Department of Curriculum and Instructionhttp://41.89.164.27:8080/xmlui/handle/123456789/3222024-03-29T02:00:53Z2024-03-29T02:00:53ZCOLLABORATIVE PEER SUPERVISION IN ENHANCING THE EFFECTIVENESS OF TEACHERS OF ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA COUNTY, KENYA.BARASA, DIANA WAKASAhttp://41.89.164.27:8080/xmlui/handle/123456789/21252024-02-29T09:04:51Z2023-05-01T00:00:00ZCOLLABORATIVE PEER SUPERVISION IN ENHANCING THE EFFECTIVENESS OF TEACHERS OF ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA COUNTY, KENYA.
BARASA, DIANA WAKASA
Supervision of instruction is one of the most effective tools for ensuring quality curriculum delivery in schools. To ensure quality delivery of the English language curriculum in public secondary schools in Kenya, an effective supervision model for teachers of English, which is currently lacking, is required. This study therefore, sought to explore English Language teachers` views about the usefulness of Collaborative Peer Supervision Approach, in enhancing Teacher Effectiveness in the teaching of English language in public secondary schools in Kakamega County, Kenya. The study was guided by four objectives: To assess the current supervisory role of Heads of English Department in the supervision of English Language teachers, to determine English Language teachers` level of awareness about Collaborative Peer Supervision approach to supervising the teaching of English Language in public secondary schools, to establish the supervisory knowledge and skills that English Language teachers possess, to fully utilize Collaborative Peer Supervision (CPS) approach in supervising the teaching of English Language in public secondary schools, to investigate English Language teachers` perceptions about the utilization of Collaborative Peer Supervision approach in the supervision of the teaching of English Language in public secondary schools. All teachers of English, and English Language Departmental Heads (HODs), from the 417 public secondary schools in Kakamega County, constituted the study population. A sample size of 311 participants was used in the study. The study used multi-stage sampling technique, in which, study participants were sampled in stages. Proportionate and simple random sampling techniques were used to select 286 Teachers of English, who participated in the quantitative phase of the study, while, purposive sampling was employed in the selection of 25 HODs from the 417 HODs in the public secondary schools, who were interviewed. The study adopted the Convergent Mixed Methods Research Design. The questionnaire was used to collect quantitative data, while an in-depth interview guide was used to collect qualitative data. Quantitative data were analyzed using descriptive and regression analyses, while Qualitative data were coded and analyzed thematically. The major findings of the study were that, teachers of English perceive CPS as an effective supervision approach, that can enhance their teaching effectiveness. Further, a positive perception and satisfaction with CPS were significantly associated with improved effectiveness of teachers of English. The study concluded that CPS is an effective supervision approach, positively perceived by teachers of English as effective, and can enhance their teaching effectiveness. The study recommends that CPS is an effective supervision approach and should be adopted as an official supervision model for Teachers of English, in secondary schools in Kenya, to compliment the current TPAD.
2023-05-01T00:00:00ZINFLUENCE OF SCHOOL CALENDAR DISRUPTION ON ADOPTION OF DIGITAL LEARNING OF ENGLISH LANGUAGE IN KAPSERET SUBCOUNTY, KENYATUWEI, EDNAH JESANGhttp://41.89.164.27:8080/xmlui/handle/123456789/21082024-02-22T07:22:19Z2023-05-01T00:00:00ZINFLUENCE OF SCHOOL CALENDAR DISRUPTION ON ADOPTION OF DIGITAL LEARNING OF ENGLISH LANGUAGE IN KAPSERET SUBCOUNTY, KENYA
TUWEI, EDNAH JESANG
From time to time, school calendars suffer disruption due to a myriad of crises. The recent global closure of schools due to the COVID-19 pandemic has created significant disruptions in school calendars, leading to the need for alternative approaches to education. Governments and schools are faced with the challenge of either embracing digital learning or enduring an indefinite wait for schools to reopen physically. This situation necessitates the identification and implementation of effective solutions to ensure the continuity of education and minimize the adverse impact on students' academic progress. The overall objective of this study was to determine the influence of school calendar disruption on the adoption of Digital Learning of English Language (DLEL) in Kapseret Subcounty, Kenya. The specific objectives were to establish whether indefinite school closure influences adoption of Digital Learning of English Language in Kapseret Subcounty, Kenya, to assess the influence of educational technologies on adoption of Digital Learning of English Language in Kapseret Subcounty, Kenya and finally to determine how digital literacy influences adoption of Digital Learning of English Language in Kapseret Subcounty, Kenya. The study was based on Social Cognitive Theory by Albert Bandura (2009) which provides insights into how students' learning experience. The study adopted descriptive research