SCHOOL OF EDUCATION, ARTS AND SOCIAL

SCIENCES
DEPARTMENT OF EDUCATION
FINAL PAPER DONE UNDER PARTIAL
FULFILMENT OF THE:
COURSE: PSYCHOLOGICAL FOUNDATIONS
COURSE CODE: EDU513
INSTRUCTOR: Dr. JOASH MUTUA
STUDENT NAME: JOSEPH NG’ANG’A
STUDENT NUMBER: 2230744PGDE
 How Does the Competency-Based Curriculum Affect
Student Motivation

December 6, 2023

1 Introduction

Competency-Based Curriculum (CBC) represents a transformative approach to education, shifting

the focus from time-based learning to a model centered on specific skills and knowledge acquisi-
tion.
Central to CBC is the explicit definition of competencies—clear, observable, and measurable skills,
knowledge, and abilities that students are expected to master. Mulenga and Kabombwe, 2019 de-
fine a competency as comprising of knowledge, skills, values and attitudes. Unlike traditional
curricula, CBC prioritizes learning outcomes, emphasizing the attainment of specific goals over
the completion of a predetermined number of courses. This precision in defining competencies
provides a roadmap for both educators and learners, ensuring a targeted and outcome-driven edu-
cational experience.
One hallmark of CBC is its commitment to personalized learning. Acknowledging the diversity
of learning styles and abilities among students, CBC allows individuals to progress at their own
pace (Ruth & Ramadas, 2019). This flexibility accommodates differences in the rate at which stu-
dents master competencies, fostering an environment where each learner’s unique needs are met.
The curriculum becomes a dynamic tool that adapts to the individual, promoting a more inclusive

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and effective educational experience.
CBC places a strong emphasis on continuous assessment and timely feedback. Formative assess-
ment methods are employed throughout the learning process, providing ongoing insights into stu-
dents’ progress. Importantly, assessment in CBC is often performance-based, focusing on real-
world applications of knowledge and skills (Mulenga & Kabombwe, 2019). This approach not
only ensures a comprehensive evaluation of learners but also prepares them for the practical chal-
lenges they may encounter in their future careers.
The integration of technology is a notable feature of CBC. Digital tools are leveraged to facilitate
personalized learning, track individual progress, and provide resources tailored to specific needs.
This incorporation of technology aligns with the demands of the contemporary learning landscape,
where digital literacy and technology proficiency are crucial skills for success.
The above are some of the features that set CBC apart from traditional curricula. Other features
that I did not expound on include; collaborative learning, application oriented and life-long learn-
ing (Amutabi, 2021). Without a doubt these are great features for a curriculum to have. As we
navigate this transformative era in education, an exploration into the effects of CBC on a critical as-
pect of the learning process becomes imperative: motivation. Motivation, the driving force behind
academic engagement and achievement, plays a pivotal role in shaping the educational experience.
This paper delves into the intricate relationship between the Competency-Based Curriculum and
student motivation, seeking to unravel the ways in which this innovative approach influences and,
potentially, revolutionizes the intrinsic drive of learners.

2 Literature review

2.1 Introduction and Motivation Theories

Competency-based education has its roots in outcomes-based models, as articulated by Mulenga

and Kabombwe, 2019. This departure from the conventional approach, where advancement is de-
termined by time spent in a course, lays the groundwork for investigating how CBC might influence

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student motivation. Understanding the historical context provides a lens through which we can an-
alyze the motivational dynamics inherent in competency-based approaches.
Additionally, theories of motivation in education, particularly Deci and Ryan’s Self-Determination
Theory (SDT) (Deci & Ryan, 2012), offer a valuable framework. SDT posits that motivation is
driven by autonomy, competence, and relatedness. As we delve into the literature, we’ll explore
how these motivational factors intersect with the principles and practices of CBC.

