Papers by Wilbrodah Orina
International Journal of Research and Innovation in Social Sciences (IRJISS), 2025
The prevalence of teenage parenthood presents significant social and economic challenges, especia... more The prevalence of teenage parenthood presents significant social and economic challenges, especially in developing countries, where it often leads to increased dependency on elderly family members. This paper assessed the prevalence of teenage parenthood and examined the resulting dependency burden on elderly caregivers in Bungoma North Sub-County. Hagel's Theory of Responsibility and Theory of Reasoned Action were used to underpin the study. A cross-sectional study design was used, involving a sample of 143 teenage mothers and pregnant teenagers from 10 schools. Stratified random sampling involved dividing the population into subgroups of ten schools and then randomly selecting participants from each subgroup. This ensured that the sample is representative of the population across the different subgroups. The sample included girls who were either pregnant or had recently given birth. Data were collected through structured questionnaires, focusing on socio-demographic characteristics, caregiving arrangements, and family dynamics. Descriptive statistics and regression analysis were employed to interpret the data. The findings revealed that elderly family members, particularly those aged 56 and above, bear the brunt of caregiving responsibilities, with 27% of caregivers aged 66 or older. A high prevalence of teenage pregnancy in Bungoma North Sub County, Kenya, leads to significant reliance on elderly family members for childcare, placing strain on their physical, emotional, and financial well-being. This burden is further exacerbated by limited support from other family members and inadequate access to external resources, leaving elderly caregivers feeling socially isolated and financially strained. The study highlights the need for targeted support systems, including social services, caregiver training, and psychological support, to ease the caregiving burden. Additionally, enhanced programs addressing teenage pregnancy prevention and education are crucial to reducing the long-term dependency burden on elderly caregivers and keeping teenage girls in school.
International Journal of Research and Innovation in Social Science (IJRISS), 2025
The prevalence of teenage parenthood presents significant social and economic challenges, especia... more The prevalence of teenage parenthood presents significant social and economic challenges, especially in
developing countries, where it often leads to increased dependency on elderly family members. This paper
assessed the prevalence of teenage parenthood and examined the resulting dependency burden on elderly
caregivers in Bungoma North Sub-County. Hagel’s Theory of Responsibility and Theory of Reasoned
Action were used to underpin the study. A cross-sectional study design was used, involving a sample of 143
teenage mothers and pregnant teenagers from 10 schools. Stratified random sampling involved dividing the
population into subgroups of ten schools and then randomly selecting participants from each subgroup. This
ensured that the sample is representative of the population across the different subgroups. The sample
included girls who were either pregnant or had recently given birth. Data were collected through structured
questionnaires, focusing on socio-demographic characteristics, caregiving arrangements, and family
dynamics. Descriptive statistics and regression analysis were employed to interpret the data. The findings
revealed that elderly family members, particularly those aged 56 and above, bear the brunt of caregiving
responsibilities, with 27% of caregivers aged 66 or older. A high prevalence of teenage pregnancy in
Bungoma North Sub County, Kenya, leads to significant reliance on elderly family members for childcare,
placing strain on their physical, emotional, and financial well-being. This burden is further exacerbated by
limited support from other family members and inadequate access to external resources, leaving elderly
caregivers feeling socially isolated and financially strained. The study highlights the need for targeted
support systems, including social services, caregiver training, and psychological support, to ease the
caregiving burden. Additionally, enhanced programs addressing teenage pregnancy prevention and education
are crucial to reducing the long-term dependency burden on elderly caregivers and keeping teenage girls in
school.