design. The study targeted a total of 2,173 respondents from secondary schools including; 2,092 form three students, 49 Teachers of English and 32 head teachers from the 32 high schools in Kapseret Sub County, 49 Teachers of English and 32 head teachers from the 32 high schools in Kapseret Sub County. The sample size of 327 was determined using Nassiuma's (2000) formula, which included 11 headteachers, 309 form three students, and 7 English teachers. The data was collected through the administration of questionnaire and interview schedules. Construct validity was employed and high reliabililty coeffient of 0.74 was obtained during the pilot study. The data was analyzed using descriptive statistics, including means, percentages, and standard deviations, and the results were then presented in form of tables. The study established that all schools were closed indefinitely in Kapseret subcounty and majority of the student respondents 225 (80.1%) lived with their parents during the school closure. The study further revealed that 32(11.4%) student respondents interacted remotely with their teachers via social media. All the teachers had access to internet whereas 196 (72.3%) of the student respondents had access to internet while 85 (30.2%) did not have access to internet. Also, 26(13.3%) of the student respondents used internet daily for academic work. Majority of the student respondents considered their digital skills as fair, good and very good at 93(33.1%), 76(27%) and 28(10%) respectively. Majority of the teachers 3(42.9%) were not competent in using digital devices to prepare, teach and evaluate students. In addition, only 66(23.5%) of the student respondents had undergone training for digital learning whereas 215(76.5%) had not. The study concluded that it was possible for learning to continue in Kapseret subcounty during school closure, with deliberate efforts and appropriate investment in digital learning. There was need to deliberately equip the teachers and students with the right digital devices, platforms and skills for effective engagement in case of disrupted school calendar. The schools, teachers, parents and the Ministry of Education will find this study useful in making appropriate adjustments towards leveraging technology for uninterrupted learning of English language.
2023-05-01T00:00:00ZAN INVESTIGATION OF PRIMARY SCHOOL, TEACIIERS' COMPETENCIES IN PLANNING FOR INSTRUCTION THE CASE OF PRIMARY SCHOOLS IN NANDI SOUTH DISTRICTJeruto, FancyMukwa, ChrisKerich, Maryhttp://41.89.164.27:8080/xmlui/handle/123456789/20822024-02-05T08:47:07Z2023-07-01T00:00:00ZAN INVESTIGATION OF PRIMARY SCHOOL, TEACIIERS' COMPETENCIES IN PLANNING FOR INSTRUCTION THE CASE OF PRIMARY SCHOOLS IN NANDI SOUTH DISTRICT
Jeruto, Fancy; Mukwa, Chris; Kerich, Mary
The purpose of this study was to investigate teacher's competencies, knowledge, and skills in planning for instruction in primary schools in the Nandi South district. The purpose of this study was to establish primary teachers' competence in planning for instruction with a view or making suggestions for improving teaching and learning in Kenya Primary schools. A survey design taking a descriptive approach (vas employed in this study. Stratified and purposive sampling procedures were used to obtain 138 trained primary school teachers used in the study. Survey questionnaires, observation, a checklist, and an interview schedule ere developed validated, and administered in the field to obtain data used in the present study. Data were analyzed by use of the SPSS program using descriptive and inferential statistical techniques. Descriptive statistics included the use of percentages and frequencies were used to answer and analyze research questions. Inferential statistics involving chi-square and ANOVA were used to test live research hypotheses at an alpha level of 0.05. The results indicated that teachers understand and reasonably discuss the instructional planning process. However, it was revealed that they could not use available instructional ideas and materials to make and implement decisions that involve the application of novel conceptual and practical technological ideas. The study also revealed that teachers’ attitudes towards planning for instructions arc influenced by motivation, availability of teaching and learning facilities, environment, and teacher's personal characteristics. Based on the results it was concluded that teachers are not functionally competent instructional planners. On the strength of the research findings and in light of the conclusion. The study recommends that a well-defined policy be instituted regarding instructional planning in primary schools in Kenya. Such a policy should consider reviewing the cut rent teacher's training programs, and the position or media resources in the school curriculum. It is also recommended that promotion into educational leadership positions and teacher certification be pegged on excellence in instructional planning matters. This study also recommends that teachers need to be motivated through various incentives such as better remuneration, in-service programs, fair administration, and provision or adequate and variety of teaching and learning media. The study provides useful insights which can be used to improve teaching in Kenyan primary schools.
