Browsing by Author "Macheso, Isaac Situma"

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    Implementation of Competency Based Assessment in Kenya: Extent of Utilization of Competency Based Assessment Tools and Types
    (International Journal of Research and Innovation in Social Science, 2024-06-10) Macheso, Isaac Situma; Kati, Robert O.; Wafula, Robert W.
    Competency Based Curriculum (CBC), a curriculum which calls for a paradigm shift in assessment of learners using Competency Based Assessment (CBA) was introduced in Kenya in 2017. The need for a paradigm shift in assessment from 8.4.4 Content Based Curriculum to 2.6.3.3.3 CBC necessitated the need for this study to determine factors influencing implementation of CBA in Kenya by looking at the extent of utilization of CBA tools and types. The objective was to investigate the extent of utilization of CBA tools and types in Grade 6 in selected schools in Kenya. The study was conducted in Trans-Nzoia, Bungoma and Busia Counties. It was grounded on Stafflebeam’s CIPP model targeting head-teachers and their respective grade 6 science and technology teachers. Mixed method research design was used. Cluster sampling technique was used to sample the three Counties. Stratified sampling technique on the other hand was used to categorize the schools into public and private whereas simple random sampling was used to choose participating schools and in selecting participating teachers in schools with two or more science and technology teachers. Questionnaire for grade 6 science and technology teachers and interview guide for head-teachers were used to collection data. Analysis was done descriptively in order to bring out the overall descriptions of the extent of CBA tools and types utilization. This study was necessary to determine the extent of utilization of CBA tools and types in Kenya as one of the factors influencing CBA implementation. The study found that CBA tools and types are utilized to some extent in grade 6 in selected schools in Kenya (mean 2.8752, SD 1.1697). The study recommended the government to develop comprehensive policy support to support CBA, place a high priority on allocating necessary resources to schools, establish a robust monitoring and evaluation to continuously assess CBA implementation and organize regular professional development programs on assessment for teachers.
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    Teacher Efficacy and Implementation of Competency Based Assessment in Western Kenya
    (International Journal of Research and Innovation in Applied Science, 2024-08-31) Macheso, Isaac Situma; Wafula, Robert W.; Kati, Robert O.
    This study looked at teacher efficacy and implementation of Competency Based Assessment in Western Kenya. The study was conducted in Trans-Nzoia, Bungoma and Busia Counties. It was grounded on Stafflebeam’s CIPP model targeting head-teachers and their respective grade 6 science and technology teachers. Mixed methods research design was used. Cluster sampling technique was used in coming up with the three counties. Stratified sampling was used to categorize the school into two groups, 1,653 public and 768 private. In each of the two strata, simple random sampling was used to choose on 246 participating schools, 167 public and 79 private. Simple random sampling was also used in selecting participating teachers in schools with two or more science and technology teachers teaching in grade 6. Three data collection instruments were employed, that is: questionnaire for grade 6 science and technology teachers; interview guide for head-teachers and document analysis guide to get Grade 6 pupils’ science and technology Kenya Primary School Education Assessment (KEPSEA) school means. It was analyzed using Pearson’s correlation so as to establish the linear relationship between teacher efficacy and CBA implementation. The coefficient of determination (r2) between teacher efficacy and implementation of CBA was also calculated. The study established a positive moderate correlation between teacher efficacy and implementation of CBA r (244) =.61**, p=.001. The coefficient of determination (r2) between teacher efficacy and implementation of CBA, r2 =.3738 was calculated, the results (37.38) implying that 37.38% of the variance in CBA implementation can be explained by teacher efficacy. The study recommended the government through the ministry of education to organize and facilitate more CBC training to help teachers familiarize with CBA to enhance their assessment efficacy. Teachers on the other hand should engage in professional development opportunities organized by the government and actively attend workshops that provide them with necessary knowledge and strategies to effectively integrate CBA into their teaching practices. This study contributes to a deeper understanding of teacher efficacy and implementation of CBA in Kenyan context, which can inform efforts to improve assessment practices.