative data was analysed using Statistical Package for Social Sciences (SPSS), while qualitative data resulting from comments from open-ended items was analysed thematically. The result indicate that 80% of the teachers rated the progress of Competency Based Curriculum (CBC) implementation in their schools as good. However, the following challenges were identified: some school staffing level was less than 25%; large class sizes, suggesting congested classrooms and high teacher- student ratio; inadequate resources and facilities; lack of adequately CBC trained teachers; lack of textbooks for learners; lack of laboratories for grade seven or junior secondary students, suggesting difficulties associated with teaching of science subjects; lack of computer rooms and computers, suggesting that ICT is theoretically taught in class; subjects covered in grade sevens are very many and lack of funds to purchase the resources or materials needed in the delivery of CBC in schools. The study concludes that implementation of CBC in selected junior secondary schools faces serious challenges associated with both human and physical resources constraints. Large class sizes seriously affected productive interaction of students in class during teaching and learning sessions.  Also lack of adequate facilities and both human and physical resources undermines the innovative and practical nature of delivery of the competency based curriculum. Therefore, CBC may not be currently achieving its objectives. The recommendation is that government need to act urgently to safe the situation.

Keywords: teachers, junior secondary schools, competency-based curriculum, Kenya, perceptions, assessment

DOI: 10.7176/JEP/17-6-08

Publication date: June 30^th 2026