Keywords: Teenage, Parenthood, Elderly, Caregivers, Dependency
International journal of humanities & social studies, Aug 17, 2023
Technology Integration in Science Learning Areas in the Kenyan Competency-Based Curriculum 1. Int... more Technology Integration in Science Learning Areas in the Kenyan Competency-Based Curriculum 1. Introduction The integration of technology in the curriculum represents an educational approach wherein technology tools are leveraged to enhance classroom practices, educational methodologies, and professional development in academic institutions. According to Institute of Education Sciences (2020), the pedagogical framework encompasses methods such as collaborative work, communication, internet research, remote access, data transmission, and data retrieval, among others. Successful technology integration is achieved when these tools are seamlessly and efficiently incorporated into daily routines to support learning goals. For the realization of this objective, schools require a reliable and up-to-date technological infrastructure, including computers, software, and other equipment. Hunter (2017) emphasizes that the central focus of technology integration should be to enhance the learning process rather than merely focusing on the system utilized. Educational research has recognized the value of integrating technology into the learning process, as it presents diverse opportunities for learners and teachers to enhance their experiences (Hamiti & Reka, 2012). However, more than merely integrating technology into the classroom is required to achieve the desired outcomes, as it is only one step in a more complex process. Technology integration can only be achieved by providing the necessary tools and infrastructure to support it (Zakharov & Derksen, 2020). Schools must also have the foundational infrastructure to support effective technology integration, such as sufficient hardware, reliable power supply, and internet connectivity (Zakharov & Derksen, 2020). Equally important is the need to provide teachers with the knowledge and skills to use technological tools effectively in the classroom. Professional development programs help achieve this goal (Gülbahar, 2007). Some
Technology Integration in Science Learning Areas in the Kenyan Competency-Based Curriculum 1. Int... more Technology Integration in Science Learning Areas in the Kenyan Competency-Based Curriculum 1. Introduction The integration of technology in the curriculum represents an educational approach wherein technology tools are leveraged to enhance classroom practices, educational methodologies, and professional development in academic institutions. According to Institute of Education Sciences (2020), the pedagogical framework encompasses methods such as collaborative work, communication, internet research, remote access, data transmission, and data retrieval, among others. Successful technology integration is achieved when these tools are seamlessly and efficiently incorporated into daily routines to support learning goals. For the realization of this objective, schools require a reliable and up-to-date technological infrastructure, including computers, software, and other equipment. Hunter (2017) emphasizes that the central focus of technology integration should be to enhance the learning process rather than merely focusing on the system utilized. Educational research has recognized the value of integrating technology into the learning process, as it presents diverse opportunities for learners and teachers to enhance their experiences (Hamiti & Reka, 2012). However, more than merely integrating technology into the classroom is required to achieve the desired outcomes, as it is only one step in a more complex process. Technology integration can only be achieved by providing the necessary tools and infrastructure to support it (Zakharov & Derksen, 2020). Schools must also have the foundational infrastructure to support effective technology integration, such as sufficient hardware, reliable power supply, and internet connectivity (Zakharov & Derksen, 2020). Equally important is the need to provide teachers with the knowledge and skills to use technological tools effectively in the classroom. Professional development programs help achieve this goal (Gülbahar, 2007). Some
 Bridge the gap between acquisition of knowledge and skills STATEMENT OF THE PROBLEM • CBC bears... more  Bridge the gap between acquisition of knowledge and skills STATEMENT OF THE PROBLEM • CBC bears the burden of addressing weaknesses of 8-4-4 (Amutabi, 2019); aligning education to Kenya's Vision 2030 and the Constitution 2010 (Orodho, Waweru, Ndichu and Nthinguri, 2014); bridging the gap between knowledge and competency; and situating Kenya at par with regional & global trends of curricula transformation • Stakeholders are optimistic that CBC will deliver the objectives for which it was designed. However, its success will draw from the execution of the plan (Amutabi, 2018).
International journal of innovative research and development, 2020
Multidisciplinarity and the enrichment of science and mathematics education toward the so-called ... more Multidisciplinarity and the enrichment of science and mathematics education toward the so-called STEAM-approach where the A stands for art, has raised a lot of academic interest in the past decade. In this study, 5th and 6th graders from the greater Helsinki area (N = 390) participated in a several months long, Mars-colonization themed STEAM-learning intervention. Testing the students' science knowledge using pre-and post-tests, their learning outcomes were compared to those of 5th and 6th graders from a control school (N = 119), who during the same period studied STEM-subjects in a more traditional manner. The main factors that were taken into account during the comparisons were gender and academic achievement level. Based on only whether there was any improvement between the pre-and post-test scores, girls were found to have benefitted from the Mars-module more than boys did. While also considering the magnitude of the said improvement, no significant difference in the effectiveness of the learning module was found between genders. The group of academically highest-achieving students improved their test scores the most after participating in the STEAM-learning module. This is an important, somewhat surprising finding, as often informal, outside of school learning has been found to benefit especially students with lower grade point averages.
International Journal of Innovative Research and Development, 2021
Delayed-choice experiments in quantum mechanics are often taken to undermine a realistic interpre... more Delayed-choice experiments in quantum mechanics are often taken to undermine a realistic interpretation of the quantum state. More specifically, Healey has recently argued that the phenomenon of delayed-choice entanglement swapping is incompatible with the view that entanglement is a physical relation between quantum systems. This paper argues against these claims. It first reviews two paradigmatic delayed-choice experiments and analyzes their metaphysical implications. It then applies the results of this analysis to the case of entanglement swapping, showing that such experiments pose no threat to realism about entanglement.
