Pedagogical challenges facing the teaching of business studies and impact on students’ achievement in secondary schools in Nyandarua County- Kenya
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Date
2016-11
Authors
Kimotho, Robert M.
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The teaching of Business Studies, overtime has been recording below average
performance in the national examinations all over the world, Kenya inclusive.
Studies carried out in some other part of the world clearly document the reasons
for this and the measures that have been undertaken to alleviate this problem.
This study sought to investigate the pedagogical challenges facing the teaching
of Business Studies subject and their impact on students’ achievements in
national examination in Nyandarua County. The study was guided by
constructivist theory which describes how learning takes place in the classroom.
The study used exploratory study design to identify the challenges faced by the
Business study teacher, how the teaching and learning environment determines
the teaching and learning methods applied in the classroom by the teachers, to
determine how well the teachers were aware of the different teaching and
learning methods available and the determine whether the levels of cognitive
domain tested by the Business Studies teachers in the internal examinations are
in line with those tested by the examining body-KNEC. The sample size was
obtained using random and purposive sampling. Data was collected from 10
teachers out of 33 Business Studies teachers. The data was gathered using
teachers’ questionnaires, HoDs questionnaires, classroom Observation checklist
and teaching documents. Quantitative data was analyzed using the SPSS
computer programme. Qualitative data was subjected to the Spearman -Brown
prediction where even and odd number questions were correlated to determine
reliability. Qualitative data was analyzed through narration and constant
comparison. The data was represented using frequency table tables, bar graphs
and pie charts. The finding indicated that the Business Studies is taught mostly
by unqualified teachers. Data analysis revealed that most of teachers were using
commercially sourced schemes of work and did not have lesson plans. Mostly
teachers used expository methods of teaching and learners were passive. Since
most of the teachers were not trained, they set internal examinations that only
tested the low levels of cognitive domain that is knowledge and comprehension
while the national examinations tested all the levels of cognitive domain.
Teachers did not prepare a marking scheme nor tables of test specifications
because either they were ignorant or did not know how to prepare. Due to lack of
adequate teaching and learning resources, there was little integration between
what was taught in class and the application of that knowledge in real life
situation. The finding would help in making decision on recruitment of qualified
teachers, providing appropriate resources, retraining of teachers and the school
management emphasizing on the need for the teachers to prepare their own
scheme of work. Appropriate recommendations were made including retraining
of the teachers.
Description
A thesis submitted in partial fulfillment of the degree of master of education in the department of educational communication and technology, school of education, Kenyatta University. November, 2016