PARENT-GUIDED COMPETENCY BASED TAKE HOME ASSIGNMENTS: IMPLICATION ON GRADE THREE LEARNERS’ SKILLS DEVELOPMENT IN EMBU COUNTY, KENYA
PARENT-GUIDED COMPETENCY BASED TAKE HOME ASSIGNMENTS: IMPLICATION ON GRADE THREE LEARNERS’ SKILLS DEVELOPMENT IN EMBU COUNTY, KENYA
Veronica Mbuya Njue - Department of Early Childhood & Special needs Education, Kenyatta University, Kenya
Prof. Catherine Murungi - Department of Early Childhood & Special needs Education, Kenyatta University, Kenya
ABSTRACT
Children became competent in skills development through parent guided competency-based take home assignment, which improved their learning outcomes as reflected in their CBA scores. The study was carried out in Embu and focused on effectiveness of CBA take-home assignments under parental guidance among grade three learners in Embu County. A random sampling technique was used to arrive at the sample size of 40 children, 20 teachers, 20 parents, KPSEA chairman and CSO. The objectives measured in this study included analyzing the effectiveness of parent guided take-home assignments among grade three learners and comparing the strategies used by grade three parents to guide children in performing CBA take-home assignments in Embu County. The reliability of research instruments was tested using a test-retest method, established by employing Cronbach’s coefficient and accepted at the level of 0.07. Content validity was tested using Pearson product-moment correlation, with questions deemed valid at a level of 0.80. The study employed questionnaires for grade three teachers and parents/representatives; an interview guide was also used for grade three learners, KPSEA Chairman and CSO to triangulate information collected from teachers and parents, with data generated from grade three learners. Data derived from objective one was analyzed using the Chi-square test of independence to determine if there was a significant relationship between the independent variable, which was the CBA take-home assignment scores, and the dependent variable, which was the take-home assignments. Parents who had better understand of the curriculum and the objectives of CBA tasks were more effective in supporting their children. They employed variety of strategies to assist their children in CBA take home task, however direct involvement was more beneficial. The study concluded that parental guidance plays a crucial role in enhancing effectiveness of CBA take home assignment. The study commends that government and policy makers should ensure more resources are allocated to support implementation of CBC, ensure that teachers are equipped with tools to regularly communicate with parents about the objectives of CBA assignments and headteachers to organize regular workshops to guide parents on how to support children education.