2.2 Autonomy and Competence

One of the cornerstones of CBC is the emphasis on autonomy, allowing students to progress through
the curriculum at their own pace. Autonomy, a key component of SDT, has been linked to height-
ened intrinsic motivation (Reeve, 2009). When students perceive their learning as self-directed and
aligned with personal goals, they are more likely to be intrinsically motivated, fostering a sense of
ownership over their educational journey.
Moreover, the competency-based nature of CBC aligns with the fundamental psychological need
for competence outlined in SDT (Deci et al., 1991). The pursuit of mastery and the acquisition of
competencies are intrinsically motivating, and CBC’s focus on competency-based progression pro-
vides a unique context to explore how the fulfilment of these basic psychological needs influences
student motivation.
As we examine these aspects, it becomes evident that autonomy and competence are pivotal ele-
ments in the motivational landscape within CBC, shaping students’ perceptions of their learning
experiences and influencing their overall engagement and motivation. The personalization inherent
in CBC is a noteworthy aspect that has implications for student motivation. Tailoring educational
experiences to individual competencies aligns with the idea that personalization can enhance in-
terest and motivation (Hidi & Renninger, 2006). In traditional models, where a one-size-fits-all
approach often prevails, CBC introduces a paradigm where students experience a more tailored
and individualized learning journey.

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2.3 Personalization and Student Engagement

Research suggests that personalized learning environments contribute to increased student engage-
ment (Pane et al., 2014). By catering to individual competencies and learning styles, CBC creates
a context where students feel a greater sense of relevance and connection to their educational ex-
periences. This heightened engagement is a crucial factor in understanding how CBC influences
and, potentially, elevates student motivation.
The interplay between personalization, competence, and autonomy within the CBC framework
forms a complex web of motivational factors. Exploring the synergies between these elements
provides insights into how competency-based approaches impact the motivational landscape and
contribute to a more engaging and personalized learning experience.

2.4 Assessment and Feedback

Competency-based assessment methods, integral to CBC, introduce a dynamic component that

intersects with student motivation. Formative assessment and timely feedback are recognized as
influential factors in student motivation and learning outcomes (Black & Wiliam, 1998; Hattie &
Timperley, 2007). In the context of CBC, where assessment is closely tied to the demonstration
of competencies, the ongoing nature of assessment practices becomes a crucial element in under-
standing its motivational effects.
The feedback loop inherent in competency-based assessment not only informs students of their
progress but also serves as a motivational tool. Timely and constructive feedback can contribute
to a positive learning experience, fostering a growth mindset and encouraging students to persist
in their efforts. The ongoing assessment practices in CBC may act as motivators, steering students
towards a deeper engagement with their learning journey.
The literature gives evidence that the assessment and feedback mechanisms within CBC are not
only tools for evaluating competencies but also integral components influencing the motivational
climate of the educational environment

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2.5 Comparison with Traditional Curriculum

1. Time-Based vs. Mastery-Based Progression: Traditional education systems typically ad-

here to fixed timeframes for grade progression, often irrespective of individual student mastery.
This rigid structure may pose challenges for students who require additional time to grasp certain
concepts or, conversely, hinder those ready for advancement. In contrast, CBC’s mastery-based
progression model allows learners to advance upon demonstrating competence, fostering a sense
of accomplishment and competence. The personalized pacing aligns with the principles of Self-
Determination Theory, contributing to heightened intrinsic motivation (Pane et al., 2014).
2. Assessment and Feedback Practices: Traditional curricula frequently rely on periodic, high-
stakes examinations as the primary mode of assessment. The stress associated with these assess-
ments can negatively impact student motivation and hinder a comprehensive understanding of stu-
dent progress. In CBC, the emphasis on ongoing formative assessment and timely feedback pro-
vides a more continuous and supportive learning experience. This aligns with research suggesting
that frequent assessment and feedback contribute to improved motivation (Black & Wiliam, 1998).
3. Personalization vs. Uniformity: Traditional education often follows a standardized curriculum
delivered uniformly to all students. This lack of personalization may overlook individual learning
styles and preferences, potentially diminishing student engagement and motivation. In contrast,
CBC’s emphasis on personalization tailors education to individual needs and competencies. This
approach acknowledges the diverse ways students learn, potentially enhancing motivation by fos-
tering a sense of relevance and connection to the material (Hidi & Renninger, 2006).
4. Autonomy and Student Agency: Traditional models tend to have a more teacher-centered ap-
proach, where students follow a predetermined curriculum with limited autonomy. CBC, however,
grants students greater autonomy in navigating their learning journey. This autonomy aligns with
the psychological need for self-determination outlined in Self-Determination Theory. Students tak-
ing ownership of their education and making choices related to their learning may positively impact
intrinsic motivation (Reeve, 2009).
5. Preparation for Real-World Application: Traditional models often prioritize theoretical knowl-

