Articles

Teachers’ Digital Literacy Skills and Implementation of Competency Based Curriculum in Junior Schools in Westlands Sub County, Kenya

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The study explored the impact of teachers’ digital literacy skills on the implementation of the Competency-Based Curriculum (CBC) in Junior Schools in Westlands Sub-County, Nairobi, Kenya. The hypothesis tested was H01: There is no significant relationship between teachers’ digital literacy skills and CBC implementation. The study was based on the Technological Pedagogical Content Knowledge (TPACK) framework, which integrates technology with teaching. A descriptive survey research design was used to describe the characteristics of teachers and schools. The target population included 127 public Junior Schools, 304 teachers, and 4 educational officers. Stratified sampling was applied to select 25 schools and 25 principals, while census sampling was used for the officers. Simple random sampling selected 61 teachers. Data was collected using interviews and questionnaires. Interview schedule were applied on Head teachers and CSOs and questionnaires for teachers were used as instruments for data collection. Quantitative data were analyzed using descriptive statistics, while qualitative data were processed through content analysis. The findings revealed a significant relationship between teachers’ digital literacy skills and CBC implementation, with a Chi-square result of χ2 = 32.050 and p = 0.000 at the 0.05 significance level. The study concluded that teachers’ digital literacy skills positively influence CBC implementation in public schools. The study recommended Teachers Service Commission to prioritize professional development programs to enhance digital literacy skills on using digital resources and platforms that align with the objectives of the CBC. Moreover, school heads be trained to foster environments that support the use of digital tools in CBC.

Influence of Teachers’ Assessment Procedures on Student Achievements in Public Junior Schools in Langata Sub County Nairobi, Kenya

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This study investigated the influence of teachers’ assessment procedures on student learning achievements in public junior schools in Langata Sub County, Nairobi City County, Kenya. It was guided by the hypothesis H01: There is no significant relationship between teachers’ assessment procedures and student achievements in these schools. The research employed Howard Gardner’s (1983) Multiple Intelligences Theory, which posits that intelligence consists of various dimensions and educators can enhance learning by addressing these diverse intelligences. A descriptive survey research design targeted 159 public junior secondary schools, 159 head teachers, 480 teachers, and 2 Curriculum Support Officers (CSOs). The sampling included 32 schools, 32 head teachers, 2 CSOs, and 96 teachers. Data was collected using interview schedules and questionnaires and analyzed through the Statistical Package for Social Sciences (SPSS) version 28. Quantitative data was analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviation, while qualitative data was processed using content analysis. Findings revealed a significant relationship between teachers’ assessment procedures and students’ learning achievement (Chi-square = 106.222, p = 0.000). The study concluded that assessment procedures significantly influenced student achievement and recommended that teachers adopt assessments that evaluate core competencies like creativity and problem-solving. The Ministry of Education, KICD, and school leaders should review and track the effectiveness of assessment practices to ensure alignment with national education goals.