Level of Teacher’s ICT Competency in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya

Too Bethuel Chepkilot, Lydia Kipkoech & Joshua Keter
Department of Education Management and Policy Studies
University of Eldoret
Email: bethwelt2011@gmail.com

Abstract: Despite the increasing emphasis on integrating ICT in education, many teachers remain inadequately trained to utilize technology effectively in implementing the Competency-Based Curriculum (CBC). This lack of training hinders the use of essential tools in classroom instruction, impacting the quality of teaching and learning outcomes. The purpose of this study was to assess the level of teacher’s ICT competency in the implementation of competency-based curriculum in public primary schools in Baringo County. The study adopted descriptive research design using the mixed method approach. The target population included all the 748 head teachers and 6039 teachers in the 748 primary schools in Baringo County. The schools were selected through stratified and random sampling methods. A total of 306 teachers, 7 head teachers and 7 sub county directors of education were selected to participate in the study. Questionnaires, interview schedules and an observation schedule were used to collect data. The findings of the study revealed that there are significant gaps in teachers’ ICT competency in relation to the implementation of the competency-based curriculum (CBC) in primary schools in Baringo County. Most teachers reported insufficient training on ICT facilities necessary for CBC, and many lacked the proficiency to use computers effectively for teaching. Despite some positive feedback on training, the overall ability of teachers to integrate ICT into their classroom practices remains limited. The findings from this study will be significant to all the education sector stake holders on measures to be employed to enable informed decision-making on the successful curriculum and its implementation.