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edge, sometimes lacking direct application to real-world scenarios. CBC, with its focus on compe-
tencies directly applicable to practical situations, may enhance students’ perceptions of the value
and purpose of their education. This practical relevance could positively influence motivation by
bridging the gap between theoretical learning and real-world application (Deci et al., 1991).
6. Challenges in Transition: While the benefits of CBC are apparent, the transition from tradi-
tional to competency-based models is not without challenges. Students accustomed to structured,
time-based progression may initially struggle with the flexibility and autonomy afforded by CBC.
This adjustment period could impact motivation, and understanding and addressing these chal-
lenges are crucial for a smooth transition and sustained motivation (Sturgis & Patrick, 2010).

2.6 Challenges and Critiques

While the Competency-Based Curriculum (CBC) presents a promising shift in educational paradigms,
it is essential to acknowledge and address challenges and critiques that may influence student mo-
tivation. Some scholars (Sturgis & Patrick, 2010) argue that competency-based approaches may
not suit all learners, potentially leading to disengagement for those who thrive in more structured
environments.
The balance between providing autonomy and ensuring structured support is a delicate one. Stu-
dents may face challenges in managing their own pace and determining the most effective learning
pathways. Additionally, concerns about equity and accessibility in competency-based systems may
pose challenges, particularly for students with diverse learning needs or limited access to resources.
Understanding and mitigating these challenges is crucial for comprehensively evaluating the impact
of CBC on student motivation. By addressing potential drawbacks, educators and policy-makers
can refine competency-based approaches to create a more inclusive and supportive learning envi-
ronment.

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2.7 Global Perspectives

As competency-based education gains momentum worldwide, it is enlightening to explore its im-

pact on student motivation in diverse global contexts. For instance, in countries like Kenya and
Zambia, where CBC has been implemented, studies have emerged investigating its effects on stu-
dent engagement and motivation within specific cultural and educational settings.
Global perspectives offer a rich tapestry of experiences and outcomes, providing valuable insights
into the universal and context-specific factors that shape the relationship between CBC and student
motivation. Comparative analyses allow for a nuanced understanding of how cultural, societal,
and institutional factors influence the motivational dynamics within competency-based educational
frameworks.

2.8 CBC in Kenya

Kenya stands as a compelling case study in the global landscape of Competency-Based Curricu-
lum (CBC) implementation. In 2018, Kenya embarked on an ambitious journey, replacing the
8-4-4 system with CBC, aiming to align education with the evolving needs of the 21St-century
workforce. As we explore the impact of CBC on student motivation, it is crucial to delve into the
specific dynamics unfolding within the Kenyan context.
Initiation and Goals: The implementation of CBC in Kenya was driven by the desire to move
away from an exam-focused system and cultivate a more holistic approach to education. CBC,
with its emphasis on competency acquisition and continuous assessment, aimed to nurture a gener-
ation of students with diverse skills and competencies beyond traditional academic achievements.
Shifts in Pedagogy: The introduction of CBC brought about significant shifts in pedagogical ap-
proaches, encouraging student-centered and inquiry-based learning. The move towards more in-
teractive and participatory learning environments aligns with motivational theories emphasizing
autonomy and engagement (Vallerand, 1997). By providing students with a more active role in
their learning processes, CBC in Kenya seeks to enhance intrinsic motivation.
Challenges and Adaptations: However, the Kenyan implementation of CBC has not been without

