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Recent Submissions

VTC Managers’ Views on the Implementation of the Modularized Competency Based Education and Training (CBET) Curriculum by TVET CDACC in Kenya
(International Journal for Multidisciplinary Research (IJFMR), 2025-08) John K. Keter
The Government of Kenya, through the TVET Curriculum Development, Assessment and Certification Council (CDACC), has introduced modularized Competency Based Education and Training (CBET) in Vocational Training Centers (VTCs) to improve the relevance and responsiveness of technical education to the ever-demanding labour market. This study was conducted to find out perceptions by VTC managers on the implementation of the modularized CBET curriculum in selected counties in Kenya. The research wanted to get their perception regarding the significance of the curriculum, its effectiveness, barriers in its implementation, and how the participants were prepared and supported by their institutions to implement it. A descriptive cross-sectional research design was used, and 50 VTC officials were sampled purposively and at random from the sub-counties in each County. Data was obtained from structured questionnaires and key informant interviews and analyzed descriptively and by thematic analysis. In order to establish the validity of the instruments, they were validated by experts in TVET and educational research, while a pilot study was also undertaken to refine the instruments. Internal consistency assessment for the questionnaire was confirmed with Cronbach's alpha coefficient of 0.81, demonstrating good reliability. Results suggested that most VTC managers considered that the CBET curriculum was timely and industry-relevant, and that its modular design enabled flexibility in training and assessment. However, the research also identified substantial barriers to success. These includes the unpreparedness of the trainers, lack of instructional materials and equipment, lack of funding, and poor linkages between TVET CDACC and training institutions. Adaptation is also hindered by ambiguity and contradictions in policy communication and by the late arrival of the curriculum support materials. Nevertheless, when asked, the majority of managers are supportive of the curriculum and would be so long as the resources and training are in place. The research findings indicate that the modularized CBET curriculum can offer a potential reform agenda for technical training in Kenya, provided that it leverages improved human resource practices, enhanced resource allocation, and reinforced institutions. The research proposes focused capacity building for VTC managers, greater collaboration between VTC stakeholders, and ongoing government investment in infrastructure and learning resources to support successful teaching and learning of curricula.
Undergraduate Students’ Attitudes towards Elearning during the COVID-19 Pandemic: A Case Study of the University of Kabianga, Kenya
(International Journal of Research and Innovation in Social Science (IJRISS), 2025-08-08) John K. Keter; Beatrice C. Chepkwony
The unprecedented outbreak of the COVID-19 pandemic greatly disrupted education systems worldwide. To mitigate the spread of the virus and ensure continuity of learning, universities were compelled to rapidly transition from traditional face-to-face instruction to eLearning. This abrupt shift presented numerous challenges, especially for students who were inadequately prepared for virtual learning environments. While a few students were already familiar with eLearning platforms and adapted with relative ease, many others encountered difficulties and exhibited resistance toward the new mode of instruction. This case study, conducted at the University of Kabianga, explored undergraduate students’ attitudes towards eLearning during the COVID-19 pandemic, focusing on their experiences with the sudden transition from in-person to online learning. Data was collected from 376 undergraduate students using a web-based, 5-point Likert scale questionnaire. Content validity of the instrument was ensured through expert review, and a pilot test yielded a Cronbach’s Alpha reliability coefficient of 0.84, confirming the instrument’s internal consistency. Data was analyzed using descriptive statistics (frequencies and means) and inferential statistics (ANOVA) with SPSS version 25.0. The findings revealed that while students generally perceived the quality of instruction to be sustained, there was a noticeable decline in their engagement and academic performance during the period of online learning. The study recommends targeted training and support for both students and instructors to improve the effectiveness and acceptance of eLearning, particularly during crisis-induced transitions.
