Enhancing Education Inclusivity in Kenya Primary and Junior Secondary Schools: A Quantitative Analysis of Pedagogical and Policy Strategies in Murang’a County

Abstract

Kenya’s Competency-Based Curriculum (CBC) emphasizes inclusive education, yet implementation gaps persist in rural schools due to resource and training disparities. This study examined pedagogical and policy strategies for inclusivity in Marang’a County. A quantitative survey design collected data from 37 teachers in primary and junior secondary schools via Google Forms. Data were analyzed using IBM SPSS v26. Pearson product-moment correlation coefficients (r) tested relationships between teacher demographics and differentiated instruction practices. Descriptive statistics summarized adoption rates and institutional factors. Teachers reported high adoption of differentiated instruction: 100% varied learning activities, 97.3% varied methods and assessments and 91.9% adapted content. Pearson analysis showed teaching experience positively correlated with content adaptation (r = .42, p < .05), method variation (r = .38, p < .05), and assessment adjustment (r = .35, p < .05). Education qualification correlated with adaptive technology use (r = .45, p < .05). Age negatively correlated with technology use (r = -.36, p < .05). Key facilitators included inclusive admission policies (94.6%) and active guidance and counselling departments (83.8%). Primary inhibitors were insufficient resources (83.7%) and home background challenges (91.9%). While CBC provides a policy framework for inclusion, practice gaps remain. Experience and qualifications support inclusive pedagogy, but systemic resource and training interventions are needed for equitable outcomes in rural Kenyan schools.