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challenges (Muchira et al., 2023). Issues such as limited resources, varying teacher preparedness,
and disparities in infrastructure have been noted. These challenges, if unaddressed, could poten-
tially impact student motivation. Researchers are examining how adaptations and solutions to these
challenges influence the motivational climate within CBC classrooms.
Student Perspectives: Research on CBC in Kenya includes investigations into student percep-
tions and experiences. Understanding how students perceive the changes brought about by CBC
provides valuable insights into the motivational dynamics at play. Initial studies suggest a positive
correlation between aspects of CBC, such as continuous assessment and diversified learning expe-
riences, and heightened student engagement (Agonga & Muhingi, 2020).
Teacher Roles and Training: Teachers play a pivotal role in shaping the motivational climate
within CBC. Studies emphasize the importance of teacher training and support in navigating the
transition to competency-based approaches (Muchira et al., 2023). The motivation of educators,
their understanding of CBC principles, and their ability to effectively communicate these principles
to students all contribute to the overall motivational environment.
By examining the unique challenges, adaptations, and motivational outcomes within the Kenyan
context, we get insight on the interplay between CBC and student motivation. Kenya’s experience
serves as a microcosm, offering lessons and insights that can inform the ongoing global discourse
on the motivational dynamics of competency-based education.

2.9 Future Directions and Implications

As we reflect on existing literature, it is apparent that the relationship between the Competency-
Based Curriculum (CBC) and student motivation is a dynamic and evolving field of study. Emerg-
ing research explores the long-term effects of CBC on motivation and its broader implications for
students’ academic and professional trajectories.
Investigating the sustained impact of CBC on motivation, along with its consequences for lifelong
learning and career readiness, is essential. This forward-looking perspective offers educators, pol-
icymakers, and curriculum designers valuable insights for refining competency-based approaches

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and ensuring their alignment with the evolving needs of learners in the 21st century.
In conclusion, this literature review provides a nuanced exploration of how CBC intersects with
student motivation. By weaving together foundational principles, motivational theories, practical
components of CBC, and global perspectives, it forms a comprehensive tapestry that informs fu-
ture research directions and contributes to the ongoing discourse surrounding competency-based
education and its motivational dynamics.

3 Ethical Considerations

The implementation of the Competency-Based Curriculum (CBC) not only reshapes educational
paradigms but also introduces ethical considerations that play a vital role in influencing student
motivation. Examining these ethical dimensions in the context of motivation offers insights into
how CBC can create an environment that inspires and sustains students’ drive to learn.
1. Equity and Inclusivity for Motivational Parity: Ethical considerations within CBC emphasize
the need for equity and inclusivity in educational practices. Ensuring that all students, regardless
of their backgrounds or learning capabilities, have equal access to resources is not just an ethical
imperative but also a foundational element for sustaining motivation. This aligns with the ethical
principle of justice, fostering an environment where every student has an equal opportunity to be
motivated and succeed within the CBC framework.
2. Ethical Assessment Practices and Motivational Feedback: CBC’s commitment to ongoing
assessment practices brings forth ethical considerations tied to motivation. Providing timely and
constructive feedback becomes not only an ethical responsibility but also a motivational tool. This
aligns with the biblical principle of guidance and correction (Proverbs 12:1), creating an ethical
framework that contributes to students’ motivation by fostering a growth mindset and a sense of
progress.
3. Personalization for Ethical Engagement: Ethical considerations in CBC extend to the per-
sonalization of learning experiences. Acknowledging and catering to individual learning styles is

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not just an ethical practice but also a motivational catalyst. This approach resonates with the ethi-
cal imperative of recognizing the unique worth of each student, fostering a sense of relevance and
connection to the material. Personalized learning experiences within CBC contribute to a more
engaged and motivated student body.
4. Ethical Autonomy and Intrinsic Motivation: Granting students autonomy in their learning
journey is not only an ethical consideration but also a powerful factor in cultivating intrinsic moti-
vation. Ethical autonomy aligns with the biblical concept of stewardship, allowing students to take
responsibility for their education. This ethical autonomy becomes a motivational force as students
perceive their learning as self-directed, leading to a heightened sense of ownership and engage-
ment.
To sum up, ethical considerations in CBC implementation are intricately tied to motivation. By
fostering equity, embracing ethical assessment practices, personalizing learning experiences, and
granting ethical autonomy, CBC becomes not just an educational framework but a motivational
ecosystem. This ethical approach to CBC aligns with principles that recognize the inherent worth
of each student and supports their motivation to learn and grow.