2023-07-01T00:00:00ZINFLUENCE OF FUNCTIONAL WRITING SKILLS ON STUDENTS’ PERFORMANCE IN KISWAHILI IN SECONDARY SCHOOLS IN KENYA. A CASE OF ELGEYO-MARAKWET COUNTY.OJWANG', CONSOLATAhttp://41.89.164.27:8080/xmlui/handle/123456789/20802024-02-05T07:56:52Z2023-09-01T00:00:00ZINFLUENCE OF FUNCTIONAL WRITING SKILLS ON STUDENTS’ PERFORMANCE IN KISWAHILI IN SECONDARY SCHOOLS IN KENYA. A CASE OF ELGEYO-MARAKWET COUNTY.
OJWANG', CONSOLATA
Functional writing has been given prominence in the Kenyan Secondary school Kiswahili syllabus. This study investigated on the influence of functional writing skills on students’ performance in Kiswahili in Elgeyo-Marakwet County. The need for this study was based on the fact that functional writing is an area faced with challenges. The main objective of the study was to examine the influence of functional writing skills on students’ performance in Kiswahili. Theoretical framework is based on Jane Emig’s Process Theory of Composition Writing of (1971). The study employed descriptive research design and data was collected using questionnaire, observation schedule and document analysis guide. The area of study was Elgeyo-Marakwet County. The target population included all form four students and all teachers of Kiswahili from the 122 secondary schools. From this population, stratified, purposive and simple random sampling was used to get a sample. There were 9852 Form Four students in secondary schools in Elgeyo–Marakwet County as at October, 2020. During the entire study 579 students in Form Four class and 35 teachers of Kiswahili participated. The study used both primary and secondary data. Lecturers in School of Education, at the University of Eldoret determined the validity of the research thesis instruments. Reliability was tested using test-retest method in four secondary schools in Uasin Gishu County. The study used qualitative and quantitative research methodologies. Data from the questionnaire was presented in frequency tables and percentages using descriptive statistics, narrative and verbatim. The research established that inappropriate style, structure, incorrect use of language, negative attitudes of learners towards functional writing as well as inappropriate teaching strategies of functional writing skills have a negative effect on students’ performance of Kiswahili in secondary schools. The findings would be used for reference by other researchers and would also give guidance on how to improve in the writing of functional essays. The study recommended that teachers should emphasize on the style, structure and appropriate choice of vocabulary and should adhere to appropriate teaching strategies when teaching and evaluating learners in functional writing.
2023-09-01T00:00:00ZTHE ROLE OF TESTING SPEAKING SKILLS THROUGH WRITING ON LEARNERS’ SPEAKING COMPETENCE IN SELECTED SECONDARY SCHOOLS IN KESSES SUB-COUNTY, UASIN GISHU COUNTY, KENYAMELLY, RUTHhttp://41.89.164.27:8080/xmlui/handle/123456789/20602024-01-30T07:44:54Z2023-09-01T00:00:00ZTHE ROLE OF TESTING SPEAKING SKILLS THROUGH WRITING ON LEARNERS’ SPEAKING COMPETENCE IN SELECTED SECONDARY SCHOOLS IN KESSES SUB-COUNTY, UASIN GISHU COUNTY, KENYA
MELLY, RUTH
At the end of the secondary English course, all students are expected to have acquired a significant command of English in spoken form to enable them to communicate confidently and competently in all sorts of discourse. However, by the end of secondary school, most learners are not able to speak competently in English language in most real-life situations. This study, therefore, was an investigation of the role of testing speaking skills through writing on learners’ speaking competence. Its main aim was to emphasize the importance of testing speaking skills orally. The research was guided by the following objectives: To investigate the role of testing speaking skills through writing in Kenyan secondary schools; to observe how testing speaking skills through writing affects learners speaking competence and finally, to provide some of the measures that can be put in place to ensure that problems associated with speaking competence are addressed. This study was conducted in selected secondary schools in Kesses Sub-County, Uasin Gishu County, Kenya. This study adapted a mixed method research design. The researcher used both purposive and stratified sampling techniques to select the schools that were investigated. Data was collected using students’ questionnaire, questionnaire for the teachers of English, classroom observation guide and method of assessment guide and a voice recorder. Teachers of English language and their form four students were observed during the listening and speaking English lessons. The method of assessment was also observed. Both the students and teachers under investigation were issued with questionnaire to fill. The respondents were also subjected to an oral test. Research instruments were reviewed and validated by the supervisors from the University of Eldoret. The reliability of the research instruments tested using test-retest method. The qualitative data collected was analyzed using narrative analysis, while quantitative data were analyzed using frequencies and percentages. The data was then presented in form of percentages and tables. On testing speaking skills, 43 (62.3%) revealed that testing speaking skills through writing helps in assessment of write proficiency, 15 (27.7%) revealed that it not only helps to test or monitor whether students have mastered words spellings but it helps them improve on word spelling. 