The research is concerned with the effectiveness of digital platforms used for teaching and learning in primary schools during COVID-19 epidemic; the case of Vihiga County. The study covered three main objectives that are; to find out the digital tools that were used by primary schools in Vihiga county during the COVID-19 pandemic; to find out the effectiveness of the digital tools used by primary schools in Vihiga County during COVID-19 pandemic and to find out the factors that affected the effectiveness of Digital Learning in Vihiga county during COVID-19 pandemic. The study examined the implication of online education among both private and public schools in Vihiga County and its effect towards Vihiga county education and the national education of the republic of Kenya. The data has been collected through survey, interviews together with secondary data and was analyzed. The study found that there are issues regarding online education and its effect on the quality of education in Vihiga primary schools. The study presents the relevant results of the questionnaire administered to a group of primary school Head teachers and teachers across Vihiga County. Following this research, a series of conclusion would be drawn on the mode delivering content to learners through the e-learning platforms.

The aim of the research was to look into how socioeconomic influences affect students' educational achievements in the public secondary schools in Dagoretti South sub-county. the study's objectives were to find any connections amid paternal education and pupils' achievement as well as between parental wealth and academic success. The survey's descriptive survey design was utilized. 879 pupils and 18 classroom teachers made up the study's target population. Purposive sampling , simple random sampling , and stratified random sampling were all utilized in the survey. The survey used for the study has both closed and open questions. Data were analyzed using SPSS social science software version 28, which also generated descriptive statistics such as mean and proportions. The study's key conclusions were that parental education level had no bearing on the academic success of the student. Parental engagement in their children's schooling, parental proceeds, and the monetary and physical maintenance provide to their children affect student achievement. These conclusions led to the following recommendations: In order to encourage parental involvement , government representatives should educate parents about the need of being actively involved in their kids' education. The administration of the school should encourage parent-school cooperation and should urge parents to buy the supplies they require for the greater academic success. Encourage parents of the day students in particular to buy additional textbooks and other educational materials needed by secondary school students from the government. Most parents struggle to pay their children's tuition on time because of intermittent income and poverty; as a result, the government must provide scholarships to underprivileged children. Given that the survey was conceded out in a rural location, it is essential to undertake a study of this kind in an Urban background in other districts to districts to determine whether the outcomes are consistent.

Competence Based Curriculum is a skilled-based education system that has been adopted by various countries to orient students on competent skills. While the proposed curriculum is relevant considering the evolving economic status, the absence of appropriately prepared instructors is one of the significant difficulties thwarting successful execution of competence based curriculum. This study therefore sought to conduct an assessment of teachers’ preparedness in competency based curriculum implementation and learners performance in public primary schools in Awendo-Migori County, Kenya. Specifically the study sought to analyse the influence of teacher’s pedagogical skills in CBC implementation on learners performance in public primary schools in Awendo-Migori county, Kenya to assess the influence of technological skills in CBC implementation on learners performance in public primary schools in Awendo-Migori county, Kenya and to assess the effect of teachers’ self- perceived competency in CBC implementation on learners performance in public primary schools in Awendo-Migori County, Kenya. The study adopted the descriptive survey design. The study targeted 15 primary schools, 50 head teachers 620 teachers and 4,560 lower primary school pupils in Awendo sub-county. As such in sampling the schools, head teachers, teachers and pupils, the researcher considered 30 percent of the target population because the population was as that large. Fifteen schools, 15 head teachers and 180 teachers. The researcher sampled 90 pupil to participate in group discussions. This was a 10 percent of the target population. The study relied on primary data which was collected through use of questionnaires. The study used descriptive statistics for data analysis. The study results were presented through use of tables and figures. The study concludes that teacher’s pedagogical skills in CBC implementation influence learners’ performance in public primary schools in Awendo-Migori county Kenya to a very great extent. In addition, the study concludes that technological skills in CBC implementation influence learners’ performance in public primary schools in Awendo-Migori county Kenya to a very great extent. Further, the study concludes that teachers’ self-perceived competency in CBC implementation influence learners’ performance in public primary schools in Awendo-Migori county Kenya to a very great extent. From the results, this study recommends regular training of teachersi to enhance their pedagogical skills so as to ensure effective implementation of competency based curriculum. In addition, primary school teachers should be equipped with knowledge and skills that will ensure they are able to embrace and integrate ICT