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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dc.contributor.authorWambugu, Cyrus Githinji
dc.contributor.authorMagoma, Charles
dc.date.accessioned2021-11-23T10:58:55Z
dc.date.available2021-11-23T10:58:55Z
dc.date.issued2018-07
dc.descriptionA Research Article in World Journal of Innovative Research (WJIR)en_US
dc.description.abstractSchools 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.en_US
dc.identifier.citationCyrus 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 - 8236en_US
dc.identifier.issn2454-8236
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23038
dc.language.isoenen_US
dc.publisherWorld Journal of Innovative Research (WJIR)en_US
dc.subjectSchool contextual dynamicsen_US
dc.subjectEnglish curriculumen_US
dc.subjectTeacher factorsen_US
dc.subjectInstructional resources,en_US
dc.subjectStudents’ characteristicsen_US
dc.subjectSchool community supporten_US
dc.titleAn Assessment of the Influence of School Contextual Dynamics on Implementation of English Curriculum in Public Secondary Schools in Nakuru East Sub-county, Nakuru County, Kenyaen_US
dc.typeArticleen_US
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