THE RELATIONSHIP BETWEEN TEACHERS’ ATTITUDE AND THE INTEGRATION OF TECHNOLOGY IN THE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PRIMARY SCHOOLS IN KEIYO-SOUTH SUB-COUNTY, KENYA

Authors

  • Salina J. Bartilol PhD Student, Department of Curriculum, Instruction and Educational Media, School of Education, Moi University, Kenya
  • Mary Kerich Egesa Professor, Dr., Department of Curriculum, Instruction and Educational Media, School of Education, Moi University, Kenya
  • Alice Yungungu Professor, Dr., Department of Curriculum, Instruction and Educational Media, School of Education, Moi University, Kenya

DOI:

https://doi.org/10.46827/ejes.v12i11.6258

Keywords:

teachers’ attitude, technology integration, Competency-Based Curriculum (CBC), Information and Communication Technology (ICT)

Abstract

The transformation of the education sector in Kenya through the Competency-Based Curriculum (CBC) necessitates the integration of Information and Communication Technology (ICT) in teaching. However, the role of teachers’ attitudes in this integration remains underexplored, particularly in rural settings. This study examined the relationship between teachers’ attitudes and the integration of technology in the implementation of CBC in primary schools in Keiyo-South Sub-County, Elgeyo-Marakwet County. A concurrent mixed methods design was adopted, targeting 297 teachers and 26 head teachers selected from 97 primary schools. Quantitative data were collected using questionnaires and analyzed using Pearson correlation, while qualitative data from interviews were analyzed thematically. Results revealed that there was no significant relationship between teachers’ attitude and integration of technology (r=-.111, p=.072>.05). Although many teachers expressed positive attitudes, they did not adequately apply technology in their teaching. Interviewed head teachers confirmed that positive attitudes without practical ICT application had no meaningful effect on CBC implementation. These findings suggest that while teacher attitude may be positive, real integration is hindered by infrastructural and capacity-based limitations. The study recommends leveraging teachers’ positive dispositions to enhance actual technology use through training and resource provision.

 

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Author Biographies

  • Salina J. Bartilol, PhD Student, Department of Curriculum, Instruction and Educational Media, School of Education, Moi University, Kenya

    Salina J. Bartilol is currently a PhD candidate in the Department of Curriculum Instruction and Educational Media at Moi University, Kenya. She holds a Master of Education (M.Ed.) in Curriculum and Instruction, and a Bachelor of Education (B.Ed.). Her academic research primarily focuses on curriculum development, digital learning environments, educational technology integration, and teacher professional development in the context of Kenya. Salina has participated in several academic conferences and workshops related to education and technology, and she has contributed to various research projects aimed at improving educational practices through innovative teaching methods. She is an active member of academic networks such as Educational Leadership and Research Association, where she shares her publications and engages with fellow researchers.

  • Mary Kerich Egesa, Professor, Dr., Department of Curriculum, Instruction and Educational Media, School of Education, Moi University, Kenya
    Dr. Mary Kerich Egesa is a Senior Lecturer in the Department of Curriculum Instruction and Educational Media at Moi University, Kenya. She holds a Doctor of Philosophy (Ph.D.) in Education. Her research interests include educational media, curriculum innovation, teacher education, and the use of multimedia in enhancing learning. Dr. Egesa has published several articles on the integration of educational technology into teacher training programs and has been involved in numerous international and local academic conferences. She is a member of various academic networks, including Educational Leadership and Research Association, and is an active contributor to educational media research initiatives. Dr. Egesa is committed to advancing knowledge in the field of education through collaborative research and mentorship of young scholars.
  • Alice Yungungu, Professor, Dr., Department of Curriculum, Instruction and Educational Media, School of Education, Moi University, Kenya
    Dr. Alice Yungungu is a Lecturer in the Department of Curriculum Instruction and Educational Media at Moi University, Kenya. She obtained her Ph.D. in Education, specializing in curriculum design and educational technology. Her research focuses on curriculum development, e-learning systems, and the pedagogical use of digital tools in classrooms. Dr. Yungungu has participated in several national and international research projects related to curriculum reform and educational technology. She regularly presents her research at conferences and workshops globally.

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Published

2025-09-03

Issue

Vol. 12 No. 11 (2025)

Section

Articles

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