11(15.9%) revealed that the when they get the spellings right, then it led to improvement in speech. On classroom practices, 18(26.1%) of the respondents established that when Learners engage in group activities, their speaking competence improves, 13(18.8%0 revealed that adoption of lecture method helps to improve speaking competence, 22(31.9%) revealed that recitation makes Learners improve on speaking competence and 16(23.2%) opined those discussions make learners practice speaking and therefore it improves speaking competence. On measures employed to address problems associated with speaking competence, 25(36.2%) revealed that practicing speaking English would enhance speaking competence, 17(24.7%) of the teachers opine that the speaking skill should be tested, 27(39.1%) postulated that the Ministry of Education should at least consider having exchange programmes between learners in English speaking countries to ensure peer learning. The study concluded that testing speaking skills through writing helps in assessment of writing proficiency. Learners engage in group activities which improves their speaking competence. The study recommended that a study should be conducted to establish the challenges associated with testing speaking skills orally in all public secondary schools in Kenya.
2023-09-01T00:00:00ZA SURVEY OF FACTORS INFLUENCING TEACHER MOTIVATION TOWARDS IMPLEMENTATION OF PASTORAL PROGRAMME INSTRUCTION IN CATHOLIC SPONSORED PRIMARY SCHOOLS IN KENYA: A CASE OF MARAKWET WEST SUB-COUNTYTANUI, JUDITH JEMUTAIhttp://41.89.164.27:8080/xmlui/handle/123456789/20562024-01-30T07:06:17Z2023-09-01T00:00:00ZA SURVEY OF FACTORS INFLUENCING TEACHER MOTIVATION TOWARDS IMPLEMENTATION OF PASTORAL PROGRAMME INSTRUCTION IN CATHOLIC SPONSORED PRIMARY SCHOOLS IN KENYA: A CASE OF MARAKWET WEST SUB-COUNTY
TANUI, JUDITH JEMUTAI
Programme of Pastoral Instruction (PPI) is perceived as an easy subject that requires less attention in teaching it like other subjects in the curriculum because of the teachers’ opinions that it is an extension of church services and the Bible. This leads to teachers’ low attitude towards the program and its subject content. The attitude of teachers towards this subject affects how this programme is implemented in schools. Some teachers in primary schools have perceived that the programme of pastoral instruction is a source of disunity of learners and teachers in schools. These teachers think that, the most suitable people to teach pastoral instruction are catholic sisters and priests. While others view PPI as an extra duty given to them yet they are already too heavily burdened with the pressing demands of the 8-4-4 education curriculum. It was against such background that the study sought to establish factors influencing teacher motivation towards the implementation of programme of pastoral instruction in catholic sponsored primary schools in Kenya. The objectives of the study were; First, to determine teachers’ attitude towards the implementation of the Pastoral Programme Instruction. Secondly, to establish how teachers are motivated to implement the programme of pastoral instructions and thirdly, to establish the status of teaching and learning institution resources in implementation of programmes of pastoral instruction. The study was guided by Herzberg`s two factor theory (1959). The theory is known as Motivator-Hygiene theory. The study employed descriptive survey research design. The study targeted 965 respondents. Simple random sampling technique was used to select fourteen catholic sponsored primary schools in Marakwet West sub-county in Elgeyo Marakwet County. All head teachers of the sample schools participated in the study. Simple random sampling technique was used to select 42 PP1 teachers and 272 pupils in the upper primary school, class 6, 7 and 8. Data was collected by use of questionnaires and interviews schedule. Data analysis was done using descriptive statistics which include use of percentages, means, frequency and tables. The findings showed that the respondents strongly disagreed that pastoral instruction overcrowded the teaching timetable. Teachers strongly agreed that it was never possible to teach all topics in PPI because of lack of resources. The working conditions of teachers needed a boost by providing them with incentives as a way of boosting their morale. There was also need to recognize and appreciate the efforts of teachers by rewarding them. Furthermore, teachers strongly disagreed that instead of buying resource materials for PPI we could buy more for examinable subjects. The study concludes that the teachers and learners required more resource materials for PPI subjects. For teachers to deliver effectively the management was required to look into teachers’ welfare by harmonize their services accordingly. The study makes the following recommendation: there is need for teachers to undergo training. This is based on the fact that teachers who have adequate training on instructional resource use influence pre-school learners’ achievement in both examinable subjects as well as non-examinable ones. The study further recommended that the Government through the education officers should provide primary schools with PPI instructional materials. This is due to the fact that availability of instructional resources influences positively the acquisition of the content. The Ministry of Education through the County education officers could provide audio and audio-visual materials to pre-schools, since they are known to positively influence the acquisition of the content among primary school learners. The government could find ways of motivating the teaching staff as they are the main pillar in the implementation of the Programme for pastoral instruction.