Researchjournali’s Journal of Education, 2022
The objective of this study was to examine methods used by teachers in assessing science learning... more The objective of this study was to examine methods used by teachers in assessing science learning areas in the Kenyan Competency Based Curriculum. Curriculum implementation theory was used to underpin the study. Besides the theory, important principles for assessments including authenticity, reliability, validity, sufficiency and practicality were used to determine the quality of assessment methods used for science learning areas. The research adopted a concurrent triangulation design where survey data were mixed with qualitative data obtained through structured interviews and desk research. A total of 324 research participants were selected by simple random sampling. The study made use of questionnaires for teachers, in-depth interview guides for head teachers, teachers and curriculum support officers. Lesson observation checklists, and document analysis guides were also used for in-class assessment of learning. Findings showed no direct correlation between attending Competency Based Curriculum induction trainings and teachers' capacity to conduct formative assessments in science learning areas. The researcher finds the methods used in assessing learning to be inefficient, unreliable and short of authenticity. The study also finds that the assessment techniques used in science learning areas lack authenticity, reliability, and validity. The researcher therefore recommends continuous teacher training specifically for assessing science activities in the new Competency Based Curriculum. The researcher recommends that the training should emphasize on science process skills including observation, manipulation, discovery and experimentation.
The objective of this study was to examine methods used by teachers in assessing science learning... more The objective of this study was to examine methods used by teachers in assessing science learning areas in the Kenyan Competency Based Curriculum. Curriculum implementation theory was used to underpin the study. Besides the theory, important principles for assessments including authenticity, reliability, validity, sufficiency and practicality were used to determine the quality of assessment methods used for science learning areas. The research adopted a concurrent triangulation design where survey data were mixed with qualitative data obtained through structured interviews and desk research. A total of 324 research participants were selected by simple random sampling. The study made use of questionnaires for teachers, in-depth interview guides for head teachers, teachers and curriculum support officers. Lesson observation checklists, and document analysis guides were also used for in-class assessment of learning. Findings showed no direct correlation between attending Competency Based Curriculum induction trainings and teachers' capacity to conduct formative assessments in science learning areas. The researcher finds the methods used in assessing learning to be inefficient, unreliable and short of authenticity. The study also finds that the assessment techniques used in science learning areas lack authenticity, reliability, and validity. The researcher therefore recommends continuous teacher training specifically for assessing science activities in the new Competency Based Curriculum. The researcher recommends that the training should emphasize on science process skills including observation, manipulation, discovery and experimentation.
International Journal of Innovative Research & Development (IJIRD), 2021
The implementation of the Kenyan Competency-Based Curriculum has faced a myriad of challenges. Wh... more The implementation of the Kenyan Competency-Based Curriculum has faced a myriad of challenges. While most scholars do not cite overcrowding as a major problem facing public academic institutions, issues like quality of education, teacher-student ratio, lack of facilities, can be traced to some extent to the high learner population. The objective of this study was to assess teacher preparedness in execution of science learning areas in the Kenyan Competency-Based Curriculum. Social Constructivist theory and the Trans-theoretical Model underpinned the study while offering alternatives that may be useful in decongesting the already crowded public schools in Kenya. The study adopted a concurrent triangulation design, mixing survey data with qualitative data from structured interviews and desktop research. The study targeted two hundred and three public primary schools in Nairobi County (N= 203) and
randomly sampled 324 teachers. The study’s unexpected finding was that public primary schools in Nairobi County were too crowded to support a learner-centered approach which is central to the successful quality implementation of the Competency-Based Curriculum in Kenya. At the same time, the study connotes that low-cost private schools have
been observed to be slowly shutting down in several parts of Kenya which has left teachers without a source of livelihood. Unutilized teacher potential and wasted education structural resources have been the result. The study recommends introducing charter schools at the primary level and funding low-cost private schools to accommodate excesses in public schools. The gist of it is to enable teachers handle smaller numbers that will accommodate Learner-Centered Learning Methodologies for effective quality implementation of the Competency Based Curriculum.
