The Role of Parental/Guardian Involvement in the Implementation of Competency Based Curriculum Project in Tarbaj Sub-County, Wajir County, Kenya

Abstract

In 2016, Kenyan government adopted the Competency-Based Curriculum (CBC) education model. The CBC model was meant to replace the 8-4-4 curriculum.  It seeks to help learners to demonstrate ability to apply skills, knowledge, values, and attitudes acquired during learning. There is need for a resolute effort from stakeholders for the CBC project accomplishment. The current research examined how parents/guardians’ involvement in their children’s learning process influenced the outcomes of CBC educational model in public schools in Tarbaj Sub-County, Wajir County. The study was guided by Transformational Theory and descriptive research design was adopted to collect quantitative data. Validity of the questionnaire items was ensured through a pilot study. Reliability was tested using Cronbach’s alpha and returned an alpha value α of 0.78. The study used censure method to recruit 74 participants that comprised grade five teachers in public schools in Tarbaj Sub-County. The researcher used descriptive statistics such as standard deviation, mean, percentage, as well as frequency to summarize basic features of the data. Inferential statistics such as regression analysis and correlations were also used to analyze data. The findings indicated that low involvement of parents/guardians as co-educators translated to low success rates in the adoption of CBC model of education in Tarbaj Sub-County, Wajir County. The study fortifies the relevance of CBC project leaders’ intervention in inspiring and empowering parents/guardians to play their role as co-educators effectively.