Pedagogical Practices for the Development of Learners’ Imagination and Creativity in the Competency Based Curriculum in Primary Schools in Kitui West Sub-County, Kenya

The introduction of competency-based curriculum in Kenya demands new roles and instructional skills. This study examined the pedagogical practices for developing learner imagination and creativity in the competency-based curriculum in primary schools in Kitui west sub-county, Kenya. The research objectives were: to establish the teacher practices that develop learner imagination and creativity; to examine the learning activities that develop learner imagination and creativity; and to determine the role of the parents in developing learner imagination and creativity in the competency-based curriculum. The mixed-method research study adopted a concurrent triangulation design. The study target population was two hundred and ninety-four (294) lower grade teachers and ninety-eight (98) head teachers. Purposive and proportionate sampling was applied in selection of one hundred and twenty (120) participants. Data was collected quantitatively and qualitatively using questionnaires, content analysis and semi-structured interviews respectively. The quantitative data was analyzed descriptively thus presented in form of means, percentages and standard deviation. Thematic analysis was used for qualitative data analysis. The findings revealed that pedagogical practices had a great influence on learner imagination and creativity. The learner-centered methods of teaching gave learners room to learn independently as indicated by a mean of 3.73. Teacher assessment skills were high especially on portfolio-based assessment. Language barriers, limited time and inadequate learning resources were found to hinder development of learner imagination and creativity. The study recommended that the government through the Ministry of Education should provide enough teaching and learning resources especially the crayons and plasticine to enable learners realize their full potential. In addition, parents’ sensitization and teacher training on information, communication and technology should be prioritized.