An Assessment of the Influence of School Contextual Dynamics on Implementation of English Curriculum in Public Secondary Schools in Nakuru East Sub-county, Nakuru County, Kenya
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Date
2018-07
Authors
Wambugu, Cyrus Githinji
Magoma, Charles
Journal Title
Journal ISSN
Volume Title
Publisher
World Journal of Innovative Research (WJIR)
Abstract
Schools play a critical role in the implementation
of the English curriculum. They ensure that syllabus is
adequately covered and that students register impressive
academic grades in internal and national examinations. Thus,
the purpose of the study was to investigate the influence of
school contextual dynamics on the implementation of the
English curriculum in public secondary schools in Nakuru East
Sub-county, Nakuru County, Kenya. The objectives were: to
investigate the influence of teacher factors on implementation
of English curriculum in public secondary schools, examine the
influence of instructional resources on implementation of
English curriculum in public secondary schools, establish the
influence of students’ characteristics on implementation of
English curriculum in public secondary schools and find out the
influence of the school community support on implementation
of English curriculum in public secondary schools in Nakuru
East Sub-county. The study was guided by the Ecological
Systems, the Modern Cognitive and the Curriculum
Implementation Theories. The study applied mixed methods
approach and explanatory sequential design which involved
collecting, analyzing, and mixing both quantitative and
qualitative methods. Questionnaires were used to collect data
from students whereas interview schedules were used to collect
data from teachers and principals. Data analysis began by
identifying common themes from the respondents’ description
of their experiences. Qualitative data was analyzed thematically
along the objectives and presented in narrative forms whereas
quantitative data was analyzed descriptively using frequencies,
percentages, mean and standard deviation and inferentially
using ANOVA Test Analysis and presented using tables. The
study established that teacher factors, instructional resources,
school characteristics and school community influence
implementation of English curriculum in public secondary
schools. Thus, the study recommends that English teachers
should undertake refresher courses to acquire emerging
strategies on how to implement English curriculum. Schools
should ensure availability of suitable, relevant and appropriate
teaching and learning resources. Schools should provide
opportunities which allow students to interact with colleagues to
acquire new approaches of studying English. The Ministry of
Education should provide adequate funding coupled with
timely disbursement to enable school administrators procure
resources for implementation of English curriculum.
Description
A Research Article in World Journal of Innovative Research (WJIR)
Keywords
School contextual dynamics, English curriculum, Teacher factors, Instructional resources,, Students’ characteristics, School community support
Citation
Cyrus G. Wambugu & Magoma, C. M. (2018). Assessment of the Influence of School Contextual Dynamics on Implemetation of English Curriculum in Public Secondary Schools in Nakuru East County, Nakuru County, Kenya. World Journal of Innovative Research (WJIR), Volume 5/Issue 1 /2018: 23-34. ISSN: 2454 - 8236