An Analysis of the Teaching and Learning Resources Available for Social Studies under the Competency-Based Curriculum in Public Primary Schools in Nakuru County, Kenya

Abstract

• Instructional resources are important towards effective implementation of the Competency-based Curriculum (CBC). The study objective was to analyse the teaching and learning resources available for Social Studies in Nakuru County, Kenya. The study was guided by Constructivist Learning Theory. Study design was descriptive survey design. Target population was 4,136 respondents from four sub-Counties in Nakuru County. Yamane’s formula was used to obtain a sample size of 365 respondents. Proportionate stratified random sampling was used to obtain a sample of 23 Head Teachers, 23 Heads of Social Studies, and 315 Social Studies teachers. Purposive sampling was used to obtain a sample of four (4) Curriculum Support Officers (CSOs), and simple random sampling was used to obtain classrooms to be observed. Data collection instruments were: questionnaires, interview schedules, and classroom observation schedules. Data analysis was done using the SPSS programme version 25. Study findings indicated that 49.7% of teachers reported that videos were readily available, 47.4% of teachers reported availability of artefacts, while 39.8% reported that audio players were readily available. Findings also indicated that 87.5% of teachers did not have charts,84.5% did not have digital devices and 81.5% did not have pictures for teaching Social Studies. Heads of Social Studies reported that artefacts, models, and audio players were the most available teaching and learning materials. Recommendations are that adequate digital tools should be provided, as well as the recruitment of resource persons, to improve learning outcomes in Social Studies and to support the learning process.