Disparity Between Performance of Teacher Trainees Exposed to Competency Based (CBC) Curriculum and Knowledge Based Curriculum During Teaching Practice in Kenya

ABSTRACT: The purpose of this study was to compare differential efficacy of two training curricula:- competency-based curriculum (CBC) and knowledge-based curriculum (KBC) on trainee teachers performance during teaching practice. The study was expost-facto, where the two groups of teacher trainees were compared based on the achievement means score using a lesson observation assessment tool. The accessible population was 1404 of which 298 were sampled. 149 (50%) of the sampled were exposed, the competency based education and training approach (CBET) and 50 % were taken through the traditional training approach (Knowledge-Based Curriculum). Assessment was done by internal and external supervisors. The two groups were assessed using two measuring instruments in equal proportion of scoring on preparation for teaching, actual teaching, facilitation competence, use of teaching and learning resources, teacher personality and organization of learning environment. Teaching practice competency-based assessment (TPCBA) and the traditional class lesson observation (TCLO) tools were used respectively. This was because the two groups were trained under different pedagogical models. The were contextually compatible with the learning environments which ensured that assessment were valid for each group. The scoring criteria were similar as the two tools were calibrated equally. To ensure normalization of the scores, they were converted to percentages for basic comparison and subsequently subjected to Z-score normalization for valid comparison using the appropriate formula. Both were scored out of 75 then expressed as a percentage. Data analysis was done using t-tests and the hypothesis was tested at significant level of 0.05. T-test was used because data was continuous (the percentage scores 0-100 are on a continuous numerical scale). It is specially design to compare performance between the two groups. The results and findings of the study indicate that use of Competency Based Education and Training (CBET) led to similar average mean score compared to use of traditional class observation tool. This similarity could be attributed to lack of adequate skill and experience by both teacher trainees and trainers in understanding, adjusting to and embracing the competency-based education and training model.