The Relevance of the Teacher’s Instructional Approaches on the Implementation of Competency Based Curriculum in Private Primary Schools in Kirinyaga Central Sub-County, Kenya

Abstract

This paper presents the findings of a study that investigated the influence of the relevance of the teacher’s instructional approaches on the implementation of Competency Based Curriculum in private primary schools in Kirinyaga Central Sub-County in Kenya. The study employed a descriptive study design to collect data from the target population who were the head teachers, lower primary school teachers in the private schools offering the Competency Based Curriculum and Kirinyaga Central Sub-County. The study collected data from a sample size of 149 respondents selected using random sampling and census techniques. Data were collected using questionnaires and interview schedules and analyzed by descriptive and correlational statistics using Statistical Package for Social Sciences tool version 27 and through thematic narrations for qualitative data. The results of the study indicated that teachers’ instructional approaches influence the implementation of the Competency Based Curriculum to a great extent with 83.3% of the respondents affirming these findings. The value for Pearson’s Correlation Analysis Model was 0.866 implying that there is a strong positive relationship between the teachers’ instructional approaches and the implementation of the Competency Based Curriculum. This study recommends that teachers should employ a wide range of instructional methods such as the use of projects and simulations.