Awareness on Competency Based Teaching: A Comparative Study Among Student Teachers in Kerala and Kenya

Authors

DOI:

https://doi.org/10.63090/

Keywords:

Competency-Based Teaching (CBT), Teacher Education, Student Teachers

Abstract

This research examines the practice and awareness of competency-based teaching (CBT) among Kerala, India, and Kenya student teachers. Data were gathered from 86 student teachers using a survey design that compared the two regions. The survey consisted of 15 items assessing awareness, the effect of teacher education programs, and the effect of practical training sessions on CBT awareness.

Findings regarding essential components reveal stark differences between the two regions. Student teachers from Kerala had higher CBT awareness, with a mean of 13.67 compared to 9.91 for Kenya. Better training programs for teachers were also in place for Kerala, with higher scores of impacts (mean of 5.6) compared to 3.7 for Kenya. Practical training sessions were also better in Kerala, with higher scores (mean 4.60) than in Kenya (Mean 2.72).

Statistical comparison through t-tests confirmed these differences to be significant, as well as the effectiveness of Kerala’s education policies compared to Kenya’s. These findings indicate that Kenya needs to reorganize its education to enhance its CBT awareness and implementation. Emulating Kerala’s strategy would enhance education performance as well as prepare teachers for competency requirements in the present.

Author Biography

  • Ismail Thamarasseri, School of Distance & Online Education, Mahatma Gandhi University

    Dr. Ismail Thamarasseri is an Associate Professor at the School of Distance & Online Education, Mahatma Gandhi University, Kottayam, Kerala. With a diverse academic background, he holds multiple degrees, including a PhD in Education and master's degrees in Education, Sociology, English, and History. His career spans over two decades, with experience as a teacher, educator, and researcher in various institutions, including the Central University of Kashmir. Dr. Thamarasseri is actively involved in academic publishing, serving as an editor and reviewer for numerous international journals. His research interests lie in education, pedagogy, and teacher training, contributing significantly to the field through publications and scholarly engagements.

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Published

2025-09-18

Issue

Vol. 2 No. 3 (2025)

Section

Articles

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Copyright (c) 2025 Dr Ismail Thamarasseri (Author)

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This work is licensed under a Creative Commons Attribution 4.0 International License.