Students' Voice as a Propulsion in Teaching and Learning in Competency-Based Curriculum. A Case of St. George’s Public Primary School, Kiambu County, Kenya.

Abstract

The shift from teacher to learner in implementing Competency-Based Curriculum (CBC) has given impetus to students’ voices. Descriptive design was used. The target population was all 16 teachers teaching grade 8 at St George’s public primary school in Kiambu County, Kenya. All 16 teachers purposefully participated. A questionnaire was used to collect data, and it was analyzed using frequencies and percentages. The findings revealed that half often and the other half of the teachers rarely considered students' experiences, needs, and interests before the overall planning for teaching and learning. The study recommends intensive retooling of teachers for effective CBC implementation.