THE EXTENT OF INCULCATING COMPETENCIES IN TEACHING COMPETENCE-BASED GRADE FOUR AGRICULTURE AMONG PUBLIC PRIMARY SCHOOLS IN NJORO SUB-COUNTY OF KENYA

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Keywords:

Competence-Based Education, Grade Four Agriculture, Teaching appraches, Competencies,, Public Primary Schools, Kenya

Abstract

This study aims to evaluate the integration of Competence-Based Grade Four Agriculture teaching competencies in public primary schools within Noro Sub-County, Kenya, examining prevalent teaching methodologies and their alignment with competence-based objectives. Data from 96 public primary schools in Njoro Sub-County were collected via a census method. A survey questionnaire, assessing teaching practices aligned with competence-based objectives, was employed. Data reliability was confirmed (Cronbach's Alpha = 0.743). Descriptive statistics using SPSS version 25 analyzed the data. Commonly used teaching approaches included question-and-answer sessions (Mostly used: 47.9%), discussions (Mostly used: 59.4%), and group work (Mostly used: 54.2%). These aimed to develop effective communication, collaboration, and critical thinking skills. However, infrequent utilization was observed in project-based learning (Mostly used: 30.1%), problem-solving approaches (Mostly used: 45.2%), ICT tools (Mostly used: 38.7%), and agricultural field trips (Mostly used: 9.4%). While traditional methods dominated, lesser usage of project-based learning, problem-solving approaches, ICT tools, and agricultural field trips might hinder comprehensive competency development. Diversifying teaching methods aligned with Competence-Based Education principles is crucial for holistic competency development. Enhancing the utilization of project-based learning, problem-solving methodologies, ICT tools, and agricultural field trips is imperative to strengthen students' competencies. A balanced integration of diverse teaching approaches aligned with CBE principles should be advocated. The study emphasizes the need to diversify teaching methodologies for holistic competency development, crucial for students' success in the agricultural sector. These findings have implications for policy-making to enrich teaching practices in agricultural education.

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Published

2024-03-01