Pedagogical practices for developing learner imagination and creativity in the competency-based curriculum in primary schools in kitui west Sub-county, Kenya

Abstract

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.