Influence of Parental Socio-Economic Activities on Implementation of Competency-Based Curriculum in Public Junior Schools in Garissa Sub-County, Garissa County, Kenya

Influence of Parental Socio-Economic Activities on Implementation of Competency-Based Curriculum in Public Junior Schools in Garissa Sub-County, Garissa County, Kenya

Hussein Abdijabar & Josephine Kirimi
Mount Kenya University
Email: abdijabarhassan903@gmail.com

Abstract: Parental socio-economic activities are crucial in supporting the effective implementation of the Competency Based Curriculum (CBC) in schools. In Garissa Sub- County, however, the implementation of CBC in public junior schools has been less successful, with many teachers unable to cover the syllabus on time, leading to poor learner competencies. This study sought to examine how parental socio-economic activities influence the implementation of CBC in public junior schools in Garissa Sub- County, Garissa County, Kenya. The study utilized a mixed-methods approach and a concurrent triangulation research design. The target population consisted of 654 respondents, including 28 headteachers, 315 JSS teachers, 308 parents’ representatives, and 3 Curriculum Support Officers (CSOs). A sample of 9 headteachers, 201 JSS teachers, 36 parents’ representatives, and 3 CSOs were determined using Yamane’s formula. Data was collected through questionnaires for JSS teachers and interview guides for headteachers, parents’ representatives and CSOs. Qualitative data were analyzed thematically and presented in narrative form, while quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially through Pearson’s Product Moment Correlation Analysis, using Statistical Package for Social Sciences (SPSS Version 25) and presented in tables. The study revealed that CBC implementation remains a challenge in Garissa Sub-county’s public junior schools. Many teachers fail to cover the syllabus in time, and classroom pedagogy remains ineffective, leading to low learning outcomes. This issue has been attributed to parents’ involvement in various socio-economic activities. Therefore, it is recommended that parents prioritize time for their children’s academic engagement despite their busy schedules.