Keywords: Charter schools, competency based curriculum, learner centered learning, overcrowded classrooms, public primary schools
International Journal of Innovative Research and Development, 2021
Abstract:
The implementation of the Kenyan Competency-Based Curriculum has faced a myriad of cha... more Abstract:
The implementation of the Kenyan Competency-Based Curriculum has faced a myriad of challenges. While most scholars do not cite overcrowding as a major problem facing public academic institutions, issues like quality of
education, teacher-student ratio, lack of facilities, can be traced to some extent to the high learner population. The objective of this study was to assess teacher preparedness in execution of science learning areas in the Kenyan Competency-Based Curriculum. Social Constructivist theory and the Trans-theoretical Model underpinned the study while offering alternatives that may be useful in decongesting the already crowded public schools in Kenya. The study adopted a concurrent triangulation design, mixing survey data with qualitative data from structured interviews and desktop research. The study targeted two hundred and three public primary schools in Nairobi County (N= 203) and
randomly sampled 324 teachers. The study’s unexpected finding was that public primary schools in Nairobi County were too crowded to support a learner-centered approach which is central to the successful quality implementation of the Competency-Based Curriculum in Kenya. At the same time, the study connotes that low-cost private schools have
been observed to be slowly shutting down in several parts of Kenya which has left teachers without a source of livelihood. Unutilized teacher potential and wasted education structural resources have been the result. The study recommends introducing charter schools at the primary level and funding low-cost private schools to accommodate
excesses in public schools. The gist of it is to enable teachers handle smaller numbers that will accommodate Learner centered Learning Methodologies for effective quality implementation of the Competency Based Curriculum.
Keywords: Charter schools, competency based curriculum, learner centered learning, overcrowded classrooms, public
primary schools
There has been a noted trend of Kenyan Public Secondary school teachers opting out of teaching pr... more There has been a noted trend of Kenyan Public Secondary school teachers opting out of teaching profession. This may affect quality of teaching, examination performance, as well as planning by the Ministry of Education and Teachers Service Commission to achieve their objectives. Therefore this study assessed factors leading to early retirement of teachers of public secondary school teachers in Kajiado County, Kenya. The study was guided by five research questions and Adams’ Equity theory of motivation. The study adopted descriptive survey research methodology. The target population comprised all teachers who worked in public secondary schools in Kajiado County, all the TSC staff and all teachers who retired early from Kajiado County. The sample was made up of 180 participants. Data was obtained by using questionnaires and interview guides. The instruments were pilot tested to improve on validity and reliability. Quantitative Data were coded and analyzed using Statistical Package for ...
Research Journali's Journal of Education, 2021
Kenya's quest for quality education is evident from the frequent scrutiny and adjustment of her c... more Kenya's quest for quality education is evident from the frequent scrutiny and adjustment of her curriculum. The discourses leading to syllabus change have always targeted a scenario where school leavers would be absorbed and become productive at work while at the same time embracing entrepreneurship. Since independence, the government has tasted three sets of curriculums: the 7-4-2-3 system, 8-4-4 system, and the current CBC, which is presently rolling out. While syllabus changes have continuously improved quality of education, it is apparent that the planning stages for syllabus reforms have always been excellent unlike the execution stage. This desk review paper contends that implementation of the current curriculum has left out crucial aspects at the execution stage thereby duplicating the phased out curriculum's challenges on the new syllabus. The challenges that overwhelmed the well-designed 8-4-4 curriculum if not checked may frustrate the intentions of the new curriculum. Therefore, the ministry and other major stakeholders in education should regularly audit the new curriculum to ensure that implementation correlates with its design, and challenges are promptly dealt with.
International Journal of Innovative Research and Development, 2020
Considerable group of Kenyans are disadvantaged by Competency-based implementation. The execution... more Considerable group of Kenyans are disadvantaged by Competency-based implementation. The execution at public
schools within Nairobi does not accommodate different literacy levels and income inequality. This study assessed
parents’ preparedness and experiences in CBC syllabus implementation. The study used mixed research methods
where both qualitative data and quantitative data were gathered at the same time and then findings integrated to
answer research questions. The study occurred during the Covid-19 lockdown and social distancing period where
physical contact was limited. Survey monkey made it possible to collect credible information by virtual means. A link
to the questionnaire sent online targeted (Parents with children in grades 1, 2, 3, and 4). The parents were selected by
the snowball sampling method. One parent was asked to identify another parent with children in targeted grades.
