Implementation of Competency Based Assessment in Grade 6 in Western Region of Kenya

Thesis Title: Implementation of Competency Based Assessment in Grade 6 in Western Region of Kenya

Student’s Name: MACHESO ISAAC SITUMA

Supervisors:

1. ROBERT O. KATI
2. DR. ROBERT W. WAFULA

ABSTRACT

This study investigated at implementation of Competency Based Assessment in Grade 6 in selected primary schools in Western region of Kenya. It was guided by the following four objectives; examine the extent of utilization of Competency Based Assessment (CBA) tools and types in Grade 6, determine the relationship between utilization of multi-media instructional resources and CBC implementation, examine the relationship between teacher efficacy and CBA implementation and compare the level of CBA implementation between public and private primary schools in Western Kenya. The study was conducted in Trans-Nzoia, Bungoma and Busia Counties in Kenya. It was grounded on Stafflebeam’s Context Input Process Product (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 in coming up with the three counties. Stratified sampling was used to categorize the school into two groups. In each of the two strata, simple random sampling was used while choosing the participating schools.  Simple random sampling was also used in selecting participating teachers in schools with two or more science teachers. Three data collection instruments were employed, that is: questionnaire; interview guide and document analysis guides. Qualitative data was analyzed thematically to describe the respondents’ thoughts and experience on implementation of CBA. Quantitative data on the other hand was analyzed by descriptive analysis, using Pearson’s correlation and by t-test. The study found that CBA is implemented to some extent in grade 6 in selected schools in Western Kenya (M = 2.8752, SD = 1.1697). A significant moderate positive correlation between multi-media instructional resources and CBA implementation r₍₂₄₄₎ = .72^**, p= .001 was found. The study also established a positive moderate correlation between teacher efficacy and CBA implementation r(244) = .61^** , p=.001. The coefficient of determination (r²) between multimedia and CBA implementation r² = .5184 and between teacher efficacy and CBA implementation r² =.3738 were calculated implying that 51.84% and 37.38% of the variance in CBA implementation can be explained by multimedia and teacher efficacy respectively. The findings revealed a significant difference in CBA implementation between the two school categories t₍₂₄₄₎₌ -24.68, p< .05. Finally, the study found the CBA is implemented only in parts in selected primary schools in Western region of Kenya (Mean = 47.4644, Standard Deviation = 5.4787). The study recommended the government to allocate more required resources to schools, teachers to actively engage in professional development opportunities and the government to establish a robust monitoring and evaluation system. This study contributes to a deeper understanding of implementation of CBA in Kenyan context, which can inform efforts to improve assessment practices globally.