MST-Department of Educational Management Policy & Curriculum Studies

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Effects of teaching Christian religious Education as an elective subject on students' behavior in secondary schools in Mwea division, Mbeere district, Kenya

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Browsing MST-Department of Educational Management Policy & Curriculum Studies by Subject "Academic Achievement"

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    Curriculum Support Officers’ Activities and their Influence on Academic Achievement in Public Secondary Schools in Makueni
    (Kenyatta University, 2022) Kimweli, Alexander Mwau; Peter Nyaga Muchanje
    Curriculum Support Officers have an obligation of ensuring that students perform well in their studies in secondary schools. However, in Makueni County, students register low KCSE performance compared to pupils in primary school and few transiting to universities with quality grades. Thus, this research aimed at assessing the influence of curriculum support officers on academic achievement in public secondary schools in Makueni County, Kenya. In particular, the study assessed the influence of curriculum support officers’ capacity building of teachers, classroom supervision of teachers, curriculum implementation activities and collaboration activities with stakeholders on students’ academic achievement in Makueni County. The theory of educational productivity guided the study. In this study, the researcher used descriptive survey research design. This study targeted 393 principals, 3420 teachers and 45 Curriculum Support Officers which totaled 3858 participants from which a sample size of 363 respondents was calculated using the Yamane’s Formula. This realized a sample of 45 principals and 272 teachers who were selected using stratified simple random sampling whereas 45 CSOs were selected using purposive sampling. A questionnaire was for collecting data from teachers and an interview guide from principals as did CSOs. A pilot study for the research instrument was conducted among 36(10% of the study sample) respondents. Quantitative data were analyzed using descriptive statistics. Inferential analysis was also done using Pearson’s Product Moment Correlation Analysis while presentation was done in tables. Qualitative data were analyzed thematically as per the objectives and presentation done in narrative forms. This research established that academic achievement of students in KCSE is still low and to mitigate this, CSOs have bene tasked to undertake capacity building of teachers, supervise teachers’ classroom activities, monitor curriculum activities and collaborate with stakeholders. The study recommends that CSOs may devise new approaches of training of teachers which may enable them acquire skills which can help deliver quality instructional services. In addition, the Ministry of Education increase the number of CSOs to enhance the process of timely supervision of teaching. The study may be significant to The Kenya Institute of Curriculum Development (KICD) in that they may partner with the stakeholders in secondary education to ensure that secondary school curriculum content is relevant and adequate.
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    Effect of Headteachers Performance of Administrative Tasks on Academic Achievement of Public Secondary Schools in Kismayo District, Somalia
    (Kenyatta University, 2020) Mohamed, Yasin Hassan
    The study assessed the effect of headteacher‟s performance of administrative tasks on academic achievement of the secondary schools in Kismayo. To secure and accelerate national development in Somali, there is need to enhance quality education through increased school mean score and increased number of students transiting to university and tertiary colleges. This has however been impossible as many schools in Kismayo continue to record low mean score and few students join university and colleges after their secondary education. This study purposed to assess the effect of headteachers‟ performance of administrative tasks on school academic achievement. The study explored four objectives as follows; to establish the effect of headteacher‟s performance of curriculum implementation on school academic achievement, assess the effect of headteachers performance human resource management tasks on school academic achievement; establish the effect of performance of financial management on school academic performance and the effect of physical facilities management on academic achievement of secondary schools in Kismayo. Systems theory by Durkheim in 1874 provided the theoretical underpinning for this study. Correlation research design was adopted on a target of 27 schools comprising of 399 teachers and 27 headteachers. The study adopted Morgan (1970) sampling formula and obtained a sample size of 93 teachers and 6 headteacher. To ensure study reliability the study sampled two schools from Berber district and obtained reliability Cronbach Alpha score of 0.72. SPSS version 23.0 summarized data that was presented in tables and figure. Findings from the study found that headteacher performance of administrative tasks affected academic achievement of schools. The study found that 52% of variation in sschool academic achievement was explained by headteachers‟ performance of administrative tasks. The study rejected the null hypothesis at F91, 27), 0.640, p=0.001. The study found that school achievement was highly affected by teachers‟ performance of curriculum instruction implementation, human resource management and financial resource management. This study thus concluded that headteacher performance of administrative tasks was a significant component in school academic achievement. The study thus recommends the need for the government and education partners in Somalia to increase headteachers‟ management training and provide more support in school administration.