Exploring The Complexities in CBC Pedagogical Transition: A Case Study of Langata Sub-County

Abstract

This study explores the complexities of the pedagogical transition to the Competency-Based Curriculum (CBC) in Primary Schools in Lang’ata Sub-County, Kenya. The objectives were: to assess teacher pedagogy readiness to implement CBC effectively; evaluate the adequacy of infrastructure, instructional resources, and support systems necessary for CBC implementation; and to investigate the challenges associated with assessing student learning within CBC, including the adoption of appropriate tools and methodologies. Guided by Constructivist Learning Theory, as advanced by John Dewey and Jean Piaget, the research examined how teachers could be better prepared to foster active and autonomous learners. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews. The target population comprised teachers, headteachers, curriculum developers and teacher trainers from selected schools in Lang’ata Sub-County. Data was collected using structured questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematic analysis. Findings revealed that most teachers demonstrated theoretical understanding of CBC pedagogy and expressed confidence in implementation. The study concluded that while teachers were conceptually prepared for CBC, systemic challenges hindered effective implementation. It recommended continuous, practical CBC training; investment in infrastructure and resources; reduced class sizes; strengthened teacher support systems; development of standardized CBC-aligned assessment tools; and improved parental engagement. Further research was recommended on long-term CBC impacts, rural-urban implementation differences, and ICT integration in CBC assessment.