Author(s): Ambrose Kevin Omollo, Jane Mwangi and Julia Githang'a

Abstract:
Competency-Based Curriculum (CBC) emphasizes both academic knowledge and practical life skills, focusing on what learners are expected to achieve rather than solely on academic performance. It is learner-centered and responsive to the changing needs of students, educators, and society. This study examined the relationship between teachers knowledge and their practices in implementing competency-based psychomotor activities in pre-primary education in Kiambu County, Kenya. Using a descriptive survey design, the research involved a sample of 142 pre-primary teachers drawn from 89 schools (18 public and 71 private). Data were collected through structured questionnaires, observation checklists, and interviews. Quantitative data were coded and analyzed using Statistical Package for Social and Science (SPSS version 27), with regression analysis revealing that teachers knowledge, instructional strategies, resource availability, and safety measures significantly influence the effective implementation of psychomotor activities. The findings revealed a P-value of 0.005 which indicate that there is statistical relationship between predictor factors (teachers knowledge, instructional strategies, and resources in teaching physical education) and outcomes (implementation of Pre-primary Competency-Based physical education). The study concluded that Competency-Based Physical Education (PE) curriculum is significantly influenced by teachers' knowledge, instructional strategies, and resources as they play a crucial role in shaping the educational experience for students. The study recommends offering ongoing professional development, such as workshops and training to enhance teachers' understanding of psychomotor development and competency-based activities. Support from administrators and school leaders is essential to encourage diverse physical education activities and to provide the necessary facilities and resources, ultimately improving the quality of instruction for students.

DOI: 10.22271/kheljournal.2025.v12.i6g.4128

Pages: 461-464  |  171 Views  76 Downloads

Download Full Article: Click Here