A Comparative Study of School Infrastructure and Competency-Based Curriculum Implementation in Public and Private Primary Schools, Vihiga County, Kenya

Abstract

This study provides a comparative analysis of school infrastructure and its impact on the implementation of the Competency-Based Curriculum (CBC) in public and private primary schools within Vihiga County, Kenya. The CBC was introduced to replace the previous 8.4.4 education system. The research specifically aimed to assess the influence of school infrastructure on CBC execution across the two school types. The investigation was guided by Open Systems Theory and employed a mixed-methods research design. The target population included 408 head teachers, 4,392 teachers, 15 curriculum support officers, and 5 Sub-County Education Officers. Using stratified, simple random, and purposive sampling techniques, a sample of 81 head teachers, 366 teachers, 5 curriculum support officers, and 2 Sub-County Education Officers was selected. Data collection instruments comprised questionnaires, interview guides, and observation guides. Quantitative data were analyzed using descriptive statistics (frequencies and percentages), while qualitative data were analyzed thematically. A t-test was used to examine the relationship between school infrastructure and CBC implementation. The findings revealed that public primary schools lacked adequate classrooms, laboratories, workshops, internet connectivity, and science and ICT devices for effective CBC delivery. In contrast, private primary schools were found to have sufficient classrooms, reliable electricity, internet connectivity, and necessary science and ICT devices. However, both public and private schools demonstrated inadequate sports and games facilities. The t-test results indicated a statistically significant relationship between school infrastructure and CBC implementation for both school types (p-value = 0.000, < 0.05 significance level).