2023-09-01T00:00:00ZInfluence of Computer-Based Laboratory Simulations (CBLS) as a teaching Method on Secondary Schools Students' Attitudes and Performance towards Chemistry in Bomet CountyChepkorir, Salomehttp://41.89.164.27:8080/xmlui/handle/123456789/20142023-10-12T08:46:32Z2023-07-01T00:00:00ZInfluence of Computer-Based Laboratory Simulations (CBLS) as a teaching Method on Secondary Schools Students' Attitudes and Performance towards Chemistry in Bomet County
Chepkorir, Salome
Chemistry education in secondary schools is a critical component of fostering scientific literacy and equipping students with the knowledge and skills necessary for their academic and future career pursuits as well as addressing the nation's developmental challenges. However, the subject has often been perceived as challenging by students, leading to disinterest and negative attitudes towards learning chemistry. Computer-Based Laboratory Simulations (CBLS) leverages technology to create virtual laboratory environments, allowing students to conduct experiments, analyze data, and explore chemical phenomena in a safe and interactive manner. By offering an alternative to traditional hands-on laboratory experiences, CBLS aims to make chemistry more accessible, captivating, and relevant for students. This research objective was to examine the effect of CBLS as a teaching method on students' attitudes and performance in chemistry in secondary schools within Bomet County, Kenya. The aim of this study is to investigate the potential of CBLS in enhancing students' engagement, attitudes, and academic achievements in the subject of chemistry. Constructivist theory by Jean Piaget guided the study. The study adopted positivism Philosophical paradigm and employed Quasi-Experimental Research Design. Solomon-Four Non-equivalent Groups Design was applied. The research took place in Bomet County, located in the southern part of the former Rift Valley Province of Kenya. The study involved a target population of 687 Form four students and 4 teachers from public secondary schools in Bomet County. The final sample size consisted of 369 participants, including 4 teachers who underwent interviews, 205 students who completed a questionnaire, and 160 students who participated in an experimental test. To select the 4 schools, a purposive sampling method was used based on the availability of computers. The schools were then randomly assigned to either the treatment group or the control group using a simple random sampling procedure. All the student groups were taught the same chemistry content, focusing on electro-chemistry. However, the experimental groups received instruction through CBLs, while the control groups were taught using regular teaching methods (RTM), which involved teacher demonstrations and lectures. Before implementing the CBLs treatment, a pre-test for both the control group II and experimental group I to measure their initial knowledge levels and establish a baseline was conducted. After four weeks of the study, all four groups underwent a post-test using the Students' Chemistry Achievement Test (SCAT). The SCAT had been previously validated by education experts and pilot tested to ensure its reliability. The data collected from the pre-test and post-test scores were subjected to statistical analysis using one-way ANOVA. CBLs had significant influence on attitude of students which enhanced performance in chemistry (P<0.05). The study concluded that CBLS had significant influence on achievement in chemistry since it assisted the learner to develop inquiry skills than RTM. The study recommended that schools should foster a positive and supportive learning environment that encourages students to embrace CBLS and develop a favorable
attitude towards technology-based learning. This can be achieved through collaborative group activities, interactive learning experiences, and continuous Teacher Training as well as address technological barriers in secondary schools in Bomet County.
