Educational culture and student ownership of learning in the context of CBC implementation: An empirical study across fifteen schools in Kakamega County, Kenya

Abstract

This study examined the relationship between Educational Culture and Student Ownership of Learning during the implementation of the Competency-Based Curriculum (CBC) in fifteen schools in Kakamega County, Kenya. Building on an earlier theoretical study, it investigated how CBC implementation influences educational culture and, consequently, learners' ownership of their learning. A mixed-methods approach was adopted, involving fifteen schools purposively selected to represent diverse educational contexts. Data were collected using two complementary instruments: the We Own The School (WOTS) game to assess Educational Culture and the Student Ownership Questionnaire to measure learners' perceived ownership of learning. The findings revealed a meaningful relationship between Educational Culture and Student Ownership of Learning, with considerable variations across participating schools. Schools characterised by greater learner participation, shared responsibility and opportunities for personal development generally demonstrated stronger levels of student ownership. Additionally, learners undertaking CBC reported higher levels of ownership compared to those following the previous curriculum. These findings suggest that CBC has the potential to strengthen learner autonomy, participation and responsibility for learning. However, curriculum reform alone does not guarantee increased ownership, as its effectiveness is influenced by institutional culture, pedagogical practices and the broader school environment. The study concludes that fostering student ownership requires supportive educational cultures that promote active learner engagement and shared responsibility. It highlights the importance of aligning curriculum implementation with school-level organisational practices and learner-centred approaches. Further longitudinal research is recommended to establish how the relationship between Educational Culture and Student Ownership of Learning evolves as CBC progresses into higher grades.