Curriculum Support Officers’ Activities and their Influence on Academic Achievement in Public Secondary Schools in Makueni

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dc.contributor.advisorPeter Nyaga Muchanjeen_US
dc.contributor.authorKimweli, Alexander Mwau
dc.date.accessioned2023-02-01T06:19:49Z
dc.date.available2023-02-01T06:19:49Z
dc.date.issued2022
dc.descriptionA Research Project Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Master of Education (Educational Administration) in the School of Education of, Kenyatta University, November 2022en_US
dc.description.abstractCurriculum Support Officers have an obligation of ensuring that students perform well in their studies in secondary schools. However, in Makueni County, students register low KCSE performance compared to pupils in primary school and few transiting to universities with quality grades. Thus, this research aimed at assessing the influence of curriculum support officers on academic achievement in public secondary schools in Makueni County, Kenya. In particular, the study assessed the influence of curriculum support officers’ capacity building of teachers, classroom supervision of teachers, curriculum implementation activities and collaboration activities with stakeholders on students’ academic achievement in Makueni County. The theory of educational productivity guided the study. In this study, the researcher used descriptive survey research design. This study targeted 393 principals, 3420 teachers and 45 Curriculum Support Officers which totaled 3858 participants from which a sample size of 363 respondents was calculated using the Yamane’s Formula. This realized a sample of 45 principals and 272 teachers who were selected using stratified simple random sampling whereas 45 CSOs were selected using purposive sampling. A questionnaire was for collecting data from teachers and an interview guide from principals as did CSOs. A pilot study for the research instrument was conducted among 36(10% of the study sample) respondents. Quantitative data were analyzed using descriptive statistics. Inferential analysis was also done using Pearson’s Product Moment Correlation Analysis while presentation was done in tables. Qualitative data were analyzed thematically as per the objectives and presentation done in narrative forms. This research established that academic achievement of students in KCSE is still low and to mitigate this, CSOs have bene tasked to undertake capacity building of teachers, supervise teachers’ classroom activities, monitor curriculum activities and collaborate with stakeholders. The study recommends that CSOs may devise new approaches of training of teachers which may enable them acquire skills which can help deliver quality instructional services. In addition, the Ministry of Education increase the number of CSOs to enhance the process of timely supervision of teaching. The study may be significant to The Kenya Institute of Curriculum Development (KICD) in that they may partner with the stakeholders in secondary education to ensure that secondary school curriculum content is relevant and adequate.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/24572
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectCurriculum Support Officers’ Activitiesen_US
dc.subjectAcademic Achievementen_US
dc.subjectPublic Secondary Schoolsen_US
dc.subjectMakuenien_US
dc.titleCurriculum Support Officers’ Activities and their Influence on Academic Achievement in Public Secondary Schools in Makuenien_US
dc.typeThesisen_US
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MST-Department of Educational Management Policy & Curriculum Studies