Specialized Subject Laboratories and Implementation of Science and Computer Studies Curriculum in Public Junior Schools in Narok County, Kenya

Abstract

The implementation of Kenya’s Competency-Based Curriculum (CBC) depends on access to specialized laboratories that support practical, learner-centered pedagogy in science and computer studies. This study examines how laboratory availability influences CBC implementation in public Junior Secondary Schools in Narok County. Using a cross-sectional mixed-methods design, data were collected from 25 schools across three sub-counties. Quantitative analysis revealed that most schools lacked adequate laboratory infrastructure, relying on improvised setups. Teachers cited laboratory shortages as a major barrier to effective curriculum delivery, while learners reported limited engagement in practical activities. Correlation analysis showed a significant relationship between laboratory availability and CBC implementation from teachers’ perspectives, but not from learners. Qualitative insights confirmed gaps in equipment, reagents, and ICT integration. The study concludes that infrastructural deficits undermine CBC goals and recommends targeted investment in laboratory construction, virtual labs, teacher training, and public-private partnerships to enhance inquiry-based learning and equip learners with 21st-century competencies.