Classroom Dynamics and the Implementation of Competency-based Education in Public Junior Schools: Evidence from Garissa Township, Kenya

Abstract

This study examined the relationship between classrooms dynamics and implementation of competency-based education in public junior Schools in Garissa Township Sub-County, Kenya. The study was anchored on Systems theory. Correlational research design was used to establish relationship between classrooms dynamics and implementation of competency- based education. It targeted 22 public junior schools Garissa Township Sub-County. The unit of observation was 88 teachers, 22 Head teachers, 3 curriculum support officers and 3 Education officers from the Ministry of education leading to 116. Considering the small and manageable population, census was employed to have 116 respondents. Data collection was done with aid of questionnaire, containing both closed and open-ended questions, and interview schedule. Questionnaire was tested for reliability using Cronbach’s alpha at the 0.7 threshold. The quantitative analysis employed to produced descriptive and inferential statistics, whereas the qualitative data was subjected to theme analysis. The results of the analysis showed that the classrooms and CBE implementation had a statistically significant positive association (r= 0.512; p-0.000). The study recommends that there should be partnership with local industries for modern learning experiences as well as shared facility networks among neighboring schools to minimize resource constraints should be implemented. Establishment of minimum ICT standards and teacher training should be promoted. Junior schools need to develop annual budgets prioritizing recreational facilities, laboratories and ICT systems with performance measurement mechanisms.