4 Recommendations

As the Competency-Based Curriculum (CBC) takes center stage in education, considerations for
promoting motivation among students become pivotal. The following recommendations intertwine
the ethical imperative of cultivating motivation within the CBC framework:
1. Ongoing Professional Development for Educators: Educators serve as catalysts for student
motivation within the CBC. Continuous professional development is essential to equip educators
with the skills to inspire and guide students effectively. A commitment to ongoing training not
only aligns with principles of continuous improvement but also reflects an ethical responsibility to
provide educators with the tools needed for fostering a motivational climate (Proverbs 18:15).
2. Collaborative Learning Environments: Fostering collaborative learning environments is a

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key recommendation for sustaining student motivation within CBC. Collaboration not only en-
hances competencies but also nurtures a supportive community, positively influencing motivation.
Ecclesiastes 4:9-10 underscores the benefits of collaboration, emphasizing that two are better than
one, as they can support each other in their endeavors.
3. Equitable Access to Resources: Ensuring equitable access to resources is fundamental for
motivating all students within CBC. Disparities in resource distribution must be addressed to up-
hold principles of justice and fairness. This recommendation aligns with the ethical imperative to
provide equal opportunities for success (Proverbs 22:2). Equitable access ensures that all students
have the necessary tools and support for their motivational journey within the CBC framework.
4. Integration of Character Education: Character development is intricately linked to sustaining
motivation within CBC. The integration of virtues such as resilience, perseverance, and curiosity
aligns with ethical principles. Colossians 3:12 encourages virtues such as compassion and kind-
ness, qualities that, when integrated into CBC, contribute to a motivational environment. Students
equipped with not only competencies but also character traits are better positioned for sustained
motivation.
These recommendations encapsulate ethical considerations while directly addressing the motiva-
tion of students within the CBC framework. By prioritizing ongoing professional development,
fostering collaboration, ensuring equitable access, and integrating character education, educators
and policy-makers contribute to a motivational climate that aligns with ethical principles and nur-
tures students’ holistic development.

5 Conclusion

As we navigate the transformational landscape introduced by the Competency-Based Curriculum

(CBC), it is evident that the ethical underpinnings play a pivotal role in shaping the motivational
dynamics within this educational framework. Drawing upon insights gleaned from the literature
review, we recognize that fostering sustained motivation in CBC requires a delicate interplay of

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educational strategies and ethical considerations.
The mastery-based progression and autonomy inherent in CBC, as highlighted in the literature,
echo biblical principles of responsible stewardship and the acknowledgement of unique talents.
Students, progressing at their own pace, find intrinsic motivation rooted in the ethical understand-
ing that each possesses distinct capabilities for development and contribution.
Continuous assessment practices and timely feedback, emphasized in both the literature and eth-
ical considerations, create a feedback loop essential for nurturing a growth mindset. This aligns
with biblical principles of guidance and correction, reinforcing the ethical imperative of providing
constructive feedback to support students on their educational journey.
Ethical considerations, deeply embedded in CBC, call for equitable access to resources and the
integration of character education. These considerations, mirrored in the literature, emphasize the
importance of justice, fairness, and the development of virtues that extend beyond competencies to
encompass the holistic growth of individuals.
Collaborative learning environments, a recommendation derived from the literature, further support
the ethical principle of community building. This collaborative spirit aligns with biblical wisdom
that emphasizes the benefits of shared endeavours (Ecclesiastes 4:9-10), creating an environment
that positively influences motivation.
Professional development for educators, another recommendation emerging from the literature,
aligns with the biblical notion of continuous learning and growth. By prioritizing ongoing train-
ing, educators become stewards not only of knowledge but also of the motivational climate within
CBC.
As CBC unfolds as a transformative force in education, the integration of ethical considerations
and educational strategies becomes paramount. By embracing the insights from the literature, ed-
ucators and policy-makers contribute to a motivational climate that aligns with ethical principles
and biblical wisdom. CBC, when guided by these ethical foundations, becomes a vehicle not only
for competency acquisition but also for the holistic development of individuals, ready to positively
impact their communities and the world beyond.

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