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Kenya embarked on a new Competency Based Curriculum (CBC) espoused to lay a
strong foundation for the development of innovative, vocational and technical skills as
in line with Kenya’s vision 2030. However, there is limited empirical research on
pedagogical practices for developing learner imagination and creativity. The purpose
of this study was to examine pedagogical practices for developing learner imagination
and creativity in the competency-based curriculum in primary schools in Kitui west
sub-County, Kenya. The research objectives that guided this study were: to establish
the teacher practices that develop learner imagination and creativity; assess teacher
professional development in preparing the learner utilize imagination and creativity;
examine the learning activities that develops learner imagination and creativity;
determine the role of the parents and other stakeholders in developing learner
imagination and creativity in the competency-based curriculum. The study was guided
by Dewey’s social constructivism theory. This mixed-method research study adopted a
concurrent triangulation design. The study target population was 294 teachers of lower
grades and 98 head teachers. Purposive and proportionate sampling was applied in
selection of 120 participants. Data was collected quantitatively and qualitatively using
questionnaires, content analysis and semistructured interviews. Piloting of data
collection instruments aided in determining reliability. Reliability of the study
instruments was determined through test-retest within a span of two weeks. The
quantitative data was analyzed descriptively and presented in form of mean,
percentages and standard deviation. Thematic analysis was used for qualitative data
analysis. The findings from the study revealed that, discussions, project works
including enabling learners draw link between strands enhanced self-discovery and
independent learning thus imagination and creativity. This was revealed by an overall
mean of 3.82. Besides, majority of the lower grade teachers could design a portfolio
assessment although their ability to design assessment rubrics and to notify learners
after formative assessment was low with an average mean of 2.32. Despite 79.4% of
the instructors having received training on the curriculum changes, subject content and
emerging issues in the CBC, it was established that teachers had limited skills in
Information and Communication Technology (ICT) which affected their efficacy to
integrate it in teaching and learning. Modelling, role playing, colouring, singing and
drawings were found to have a high positive impact in enhancing learner imagination
and creativity. The findings further revealed the parents’ roles as to: monitor, guide,
correct and to mobilize resources that provoked learner’s imagination and creativity. It
was concluded that active participation of learners in classroom tasks and their
socialization could be increased since they played a vital role in developing imagination
and creativity. Language barrier, limited time and inadequate learning resources were
found to hinder development of learner imagination and creativity. The study
recommended that the government through the Ministry of Education should provide
adequate teaching and learning resources to primary schools for learners to realize their
imagination and creativity. Moreover, parents’ sensitization and teacher training on ICT
should be prioritized as they were significant in developing learner imagination and
creativity. The study findings would be of significant to the Ministry of Education,
researchers, Kenya Institute of Curriculum Development and other stakeholders in the
development of policy guidelines on imagination and creativity in development and
implementation of competence-Based Curriculum. |
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