Results of the study showed that CBC implementation in Nairobi public primary schools diverge from original plan
and calls for additional financial and availability stretch to the parents. The syllabus is already taking a heavy toll on
parents with low literacy level and those who are low income earners. Public schools are also lagging behind in ICT
compliance. The continuity of such a trend would widen the inequality gap in education and reverse the gains made so
far. The study therefore suggests that the ministry of education review the implementation process and consider
aligning with the initial objectives that would accommodate all Kenyan learners and ensure equal opportunities in
accessing education in Kenya
The global 90/90/90 HIV projection for the year 2020 is facing a shortfall. Part of the contribut... more The global 90/90/90 HIV projection for the year 2020 is facing a shortfall. Part of the contributing factors includes missing HIV data for the adolescent populace. Such statistics would account for their HIV status, data of those on ARV care, and the subsequent report on suppressed viral load as a result of medical care. The only group with none decreasing HIV and AIDS-related deaths is between 10 years and 19 years. While the planning focuses on the future, researchers continue to overlook the young population-the majority in the projected future. An ensuing fight against HIV requires research organizations to conduct adolescent data accurately, intentionally, and regularly. In Kenya, research has taken seriously data on other groups, including children, adults, men who have sex with other men, sex workers, and people who inject drugs but not adolescents. Though teenage is well known to be people between the ages of 13 to 19 years, they are often grouped with children or young adults, making decisions concerning them unmanageable. In such cases, mitigation strategies against the spread of HIV, such as testing services and medical care, are not done with intentionality, thereby hampering general HIV awareness among adolescents. It also keeps the society blind and ignorant about the rising figures of HIV infections among the group hence inappropriate programs that are unfit for fighting HIV and AIDS within the adolescent context. This paper contends that limited disaggregated data is an obstacle to adolescent HIV and AIDS programming. It is a call for researchers to go a step further, use the aid of 'research microscope' to keenly look at adolescent HIV and AIDS data and break it down further into categories that highlight the plight of the group.
The global 90/90/90 HIV projection for the year 2020 is facing a shortfall. Part of the contribut... more The global 90/90/90 HIV projection for the year 2020 is facing a shortfall. Part of the contributing factors includes missing HIV data for the adolescent populace. Such statistics would account for their HIV status, data of those on ARV care, and the subsequent report on suppressed viral load as a result of medical care. The only group with none decreasing HIV and AIDS-related deaths is between 10 years and 19 years. While the planning focuses on the future, researchers continue to overlook the young population-the majority in the projected future. An ensuing fight against HIV requires research organizations to conduct adolescent data accurately, intentionally, and regularly. In Kenya, research has taken seriously data on other groups, including children, adults, men who have sex with other men, sex workers, and people who inject drugs but not adolescents. Though teenage is well known to be people between the ages of 13 to 19 years, they are often grouped with children or young adults, making decisions concerning them unmanageable. In such cases, mitigation strategies against the spread of HIV, such as testing services and medical care, are not done with intentionality, thereby hampering general HIV awareness among adolescents. It also keeps the society blind and ignorant about the rising figures of HIV infections among the group hence inappropriate programs that are unfit for fighting HIV and AIDS within the adolescent context. This paper contends that limited disaggregated data is an obstacle to adolescent HIV and AIDS programming. It is a call for researchers to go a step further, use the aid of 'research microscope' to keenly look at adolescent HIV and AIDS data and break it down further into categories that highlight the plight of the group.
Core competencies as envisioned in the Kenyan competency-based curriculum, 2020
Societies and organizations have since time immemorial relied on academic institutions for resear... more Societies and organizations have since time immemorial relied on academic institutions for research, training of competent workforce and emergence of reforms. Tables turned recently when governments and private institutions noticed that schools and colleges were channeling out graduates without employable skills that would fit the context of the 21 st Century. Since then, most countries across the globe have opted to adopt educational reforms that would enable their citizen cope with the rapidly changing world and that would foster political, economic, social, and technological developments. The United States, Finland, Singapore, South Africa, Rwanda and Tanzania are among countries that have embraced change in their school curricula and teacher practices leading to adoption of Competency-Based Curriculum. Kenya also launched Competency-Based Curriculum in the year 2017 with hopes that it will impart practical skills to foster vision 2030. The present article is a review of various Core-Competencies that Kenya hopes to achieve through the ongoing Competency-Based Curriculum. This desk review paper analyzed skill prominence, their teaching and assessment methodologies. It is noticeable that multiple scenarios informed the policies in the new curriculum. The paper notes that some of the greatest challenges currently facing Kenya are corruption, electoral injustices, and negative ethnicity. These issues are widespread and systemic hence cannot be practically and sufficiently tackled in the curriculum through the Key Competencies unless a multifaceted approach is engaged. The researcher recommends that the new curriculum, at its implementation stage, takes seriously the impartation of Core National Values such as nationalism and patriotism to learners as a means for mitigating the challenges.
