Influence of Pre-primary Teachers’ Perception of Competence Based Education on Learner Achievement in Mathematical Activities in Bungoma County, Kenya

Abstract

Appropriate teacher perception is significant for sustainability of competency based Education (CBE) for maximum learner achievement across learning areas. However,negative attitude may compromise teacher motivation towards CBE which may result into lower learner achievement. Teachers’ negative attitudes towards CBE may be occasioned by improper Institutionalization leading to incompetency in Mathematical Activities (MA) literacy among pre-primary learners. Although research has unearthed nexus between teacher perception of CBE and possible learner acquisition of pertinent skills across learning areas; none has focused on MA. This study examined influence of pre-primary teachers’ perception of CBE on learner achievement in MA in Bungoma County, with intention to enhance MA instruction and guide institutionalization of best CBE pedagogical approaches for exemplary learner achievement in numeracy skills. Teacher perception of CBE was examined in terms of instructional activities, lesson duration and syllabus relevance to learner needs. Competent Performance Model by McClelland (1973) informed this study to explain performance effectiveness. Descriptive survey research design was employed. Eight sub counties were selected purposively. Subsequent selection of 2 PP teachers from each sub county, to represent rural/urban features of PP centers in Bungoma were sampled. Total of 16 teachers of MA, 16 host primary schools head teachers, 260 PP2 learners and 8 CSOs were purposively sampled to participate in study. Data were collected using questionnaire, lesson observation and interview guide tools. Content analysis analyzed data whose findings indicated that PP teachers appreciated MA at 62.5%, viewed lesson duration for CBE MA as inadequate, at 75.95% and viewed MA syllabus content, relevant for level of PP learners, at 85.46%. Based on findings, it is recommended that duration for MA lesson should be made commensurate with experiences accorded varied concepts, County government should employ and capacity build more PP teachers and sensitize parents on their role in CBE, to amplify learner achievement in MA.