Infrastructural Resources and Competency Based Learning Outcomes in Public Primary Schools in Makueni County, Kenya

The goal of the study was to determine the influence of infrastructural resources on learning outcomes in primary schools in Makueni County. The study was guided by the social constructivism theory, which suggests that the learning environment can create a learner who can cope successfully with new developments around the world. The study targeted 7955 teachers and 32 head-teachers from 322 primary schools in Makueni County. Using simple random sampling 32 head-teachers were sampled from 322 public primary schools. Using Krejcie Morgan table, 370 teachers were randomly sampled from 32 schools. A Questionnaire, an interview schedule and Focus group discussion were used for data collection. Data was analyzed using frequencies, percentages, weighted averages and regression analysis. The study findings revealed that infrastructural resources significantly influences the learning outcomes in primary schools. To enhance learning outcomes under the Competency-Based Education (CBE), it was recommended that the government, education stakeholders and school management prioritize the adequate provision of infrastructure.