Research Publish Journals, 2019
HIV testing and counselling remains to be the primary doorway to accessing treatment and preventi... more HIV testing and counselling remains to be the primary doorway to accessing treatment and prevention. Stigma associated with HIV creates negative mindset and convictions about HIV positive individuals. The partiality involves labelling a person as socially inadequate and excluding them from societal activities. While stigma refers to an attitude or belief, discrimination is the behaviour that results from those attitudes or beliefs. In Kenya, stigma level is highest in school settings where adolescent spend most of their time. The mind-set people have regarding the infection creates perceived fear which acts as a barrier for the adolescents to go for HIV test. The Same stigma creates challenge for adherence to treatment which suppresses the viral load for those who have tested positive given the unfriendly environment. The scenario does not provide room for this age group to go for counselling, to take HIV test, enlist on and adhere to treatment. Most of the available innovations and programs are not contextualized to fit the adolescents in boarding school set up, particularly self testing kits. Albeit the effectiveness of the innovation, stigma and school schedules remain to be a barrier that hinder adolescents from relying on such technology. This paper argues that HIV stigma is not an issue of the past but also the present, and should be prevented from being a future agenda.
Drafts by Wilbrodah Orina
Teachers in Kenya have been putting much effort in attending training and induction seminars in a... more Teachers in Kenya have been putting much effort in attending training and induction seminars in a bid to prepare themselves for effective implementation of the new Competency Based Curriculum (CBC). This study found that teachers in public primary schools in Nairobi County were more prepared to make schemes of work, lesson plans and keep the necessary records. However, teachers were inadequately prepared to adopt learner centered methodologies for teaching and learning; conduct prompt and effective formative assessment and integrate technology into their classroom instruction of science related activitiesA
Thesis Chapters by Wilbrodah Orina
The International Journal of Humanities and Social Studies, 2023
Technology integration in the curriculum is an approach to learning in which information technolo... more Technology integration in the curriculum is an approach to learning in which information technology tools enhance classroom practices, education, and professional development in schools. This study assessed teachers' preparedness in the integration of technology in the Kenyan Competency-Based Curriculum, focusing on technology integration in science learning areas. Under this objective, the study examined whether schools had sufficient technology gadgets and infrastructure required, such as internet provision, electricity connection and availability of sufficient learning space. Curriculum Implementation Theory and the Theory of Change underpinned the study due to envisioned changes from 8-4-4 system to the new Kenyan Competency-Based Curriculum. This change of curriculum entails a mandatory change from teacher-centeredness in classroom learning to learner-centered learning, in which technology integration plays a key role. This research employed a triangulation design with survey data and qualitative data targeting a total of two hundred and three public primary schools in Nairobi County. One thousand, seven hundred and ten teachers who taught grade one to grade four and two hundred and three headteachers were targeted by the study. The study employed random and non-random approaches to sample three hundred and twenty-four teachers, twenty headteachers, and twenty curriculum support officers. From the findings, public primary schools in Kenya need skilled teachers, reliable electric power, consistent internet connectivity, and sufficient Information Communication Technology devices to action technology integration in classroom instruction as envisioned in the Competency-Based Curriculum plan.
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Papers by Wilbrodah Orina
developing countries, where it often leads to increased dependency on elderly family members. This paper
assessed the prevalence of teenage parenthood and examined the resulting dependency burden on elderly
caregivers in Bungoma North Sub-County. Hagel’s Theory of Responsibility and Theory of Reasoned
Action were used to underpin the study. A cross-sectional study design was used, involving a sample of 143
teenage mothers and pregnant teenagers from 10 schools. Stratified random sampling involved dividing the
population into subgroups of ten schools and then randomly selecting participants from each subgroup. This
ensured that the sample is representative of the population across the different subgroups. The sample
included girls who were either pregnant or had recently given birth. Data were collected through structured
questionnaires, focusing on socio-demographic characteristics, caregiving arrangements, and family
dynamics. Descriptive statistics and regression analysis were employed to interpret the data. The findings
revealed that elderly family members, particularly those aged 56 and above, bear the brunt of caregiving
responsibilities, with 27% of caregivers aged 66 or older. A high prevalence of teenage pregnancy in
Bungoma North Sub County, Kenya, leads to significant reliance on elderly family members for childcare,
placing strain on their physical, emotional, and financial well-being. This burden is further exacerbated by
limited support from other family members and inadequate access to external resources, leaving elderly
caregivers feeling socially isolated and financially strained. The study highlights the need for targeted
support systems, including social services, caregiver training, and psychological support, to ease the
caregiving burden. Additionally, enhanced programs addressing teenage pregnancy prevention and education
are crucial to reducing the long-term dependency burden on elderly caregivers and keeping teenage girls in
school.
