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dc.contributor.authorStephen, Nyongesa Wafula
dc.date.accessioned2011-08-18T09:59:01Z
dc.date.available2011-08-18T09:59:01Z
dc.date.issued2011-08-18
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/936
dc.descriptionAbstracten_US
dc.description.abstractThe study investigated the influence of implementing the Curriculum Instructional Timetable on value Added Progress of secondary school students. All students meet minimum requirement when they join form one and subjected to a common curriculum on an instructional timetable that takes much of the resource of time. The influence of curriculum instructional timetable on learners' value addition has not been adequately investigated. The purpose of the study was to determine the influence of curriculum instructional timetable on value added progress of the learners. The objectives of the study were concern with finding out the number of teacher - student contact hours per week that impact on the learners value added progress, the documents that support the instructional timetable that impact on the learner's incremental output, the subject sequence on the instructional timetable that influence on the learner's value addition and to identify curriculum innovations on the instructional timetable that comply with value added progress. The findings of this study will contribute to the best type of instructional timetable during curriculum development, highlight factors on the instructional timetable for learners progression and provide strategies that match the instructional timetable to value added progress. Areas of relevant literature review covered for value additional are types of school timetables, amount of time for teacher student contact hours, number of teachers lessons, sequence of subjects, support documents, an curriculum innovations of the instructional timetable. The target population was 28 student and 14 teachers for comprative study of performing, and non performing public secondary school in Bungoma Central district. A purposive stratification of a perfoming, and nonperforming school was done by stratified random sampling technique . Teachers' respondents consisted of those teaching current learners and the subjects on the instructional timetable. The instruments used were questionnaires for students, interview and document schedule for teachers. An observation checklist was used by the researcher to investigate investigate indicators on and out of the curriculum instructional timetable employed for the value added progress of learners. This study carried out both quantitative and qualitative techniques used to analyse the case study of comparative research design for performing and non-performing school. The techniques used to analyse data were descriptive, the Chi-square (X2) and the Pearson's product moment correlation coefficient (Y). The major finding was that performing school has high distribution of contact hours supported by application of current curriculum innovations on the instructional timetable compared to non performing school. Based on these findings it is recommended that the follow-up strategies such as reviewing professional documents, accommodative number of lessons and programming subject compliant to value added progress should be instituted to better quality performance.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.titleInfluence of instructional timetable on value added progress: A case study of two secondary in Bungoma Central District.en_US
dc.typeThesisen_US


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