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dc.contributor.authorWandera, Carolyne
dc.date.accessioned2014-10-13T08:12:01Z
dc.date.available2014-10-13T08:12:01Z
dc.date.issued2014-10-13
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/11439
dc.description.abstractThe study sought to identify influential teacher-related factors in the implementation of HIV and AIDS curriculum. This was in recognition of the fact that this was a new curriculum and teachers were most likely facing challenges.The problem of the study was that implementation of a new curriculum is a challenge to teachers as a result of new content, new resources, and new teaching/learning strategies. The concept of integration was also a challenge in the HIV AND AIDS curriculum. This is because in Kenyan Education system, the curriculum is subject based .. The study sought to find out to what extend teachers had been in-serviced, availability and use of teaching learning materials, instructional strategies used by teachers and the difficulties that teachers faced in implementing the HIV AND AIDS curriculum.The study was undertaken in Ngong Division in Kajiado District. A total of 13 headteachers of secondary schools and 182 teachers were purposively sampled. A total of 470 students of form three and four classes were randomly selected. The study adopted a descriptive survey design. Questionnaires were filled by students and teachers while headteachers were interviewed. Data were analyzed using descriptive statistics. Findings were tabulated and discussed. The study established that in-service training had not taken place in Ngong Division; recommended teaching/learning materials were available but inadequate. Teachers mainly used lecturer and discussion methods of teaching. Teachers were also facing difficulties in implementing HIV and AIDS curriculum.It was concluded there were influential teacher related factors affecting the implementation of the HIV and AIDS curriculum positively such as; the teachers were aware that HIV and AIDS was a national disaster and therefore took the initiate to inform students about it both in class and in co-curricular activities, however, negatively, teachers lark of in-servicing hindered them from implementing the curriculum as it was intended. Personal attributes of teachers such as cultural beliefs, age and shyness hindered them from implementing the HIV and AIDS curriculum. It was recommended that there is need of in-servicing of teachers on the new curriculum in Ngong Division and continuous support.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleTeacher-Related Factors Influencing Implementation of HIV and Aids Curriculum in Secondary Schools in Ngong Division Kajiado District, Kenya (2001- 2004)en_US
dc.typeThesisen_US


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