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dc.contributor.advisorMalusu, J. M.
dc.contributor.advisorOkech, Jack Green
dc.contributor.authorMungai, Monica Njeri
dc.date.accessioned2011-08-12T12:44:34Z
dc.date.available2011-08-12T12:44:34Z
dc.date.issued2011-08-12
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/762
dc.descriptionDepartment of Education Management, 101p. The LB 1029 .A22M8 2009
dc.description.abstractA lot of attention has been focused on public schools in Kenya. Much of this attention has been critical and the effect of this has been to encourage a rethinking of alternative form of schooling. Many people have expressed dissatisfaction with Kenya's public Education System. Parents are asking for greater variety and increased participation and freedom of choice in the educational programs their children may attend. Due to these pressures from both right and left, many educational programs have come up to provide alternative learning experiences to those provided by conventional schools. The purpose of this study was to investigate practices of Accelerated Christian Education System and find out some of the unique practices that can be borrowed to help reform the 8.4.4 system of Education in Kenya. The study was based on Piaget's theory of cognitive Development. The researcher developed own conceptual frame work model showing the interaction between the ACE System and the 8.4.4 System of Education. The study used descriptive survey design. The target population composed of three (3) schools that use Accelerated Christian Education Curriculum in Nairobi, Kenya. Purposive sampling was used to obtain the three (3) out of the four ACE schools in Nairobi. The subjects of the study sample schools were sixteen (16) teachers, ten (10) parents and seventy five (75) students from grade four up to grade twelve. Seventy five learners were used because this was the total number of learners from grade four to grade twelve in the three schools at the time of study. The researcher used grade four to grade twelve because they were able to read and fill in the questionnaire with little assistance. Data was collected by use of questionnaires and observation guide. Reliability of the questionnaire was got by a test-retest technique. The sample was selected by random sampling. The questionnaires were scored manually. The same group of the questionnaire was administered to the same group of subjects after two weeks and the questionnaires scored manually and comparison made between the two results. Content validity of instruments was determined through expert judgment. The researcher carried out the field work, collected data, and edited, coded and analyzed using descriptive statistics with the help of the Statistical Package for Social Sciences (SPSS). Qualitative data was presented in form of frequencies and percentages with some being displayed in form of tables, graphs, and charts. From the data the following findings were made that learners had autonomy and ability to set own goals, individualized and learning was highly motivated. The disciplines were discrete and involved measurable learning with adequate teacher supply, who are motivated and properly remunerated; teachers in ACE undergo intensive training and inservice programs. ACE system of education is recognized by the ministry of education as an alternative system of schooling, which is concerned with the development of the child as a whole, placing more emphasis on character and academic development of the child. Learning is in PACES and each child is allowed to set own goals. Parents supported corporal punishment but gave minimal support to teachers. Most teachers had successfully implemented the five laws of learning. Policy recommendations based on the findings have been made that rote learning should be discouraged and learners should be made responsible for their learning by giving them increased autonomy, in self evaluation, goal setting and individualized learning. Teachers should be given more training in pedagogical skills and should be given frequent in service training in learner centred approaches with more emphasis on character building. Revision of existing instructional materials should be made to incorporate more individualized subject matter and Religious Education should be made compulsory. The following conclusions were drawn: that ACE system is a unique one and that the Kenyan 8.4.4. system has a lot to borrow from it.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.subjectEducational acceleration
dc.subjectChristian education --Activity programs
dc.titleA review of accelerated christian education programme and the implication on the 8.4.4. system of education.en_US
dc.typeThesisen_US


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