Keywords: Teenage, Parenthood, Elderly, Caregivers, Dependency
randomly sampled 324 teachers. The study’s unexpected finding was that public primary schools in Nairobi County were too crowded to support a learner-centered approach which is central to the successful quality implementation of the Competency-Based Curriculum in Kenya. At the same time, the study connotes that low-cost private schools have
been observed to be slowly shutting down in several parts of Kenya which has left teachers without a source of livelihood. Unutilized teacher potential and wasted education structural resources have been the result. The study recommends introducing charter schools at the primary level and funding low-cost private schools to accommodate excesses in public schools. The gist of it is to enable teachers handle smaller numbers that will accommodate Learner-Centered Learning Methodologies for effective quality implementation of the Competency Based Curriculum.
Keywords: Charter schools, competency based curriculum, learner centered learning, overcrowded classrooms, public primary schools
The implementation of the Kenyan Competency-Based Curriculum has faced a myriad of challenges. While most scholars do not cite overcrowding as a major problem facing public academic institutions, issues like quality of
education, teacher-student ratio, lack of facilities, can be traced to some extent to the high learner population. The objective of this study was to assess teacher preparedness in execution of science learning areas in the Kenyan Competency-Based Curriculum. Social Constructivist theory and the Trans-theoretical Model underpinned the study while offering alternatives that may be useful in decongesting the already crowded public schools in Kenya. The study adopted a concurrent triangulation design, mixing survey data with qualitative data from structured interviews and desktop research. The study targeted two hundred and three public primary schools in Nairobi County (N= 203) and
randomly sampled 324 teachers. The study’s unexpected finding was that public primary schools in Nairobi County were too crowded to support a learner-centered approach which is central to the successful quality implementation of the Competency-Based Curriculum in Kenya. At the same time, the study connotes that low-cost private schools have
been observed to be slowly shutting down in several parts of Kenya which has left teachers without a source of livelihood. Unutilized teacher potential and wasted education structural resources have been the result. The study recommends introducing charter schools at the primary level and funding low-cost private schools to accommodate
excesses in public schools. The gist of it is to enable teachers handle smaller numbers that will accommodate Learner centered Learning Methodologies for effective quality implementation of the Competency Based Curriculum.
Keywords: Charter schools, competency based curriculum, learner centered learning, overcrowded classrooms, public
primary schools
schools within Nairobi does not accommodate different literacy levels and income inequality. This study assessed
parents’ preparedness and experiences in CBC syllabus implementation. The study used mixed research methods
where both qualitative data and quantitative data were gathered at the same time and then findings integrated to
answer research questions. The study occurred during the Covid-19 lockdown and social distancing period where
physical contact was limited. Survey monkey made it possible to collect credible information by virtual means. A link
to the questionnaire sent online targeted (Parents with children in grades 1, 2, 3, and 4). The parents were selected by
the snowball sampling method. One parent was asked to identify another parent with children in targeted grades.
Results of the study showed that CBC implementation in Nairobi public primary schools diverge from original plan
and calls for additional financial and availability stretch to the parents. The syllabus is already taking a heavy toll on
parents with low literacy level and those who are low income earners. Public schools are also lagging behind in ICT
compliance. The continuity of such a trend would widen the inequality gap in education and reverse the gains made so
far. The study therefore suggests that the ministry of education review the implementation process and consider
aligning with the initial objectives that would accommodate all Kenyan learners and ensure equal opportunities in
accessing education in Kenya
Drafts by Wilbrodah Orina
Thesis Chapters by Wilbrodah Orina
developing countries, where it often leads to increased dependency on elderly family members. This paper
assessed the prevalence of teenage parenthood and examined the resulting dependency burden on elderly
caregivers in Bungoma North Sub-County. Hagel’s Theory of Responsibility and Theory of Reasoned
Action were used to underpin the study. A cross-sectional study design was used, involving a sample of 143
teenage mothers and pregnant teenagers from 10 schools. Stratified random sampling involved dividing the
population into subgroups of ten schools and then randomly selecting participants from each subgroup. This
ensured that the sample is representative of the population across the different subgroups. The sample
included girls who were either pregnant or had recently given birth. Data were collected through structured
questionnaires, focusing on socio-demographic characteristics, caregiving arrangements, and family
dynamics. Descriptive statistics and regression analysis were employed to interpret the data. The findings
revealed that elderly family members, particularly those aged 56 and above, bear the brunt of caregiving
responsibilities, with 27% of caregivers aged 66 or older. A high prevalence of teenage pregnancy in
Bungoma North Sub County, Kenya, leads to significant reliance on elderly family members for childcare,
placing strain on their physical, emotional, and financial well-being. This burden is further exacerbated by
limited support from other family members and inadequate access to external resources, leaving elderly
caregivers feeling socially isolated and financially strained. The study highlights the need for targeted
support systems, including social services, caregiver training, and psychological support, to ease the
caregiving burden. Additionally, enhanced programs addressing teenage pregnancy prevention and education
are crucial to reducing the long-term dependency burden on elderly caregivers and keeping teenage girls in
school.
