http://repository.must.ac.ke/handle/123456789/1457 Tue, 05 May 2026 13:01:54 GMT 2026-05-05T13:01:54Z http://repository.must.ac.ke/handle/123456789/1588 School-Based Factors Influencing Implementation of Competency-Based Curriculum in Junior Schools in North Imenti, Kenya Ireri, Christabel Wegoki Kenya has experienced a gradual transition from a content-focused educational framework to a competency-based curriculum. However, transitioning to Competency-Based Curriculum has faced many challenges, particularly at the school level. This researchwascarried out to determine how school-based factors influence the implementation of Competency Based Curriculum in junior schools. Specifically, the study evaluated the influence of teachers' professional development, instructional materials, and school physical resources, on implementing the Competency Based Curriculum in junior schools in North Imenti Sub-County, Meru County. The research was guided by Adult Learning Theory, Cognitive Load Theory, and Ecological System Theory. The study used a descriptive survey design. The targeted schools for this research were 26 junior schools in North Imenti. The respondents were 2 sub-county education directors, 26 head teachers, and 70 junior school teachers. The sample size was 31. The data was collected using Questionnaires, interview schedules, and observation checklists. The collected data was coded and entered into Excel, where Quantitative data was analyzed using descriptive analysis. The findings were presented in tables and charts. Qualitative data collected from interviews were analyzed using thematic content analysis, and framework analysis was presented in narrative form. From the findings of this study, 71% of respondent revealed that teachers’ professional development influences implementation of CBC to a Great Extent while 29%indicatedaninfluence of Very Great extent. On school physical infrastructure, 70%of respondents indicated that classrooms very greatly influenced the implementation of CBC, followed by science laboratories with 63%, then playgrounds with 53%, ICT infrastructure with50%, while agricultural plots and workshop with 50% respectively. On instructional materials, course books were rated the most influential material in the implementation of CBCwith85%, followed by teachers’ guide with 70%, then digital tools with 60%and finally teaching aids with 45%. The study established that teachers to be trained more on subject-specific methodologies, pedagogy, and learner assessment under CBC. Challenges identified included irregular teacher training, limited follow-up support, especially in remote areas, and inadequate facilities such as libraries and workshops. The study concluded that sustained professional development, adequate learning resources, and improved infrastructure are essential for effective CBC implementation. Wed, 01 Jan 2025 00:00:00 GMT http://repository.must.ac.ke/handle/123456789/1588 2025-01-01T00:00:00Z http://repository.must.ac.ke/handle/123456789/1587 Teacher Preparedness to Integrate Technology into Teaching Public Secondary Schools in Tigania West, Meru County, Kenya Ngaya, Nancy Mukiri Technology integration is essential in today’s education landscape to equip students with digital-age skills. Although the Kenyan government has introduced several initiatives to enhance technology use in education, studies reveal that adoption in secondary schools remains limited. Research indicates that providing technological devices alone is insufficient unless the teacher's role is adequately addressed. This study examined teachers’ preparedness to integrate technology into instructional delivery in public secondary schools in Tigania West Sub-County. The objectives were: to investigate how the availability of technological tools influences their integration in teaching; to examine teachers' attitudes towards technology and its impact on teaching; and to explore the influence of in-service training on technology integration. A descriptive survey design was adopted, guided by Davis’s (1986) Technology Acceptance Model (TAM). The target population included50public secondary schools, with 50 principals, 100 heads of departments, and 200 teachers. Stratified random sampling was used to select schools, while purposive sampling identified the study respondents. The sample consisted of 105 participants 15 principals, 30 heads of departments, and 60 teachers representing 30% of the population. Data collection tools included questionnaires, interviews, and observation checklists. Reliability was tested using the test-retest method and Pearson’s product-moment correlation. Quantitative data were analyzed using means, frequencies, and percentages, while qualitative data were analyzed through content analysis. Findings showed that the availability of technological tools, teacher attitudes, and training significantly influenced technology integration. While teachers were generally optimistic about using technology, most lacked the skills to apply it effectively. Although many had basic ICT training, they struggled to incorporate it meaningfully into teaching. The study recommended enhancing teacher training curricula with more robust technology content, addressing teacher attitudes, and offering continuous professional development especially for experienced teachers. Schools should also guide ICT deployment and promote self-initiated efforts. Further research was suggested to evaluate the cost-effectiveness of technology integration in education. Wed, 01 Jan 2025 00:00:00 GMT http://repository.must.ac.ke/handle/123456789/1587 2025-01-01T00:00:00Z http://repository.must.ac.ke/handle/123456789/1074 Management of Public Day Secondary Schools Through Infusion of Information and Communication Technology in Githunguri Sub-County, Kiambu County, Kenya Kimani, Joseph Wainaina The relevance of information and communication technology (ICT) in educational management can be seen all over the world. Due to ICT's importance in the society and possibly in the future of education, identifying the possible obstacles and enablers to integration of these ICT projects in schools would be an important step in improving the quality of teaching, learning and management. Despite Kenya government support for ICT integration in schools and the many benefits associated with ICT integration in the management of schools, access and availability of ICT in public schools in Kenya and Githunguri Constituency in particular is still patchy. A taskforce established in January 2011 to find ways to realign the education system with the new constitution conducted a situational analysis, and one of the findings was that "just about 2% of schools in the country have the requisite ICT infrastructure". The study sought to establish the status of management of public day secondary schools through infusion of information and communication technology in Githunguri Sub-County, Kiambu County, Kenya. This research sought to determine the management of public day secondary schools through infusion of information and communication technology. The study was carried out in Githunguri Constituency, Kiambu County, Kenya. The specific objective of the Study were to: establish the departments of day secondary school that have been functionally integrated with ICT for service delivery; find out the status of day secondary schools' principal's current awareness on the use of information communication technology in the day to day running of their schools' affairs; determine the resources mobilized by secondary school boards of management in integrating information communication technology in the teaching and learning processes; and establish the strengths that could be exploited in integrating ICT in the running of a day secondary school. The study used descriptive research design to guide the study. The target population of the Study was 270 participants comprising of 22 principals, 22 deputy principals, 26 senior teachers, class teachers, heads of departments and accountants from all the 22 public day secondary schools in Githunguri Constituency. Primary data was collected from the various individuals by use of self- administered questionnaires which are structured, interviews and observation. Secondary data. was collected from publications and information obtained from the internet. The data collected was coded, cleaned, analyzed and presented through tables, graphs and charts. The study's main findings were that lack of awareness towards the need for ICT integration among principals; inadequate ICT literacy among principals, deputy principals and heads of departments, inadequate ICT resources and related infrastructure and lack of technical support for heads of departments as well as low resource mobilization by board of management influenced ICT integration in public secondary schools to a great extent. The main conclusions of the study are that low level of awareness, negative attitude towards ICT integration among principals, ICT illiteracy among principals, deputy principals, inadequate ICT resources and related infrastructure and lack of technical support were the main hurdles towards ICT integration in school administration in public secondary schools in Githunguri Sub County, Kiambu County, Kenya. The study recommends that the ministry of Education in conjunction with the Kenya Institute of Curriculum Development should come up with tailor made ICT integration programs to impart relevant skills, knowledge and attitude to school administrators. Keywords: Management, infusion, information technology, functional integration, strengths Sun, 01 Jan 2023 00:00:00 GMT http://repository.must.ac.ke/handle/123456789/1074 2023-01-01T00:00:00Z