Browsing by Author "IDAH MWANGI"

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    TEACHERS’ PEDAGOGICAL APPROACHES ON LEARNERS ACQUISITION OF CREATIVITY AND IMAGINATION IN IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN PRIVATE PRIMARY SCHOOLS IN EMBU WEST SUB-COUNTY KENYA
    (2025-08) IDAH MWANGI
    This study aimed at finding out the influence of teachers' pedagogical approaches on learners’ acquisition of creativity and imagination skills in the implementation of competency based curriculum in private primary schools in Embu West Sub-County, Kenya. The objectives were: to examine the extent to which the problem-solving teaching approach influences learners in acquisition of creativity and imagination skills, to establish how the investigative teaching approach influences learners’ acquisition of creativity and imagination skills and to establish how the group learning approach influences learners’ acquisition of creativity and imagination skills. The study was anchored on constructivism theory (Dewey, 1938). The study used a concurrent design in the mixed methods approach. The study used a cross-sectional survey design. The target population was 18 private primary schools, 18 head teachers, 412 teachers, and one Quality Assurance and Standards Officer (QASO). Probability and non-probability sampling was used to select the participants. The study used simple random sampling to select 16 out of 18 private primary schools. Purposive sampling was used to include all 16 head teachers and one QASO. The study used proportionate and simple random sampling to select 203 out of 412 teachers. Data collection tools were questionnaires for teachers and in-depth interview guide for head teachers and the QASO. The research instruments were reviewed for validity by the researcher’s supervisors. Quantitative data was analyzed using the Statistical Package for Social Science Version 25. Frequencies and percentages were presented using bar graphs, tables, and pie charts. Descriptive statistics were used to analyze the quantitative data, while Qualitative data was analyzed through thematic analysis and presented in the form of themes, narratives, and direct quotations. The study revealed that teachers' use of pedagogical approaches such as problem-solving, investigation, and group learning influences learners’ acquisition of creativity and imagination skills in the implementation of the competency-based curriculum (CBC). The study concluded that teachers in Embu West Sub-county do not effectively present learners with problems to discuss and do not effectively guide learners in conducting experiments, which hinders the development of creativity and imagination among learners. It was recommended that the government implement comprehensive professional development and training programs for teachers focused on problem-solving and investigative teaching approaches. These programs should equip teachers with the skills and strategies needed to effectively present learners with problems to discuss and solve, as well as to guide them in conducting experiments that foster creativity and imagination.