Resource Adequacy and the Implementation of Mathematics and Language Activities under Competency-Based Education in Public Junior Schools in Narok County, Kenya

Abstract

The successful implementation of Kenya’s Competency-Based Education (CBE) requires adequate instructional and infrastructural resources to support learner-centered teaching and competency development. However, concerns remain regarding the adequacy and effectiveness of resources in public junior schools. This study examined the influence of educational resources on the implementation of Mathematics and Language activities in junior schools in Narok County, Kenya. Specifically, it assessed available resources, teachers’ perceptions of their effectiveness, the relationship between resource types and Mathematics teaching, and the predictive effect of resources on curriculum implementation. The study adopted a cross-sectional analytical design utilizing mixed methods. Data were collected from teachers, head teachers, learners, and Quality Assurance and Standards Officers using questionnaires, interviews, focus group discussions, and observation schedules. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were analyzed thematically. The findings revealed that computer laboratories (31.07%), digital infrastructure (28.16%), classroom space (23.30%), and furniture (17.48%) were perceived as the most essential resources for CBC implementation. Teachers generally rated the effectiveness of available resources as average (34.95%), positive (30.10%), and very positive (26.21%), suggesting a gap between resource expectations and classroom realities. Pearson correlation analysis revealed a moderate positive and statistically significant relationship between resource type and the effectiveness of Mathematics teaching (r = .381, p < .001). However, no significant relationship was found between resource type and overall educational effectiveness (r = .062, p = .532), nor between the perceived effect of resources on Mathematics teaching and overall effectiveness (r = −.010, p = .917). Regression analysis further showed that resources explained only 0.5% of the variation in the teaching of Mathematics and Languages (R² = .005), indicating that other factors play a more substantial role in curriculum implementation. The study concludes that while resources are necessary for effective CBE implementation, they are not sufficient determinants of teaching effectiveness. A holistic approach that integrates adequate resources, teacher preparedness, pedagogical competence, instructional leadership, and learner engagement is required to enhance the implementation of Mathematics and Language activities in junior schools.

Keywords: Competency-Based Education, Educational Resources, Mathematics Education, Language Education, Curriculum Implementation, Junior Schools, Kenya.

DOI: 10.7176/JEP/17-7-08

Publication date: July 30^th 2026