Teacher Preparedness and Implementation of Competency-Based Curriculum in Public Junior Secondary Schools in Bomet County, Kenya
(International Journal of Social Science and Economics Invention, 2025-07-12) John K. Keter; Joy M. Wabuke
The success of the Competency-Based Curriculum (CBC) in Kenya rests on the readiness of teachers, especially in Public Junior Secondary Schools (JSS). The present study assessed the level of teachers‘ preparedness and how it relates to the implementation of the CBC. A descriptive survey design was used, and JSS teachers who were conveniently sampled from the five sub-counties in Bomet County. Questionnaires, interview schedules, and classroom observation checklists were used to gather the data. The questionnaire within a pilot study was found sufficiently reliable, where the Cronbach‘s alpha (α) was 0.82, and face and content validity were checked with the opinions of curriculum specialists and experts in educational research. Descriptive and inferential statistics were used for quantitative data and thematic analysis for qualitative data. Results indicated that while the majority of teachers were familiar with the basics of CBC, there were deficiencies in pedagogical knowledge, resources, and opportunities for professional development. Teacher preparedness was significantly positively associated with successful implementation of CBC. The study suggests that there should be an intensive in-service training, adequate supply of resources, and regular supervision to teachers to facilitate meaningful implementation of CBC in Junior Secondary Schools.
Effects of Multimedia Technology Integration on Students’ Achievement in Chemistry in Co-Educational Secondary Schools in Bomet County, Kenya
(International Journal of Humanities Social Sciences and Education (IJHSSE), 2025-04) Victor Kiplangat Rotich; William Orora; John K. Keter
This paper examined the effect of Multimedia Technology Integration (MTI) in teaching on students’ achievement in Chemistry in Bomet County, Kenya. It adopted the Solomon-Four non-equivalent control group research design. The accessible population comprised of form three students in co-education schools in Bomet which offer Chemistry. Purposive sampling technique was used to select 4 Co-educational secondary schools that were involved in the study. Two schools were randomly assigned to Experimental groups while the other two constituted the Control groups. A sample of 208 students participated in the study. Data was collected using Mole Achievement Test (MAT). The face and content validity of the instrument were checked through expert judgement. The reliability of MAT was estimated using the Kuder Richardson (KR21) formula. The instrument was deemed reliable as it yielded a coefficient of 0.701. Hypothesis were tested at the .05 significance level using the t-test and ANOVA. The findings showed a significant difference in achievement between students exposed to MTI and those taught using Conventional Teaching Methods (CTM) in favour of the Experimental groups. The paper concludes that MTI improves students’ achievement in Chemistry better than CTM. It recommends that MTI be blended with other factors that enhance performance to boost students’ achievement in Chemistry.
Impact of CCRI on Learners’ Achievement in Primary School Mathematics, A Case Study of Bomet East Sub-County, Kenya
(International Journal of Research and Innovation in Applied Science (IJRIAS), 2025-04) John K. Keter; Joseph K. Bii; Beatrice C. Chepkwony
Cooperative Constructivist Remedial Instruction (CCRI) is an emerging pedagogy among the teaching community across the world especially in the 21st century. However, its effect on learners’ achievement remains unknown. This innovative approach to teaching takes cognizance of both social and cognitive constructivism. Constructivism emphasizes on how the learner constructs knowledge from the experiences provided, which is unique to each individual learner. The approach gives learners the opportunity to construct knowledge in collaboration with their peers. Such an opportunity encourages them to progress to higher levels of academic achievement. Solomon’s Four Non-equivalent Control Group Design incorporating quantitative techniques was used in the study. The CCRI approach to teaching through the 5E’s learning (Engage-Explore-Explain-Elaborate-Evaluate) model was applied to Experimental Groups while the Conventional Teaching Methods (CTM) were used to teach the Control Groups where total of 211 Standard eight pupils from four randomly selected schools participated in the study. A Mathematics Achievement Test (MAT) was administered as a pre-test to estimate the learner’s achievement before intervention. The intervention period lasted for five weeks. Thereafter, items in the MAT were rearranged and administered to all the four groups as a post-test to measure the impact of CCRI relative to CTM on pupils’ achievement in Mathematics. The results from the study revealed that CCRI approach significantly improved learners’ achievement in Mathematics compared to the use of CTM. Secondly CCRI approach was equally effective in improving achievement of both boys and girls in Mathematics. Their improved level of achievement in the subject is attributed to their enhanced motivation as a result of increased teacher-leaner and learner-learner interaction during lessons as advocated by CCRI approach.