2023-07-01T00:00:00ZThe Place of Critical Thinking in Physics InstructionRuto, D. K.Waswa, P.Wanami, S.http://41.89.164.27:8080/xmlui/handle/123456789/19692023-09-27T08:06:46Z2023-06-01T00:00:00ZThe Place of Critical Thinking in Physics Instruction
Ruto, D. K.; Waswa, P.; Wanami, S.
The teaching of critical thinking is paramount in physics instruction, it is achieved through acquisition of critical thinking skills by learners. Consequently, teachers of physics ought to employ instructional strategies that foster the acquisition of the skills. This article explores an array of these strategies in detail, it also presents the history and nature of critical thinking, the role of critical thinking in science instruction and the challenges teachers of physics face in teaching critical thinking skills.
2023-06-01T00:00:00ZInfluence of the Mode of Training on the Level of Satisfaction of Marine Engineering TVET Graduates from the Coastal Region of KenyaOmariba, BonifaceSimiyu, JohnDimo, Herberthttp://41.89.164.27:8080/xmlui/handle/123456789/19672023-09-27T07:43:39Z2023-09-01T00:00:00ZInfluence of the Mode of Training on the Level of Satisfaction of Marine Engineering TVET Graduates from the Coastal Region of Kenya
Omariba, Boniface; Simiyu, John; Dimo, Herbert
The Government of Kenya has instituted rapid and far reaching reforms in the TVET sector since 2010. Recently; expansion of the marine sector has created a demand for increased manpower in the field of marine engineering. The government of Kenya has put up institutions to offer this line of training. In terms of exposure to workplace-based learning, there are three competing modes of technical training in Kenya-the apprenticeship, modular and regular programs. This study assessed how each of the three modes of training influences the level of satisfaction of graduates of marine engineering programs from TVET institutions in the coastal region of Kenya. The study was anchored on the theory of intuition. Research design adopted the process of descriptive survey with a quantitative approach. The study area was the coastal region of Kenya. The target population was 425 marine engineering students who have spent 6 months since course completion. The study sampled out 243 graduates. The research instrument was a questionnaire. Respondents were categorized by gender and the three modes of training; modular; apprentice and regular programs. Analysis was conducted using a chi-square homogeneity model at 5 percent level of significance and 2 degrees of freedom and was run on SPSS. The hypothesis that all modes of training had an influence on the level of satisfaction of TVET students was proven. The major finding was that students were satisfied with the various modes of training as currently formatted and implemented. There is no need for the government to take extraordinary measures to restructure the programs. However, graduates universally complained of the insufficient manner in which information was provided on jobs, careers and general counseling and guidance. Further research should be done to establish how best colleges could improve information services on prospective careers. Future research should include larger samples.
2023-09-01T00:00:00ZInstructional Methods Used in Competency-Based Education and Training in National Polytechnics in Kenya's Nyanza regionKiplagat, HoseahMusembi, FrancisNyakongo, Clinton Mokayahttp://41.89.164.27:8080/xmlui/handle/123456789/19592023-09-20T07:20:47Z2022-10-01T00:00:00ZInstructional Methods Used in Competency-Based Education and Training in National Polytechnics in Kenya's Nyanza region
Kiplagat, Hoseah; Musembi, Francis; Nyakongo, Clinton Mokaya
The purpose of the study was to examine which instructional methods are used in Competency-Based Education and Training in National Polytechnics in Kenya's Nyanza region.The study adopted descriptive research design. The study targeted 58 Administrators and Management, 450 Trainers, and 15150 Students from Kisumu and Kisii National Polytechnics. Stratified random sampling technique was used to select the respondents. Questionnaires and Interview was used to collect data. Quantitative data was analyzed through descriptive statistics and inferential statistics while qualitative data were analysed thematically. The findings was packaged and presented to the institution's management, the stakeholders in education, and the Ministry of Education to help them bridge the gaps and formulate policies that will improve the quality of tertiary learning and teaching, hence equipping learners with relevant skills. The study found out that instructional methods used had great influence on the effective implementation of the Competency Based Education and Training. The study recommends that there was need for the management and the officers in charge of the curriculum implementation to ensure that they improve on the areas that respondents had issues with that could hinder the effective implementation of the Competency Based Education and Training in the institution.
2022-10-01T00:00:00Z