| dc.description.abstract | Despite the introduction of CBC aimed at improving practical skills and competences,
persistent problems remain, including inadequate teacher training, limited resources
and large class sizes. The research was guided by four objectives; to establish how
teachers’ of Mathematics induction on CBC affects performance in Mathematics, to
determine how adoption of new CBC lesson planning strategies by Mathematics
teachers affects performance, to establish how Mathematics teachers’ adoption of new
CBC assessment strategies affects performance, to establish how the supervision of the
implementation of CBC affects performance in Mathematics among Grade 4 pupils.
The study adopted the constructivist theory of learning. It further employed a mixed methods research design. The target population included all the primary schools, head
teachers, grade 4 mathematics teachers and grade four pupils from all public and private
primary schools from Machakos Sub-County. This study adopted the multi-stage
sampling technique: stratified random sampling was used to select 19 public primary
and 5 private primary schools in Machakos Sub-county; in each of the 24 sampled
schools, one grade 4 stream was randomly sampled; one head teacher was purposively
sampled and the one grade 4 mathematics teacher for the sampled stream was
purposively sampled. The sample comprised of 19 public primary and 5 private primary
schools, 24 head teachers, 24 teachers of mathematics and 337 grade 4 pupils. The
reliability of the instruments was established using the Cronbach Alpha attaining 0.82.
The quantitative data was analyzed using the SPSS Version 28, while qualitative data
was analyzed using Thematic Analysis. The results of the study demonstrated that;
efficient implementation of the CBC strategies greatly enhanced performance in
Mathematics among Grade 4 pupils. In this regard, teachers were adequately inducted
on CBC, grade 4 mathematics teachers’ adopted new lesson planning and schemes of
work under CBC, adopted various assessment methods as spelt out in the new CBC and
teacher’s supervision on the implementation of the CBC was very crucial. The study
recommends that the Ministry of Education should create comprehensive and ongoing
professional development programs that focus not only on the theoretical aspects of the
Competency-Based Curriculum (CBC) but also on practical application in the
classroom ,ensure that schools have sufficient teaching resources and materials that are
aligned with the CBC framework, implement robust accountability systems for teachers
to ensure consistent participation in professional development programs and adherence
to CBC standards and encourage schools to actively involve parents and communities
in the learning process, especially in mathematics education. | en_US |
