Reconstructivism in Action: Teachers’ Perspectives on Implementation of Competency-Based Education in Kenya’s Public Junior Schools

Mercy M. Mugambi; Jared Momanyi Mauti

doi:10.37284/eajes.8.4.4044

Mercy M. Mugambi, PhD University of Nairobi
Jared Momanyi Mauti Kisii University

DOI: https://doi.org/10.37284/eajes.8.4.4044

Keywords: Reconstructivist pedagogy, Competency-Based Education, Curriculum Implementation, Critical Thinking, Problem Solving, Teacher Perspectives, Pedagogical Practices, Education Reform, Junior Schools, Kenya

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Abstract

The implementation of Kenya’s Competency-Based Education (CBC) marks a transformative shift toward a learner-centred education system that emphasises skills development, creativity, and real-world problem-solving. This study examined the integration of reconstructivist pedagogy in CBC classrooms, focusing on teachers’ and students’ experiences during implementation. The study pursued three objectives: to assess the extent to which reconstructivist instructional approaches are applied in Junior Schools, to examine how reconstructivist principles are incorporated into CBC implementation, and to explore the challenges teachers face in adopting these approaches. Guided by reconstructivist philosophy, the research investigated how CBE fosters student empowerment, critical thinking, and community engagement. A survey research design was employed, involving 283 teacher participants. Data were collected through questionnaires and classroom observation checklists. Findings revealed that project-based and collaborative learning are the most frequently applied reconstructivist approaches, while inquiry-based learning and problem-solving activities are less common due to limited teacher training and resource constraints. A Chi-Square test (p < 0.05) showed a significant relationship between teacher training and the application of reconstructivist methods. Key challenges include inadequate teaching resources, high student–teacher ratios, and insufficient professional development opportunities, all of which hinder effective implementation. Multiple regression analysis indicated that approximately 46% of the variance in the use of reconstructivist methods (Adjusted R² = 0.45) was explained by the predictors, with teacher training (β = 0.42, p < 0.01) emerging as the strongest factor, followed by availability of instructional resources (β = 0.37, p < 0.05). These findings suggest that teacher capacity and resource availability are critical to effective reconstructivist practice. The study concludes that strengthening teacher training, expanding access to instructional resources, and enhancing professional development are essential for realising the transformative potential of CBC in promoting critical thinking, problem-solving, and learner autonomy in Kenyan Junior Schools.

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