Articles

The Influence of Training Approaches in In-Service Teacher Training on the Implementation of the Competence-Based Curriculum in Public Primary Schools in Kilifi County, Kenya

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In-service teacher training plays a pivotal role in the successful implementation of the Competence-Based Curriculum (CBC) in public primary schools. As Kenya transitions to CBC, it is crucial to examine how different training approaches affect teachers’ ability to deliver and assess the new curriculum effectively. This study investigates the impact of various training methodologies on CBC implementation in Kilifi County, focusing on the prevalence and effectiveness of traditional versus innovative teaching strategies. The findings reveal a dominance of traditional teaching methods, such as group projects, discussions, and lectures, with 93.2% of respondents frequently using group projects and 89.8% employing discussions/presentations regularly. In contrast, innovative methods like gamified learning, problem-solving, and brainstorming are significantly underutilized, with 46.9%, 53.4%, and 69.7% of respondents, respectively, never using these techniques. Chi-square analysis indicates that interactive training approaches, including practical discussions and guided practice, have a substantial positive effect on instructional delivery, assessment, and professional growth, evidenced by p-values of 0.000, 0.009, and 0.003. Theoretical training with immediate feedback is significantly effective in instructional delivery and assessment (p = 0.000) but less impactful on professional development (p = 0.186). Engaging activities and mentorship are crucial for enhancing instructional delivery and assessment (p = 0.000 and p = 0.002), while adapting teaching styles and using technology show inconsistent effects. The study concludes that while traditional methods are prevalent, integrating interactive and innovative training approaches is essential for effective CBC implementation. Recommendations include prioritizing practical, hands-on training that aligns with CBC principles, promoting underutilized innovative methods, strengthening mentorship for inexperienced teachers, and emphasizing continuous professional development through seminars and workshops to improve CBC execution.