Implementation of the business studies curriculum in public secondary schools in Machakos central division of machakos district, Machakos county, Kenya.
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Date
2013-02-22
Authors
Wanza, Kising'u Marysalome
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Abstract
Purpose of this study was to assess the implementation process of Business. Studies
curriculum. The study was guided by the following specific objectives: to find out the
trainingprovisions for teacher of Business Studies for their preparation to implement the
integrated syllabus, to determine the attitude of teachers of Business Studies towards the
secondary school Business Studies syllabus, to determine the teaching/learning resources
and strategies used to implement Business Studies syllabus and to determine the
techniques used by teachers of Business Studies in evaluating the curriculum. The study
was carried out in public secondary schools in Central Division of Machakos District.
Descriptive survey design was used for the study. There are thirty six (36) public
secondary schools in Central Division of Machakos District. The study targeted total
population of 1384:125i,form three students of Business Studies, 60 teachers of the
subject,36 heads of department of Applied Practical, Technical and Vocational subjects
and 36 head teachers of the schools. Stratified sampling technique was used to select a
sample of twelve (12) schools from the three zones and 276 respondents for the study.
Questionnaires, interview schedules and lesson observation schedule were used to collect
data for the study. Data analysis was done using content analysis and statistical package
for social sciences. Descriptive statistics such as percentages and frequency distribution
tables were used to present the data The study found that teachers were adequately
prepared in terms of subject combination as evidenced by 25% having a combination of
Business Studies/mathematics and Business Studies/economics (16.7%). 1-~ost of the
teachers (75%) were found to have had attended the trainings and that 58% of the
teachers attended the trainings before the introduction of the new Business Studies
curriculum. On attitude towards Business Studies curriculum, the study found that 42%
of the respondents indicated that their initial reaction to the new curriculum was that it
was their duty to teach. The study further found that 75% of the respondents indicated
that the resources were available even though they were inadequate. Discussion was the
most preferred teaching strategy as indicated by all teacher respondents 12(100%). Other
strategies included: assignments, personal study method, and explanation, talks by
resource persons, demonstration, role 'Play and field trips. The techniques for evaluating
business studied curriculum included written tests, class assignments and oral questions.
The study concluded that teachers were prepared for the implementation of the new
Business Studies curriculum, had positive attitude towards the curriculum and that
teaching and learning resources were inadequate for effective implementation of Business
Studies curriculum. Different strategies such as the use of discussions, class assignments,
personal study, talks by resource persons and field trips were used in the implementation
of the new Business Studies curriculum. Curriculum evaluation techniques izcluded: the
use of written tests, class assignments and oral questions. The study recommended that
the Ministry of education should organize for compulsory in-service training for teachers
of Business Studies to equip them with the necessary knowledge for the implementation
of the new curriculum. It was finally recommended that another study be done to
determine the challenges facing the implementation of the integrated Business Studies
curriculum.
Description
Educational Management Policy and Curriculum Studies,2008