Keywords: Teenage, Parenthood, Elderly, Caregivers, Dependency
randomly sampled 324 teachers. The study’s unexpected finding was that public primary schools in Nairobi County were too crowded to support a learner-centered approach which is central to the successful quality implementation of the Competency-Based Curriculum in Kenya. At the same time, the study connotes that low-cost private schools have
been observed to be slowly shutting down in several parts of Kenya which has left teachers without a source of livelihood. Unutilized teacher potential and wasted education structural resources have been the result. The study recommends introducing charter schools at the primary level and funding low-cost private schools to accommodate excesses in public schools. The gist of it is to enable teachers handle smaller numbers that will accommodate Learner-Centered Learning Methodologies for effective quality implementation of the Competency Based Curriculum.
Keywords: Charter schools, competency based curriculum, learner centered learning, overcrowded classrooms, public primary schools
The implementation of the Kenyan Competency-Based Curriculum has faced a myriad of challenges. While most scholars do not cite overcrowding as a major problem facing public academic institutions, issues like quality of
education, teacher-student ratio, lack of facilities, can be traced to some extent to the high learner population. The objective of this study was to assess teacher preparedness in execution of science learning areas in the Kenyan Competency-Based Curriculum. Social Constructivist theory and the Trans-theoretical Model underpinned the study while offering alternatives that may be useful in decongesting the already crowded public schools in Kenya. The study adopted a concurrent triangulation design, mixing survey data with qualitative data from structured interviews and desktop research. The study targeted two hundred and three public primary schools in Nairobi County (N= 203) and
randomly sampled 324 teachers. The study’s unexpected finding was that public primary schools in Nairobi County were too crowded to support a learner-centered approach which is central to the successful quality implementation of the Competency-Based Curriculum in Kenya. At the same time, the study connotes that low-cost private schools have
been observed to be slowly shutting down in several parts of Kenya which has left teachers without a source of livelihood. Unutilized teacher potential and wasted education structural resources have been the result. The study recommends introducing charter schools at the primary level and funding low-cost private schools to accommodate
excesses in public schools. The gist of it is to enable teachers handle smaller numbers that will accommodate Learner centered Learning Methodologies for effective quality implementation of the Competency Based Curriculum.
Keywords: Charter schools, competency based curriculum, learner centered learning, overcrowded classrooms, public
primary schools
schools within Nairobi does not accommodate different literacy levels and income inequality. This study assessed
parents’ preparedness and experiences in CBC syllabus implementation. The study used mixed research methods
where both qualitative data and quantitative data were gathered at the same time and then findings integrated to
answer research questions. The study occurred during the Covid-19 lockdown and social distancing period where
physical contact was limited. Survey monkey made it possible to collect credible information by virtual means. A link
to the questionnaire sent online targeted (Parents with children in grades 1, 2, 3, and 4). The parents were selected by
the snowball sampling method. One parent was asked to identify another parent with children in targeted grades.
Results of the study showed that CBC implementation in Nairobi public primary schools diverge from original plan
and calls for additional financial and availability stretch to the parents. The syllabus is already taking a heavy toll on
parents with low literacy level and those who are low income earners. Public schools are also lagging behind in ICT
compliance. The continuity of such a trend would widen the inequality gap in education and reverse the gains made so
far. The study therefore suggests that the ministry of education review the implementation process and consider
aligning with the initial objectives that would accommodate all Kenyan learners and ensure equal opportunities in
accessing education in Kenya