RP-Department of Educational Management Policy & Curriculum Studies

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Browsing RP-Department of Educational Management Policy & Curriculum Studies by Subject "Academic performance"

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    Home -Based Challenges to Effective Implementation of Curriculum under Free Primary Education System in Nomadic Kenya
    (International Knowledge Sharing Platform, 2014) Orodho, John Aluko; Waweru, Peter Ndirangu; Ndichu, Miriam; Nthinguri, Ruth
    This study explored the school-based challenges to effective curriculum implementation under the free primary education (FPE) system in Kenya. The study was framed by the constructivist theory. Convenience sampling was used to select a sample of 205 primary school teachers and employed mixed methods to collect and analyze data. It was found that despite the gains made in quality education since the launch of FPE in Kenya at the national level, there still remain pockets within Kenyan geographical regions which have remained behind in attaining effective implementation of curriculum, resulting into low academic achievement. The study established that the effect of school –based factors, especially human and infrastructural, when compounded with active and effective instructional techniques used by teachers , student motivation and school safety concerns significantly contributes to effective implementation of curriculum and enhance students academic achievement .It is recommended that strategies should be put in place to urgently address teacher shortages, reduce over-crowding in classrooms by improving school infrastructure, and enhance teacher professional development and upgrading mechanisms as well as teacher motivation via attractive terms of service and remuneration packages .[ 182 words]
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    Home-Based Challenges to Effective Implementation of Curriculum under Free Primary Education System in Nomadic Kenya
    (www.iiste.org, 2014) Orodho, John Aluko; Waweru, Peter Ndirangu; Ndichu, Miriam; Nthinguri, Ruth
    This study explored the school-based challenges to effective curriculum implementation under the free primary education (FPE) system in Kenya. The study was framed by the constructivist theory. Convenience sampling was used to select a sample of 205 primary school teachers and employed mixed methods to collect and analyze data. It was found that despite the gains made in quality education since the launch of FPE in Kenya at the national level, there still remain pockets within Kenyan geographical regions which have remained behind in attaining effective implementation of curriculum, resulting into low academic achievement. The study established that the effect of school –based factors, especially human and infrastructural, when compounded with active and effective instructional techniques used by teachers , student motivation and school safety concerns significantly contributes to effective implementation of curriculum and enhance students academic achievement .It is recommended that strategies should be put in place to urgently address teacher shortages, reduce over-crowding in classrooms by improving school infrastructure, and enhance teacher professional development and upgrading mechanisms as well as teacher motivation via attractive terms of service and remuneration packages
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    Principals` Instructional Leadership and Its Influence on Students’ Academic Achievement in Public Secondary Schools in Nyeri and Nyandarua Counties in Kenya
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2023) Gatama, Samwel Njenga; Otieno, Mary Akinyi; Waweru, Samuel Ndungu
    The study focused on the influence of principals` instructional leadership practices on students` academic performance in public secondary schools in Nyeri and Nyandarua counties. The concern was the low and widely varied academic performance yet the principals` instructional leadership practices were not clear. The study adopted ex-post facto research design and systems theory to study instructional leadership as a determinant of learning outcomes. The sample size comprised 192 principals, 330 Heads of Department, and 352 teachers in 192 schools. The main data collection tools were the principals` questionnaire (r =.89), HoDs` questionnaire (r =.92) and teachers` questionnaire (r =.87). Both qualitative and quantitative data were collected. Qualitative data were analysed using thematic analysis, while quantitative data was analysed using both descriptive and inferential statistics. Due to the non-normality and ordinal nature of data, inferential statistics were done by use of the Kruskal-Wallis H-test as the non-parametric alternative to the one-way analysis of variance F-test. The study findings were that all five dimensions of instructional leadership were positively and significantly related to students’ academic achievement. Strategic provision of instructional materials and promoting teacher capacity building and motivation were the two dimensions with the largest effect sizes since they explained 9.6% and 9.1% of the observed variation in academic performance, respectively. When all five dimensions of instructional leadership were considered together, the overall instructional leadership explained 16.7% of the observed variation in academic performance, implying that for principals to impact significantly on academic achievement in their schools, they must focus and prioritise all the dimensions of instructional leadership. As a major recommendation for the study, though principals have an arduous task of general school management, they need to prioritise instructional leadership to enhance academic performance in their schools. Proper capacity building and stakeholders support to the principals in this endeavour would be a move in the right direction.
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    Relationship between Head Teachers’ instructional Leadership Practices and the Academic Performance of Students in Machakos County
    (Open Access Publishing Group, 2017) Mutuku, Muasya P.; Njuguna, Felicita W.; Ogola, Martin
    The performance of students in Kenya Certificate of Secondary Education (KCSE) examination in Machakos County, Kenya has been low for the recent years. It is suspected that the head teachers may have ignored their instructional leadership practices which if put to consideration could help improve students’ performance. Therefore, the purpose of this study was to determine the relationship between head teachers’ instructional leadership practices and students’ performance in KCSE examination. The study applied descriptive survey design. Stratified sampling technique was used to select 38 head teachers, 190 teachers and 345 students from 38 (42%) of target schools which were grouped as high performing and low performing categories. Pearson’s product moment correlation was used and the study found strong positive correlations between instructional leadership practices and the performance of students, where poorly performing schools are also rated low in the instructional leadership practice, and vice versa for schools performing well. The study therefore recommends in-service training on instructional leadership for head teachers to enhance balanced instructional leadership, for better academic performance