Effectiveness of instructional supervision and its impact on primary school pupils academic achievement in Masinga division Machakos county Kenya
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Date
2014-10-01
Authors
Muthoka, W Samuel
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Abstract
In Masinga primary schools in Kenya, one can argue that effectiveness of in-schools
instructional supervision is in question, this is because these schools have continued
to produce poor performing pupils year in year out while teaching practices have been
said to be poor. This created the need for this study to find out the effectiveness of inschool
instructional supervision on primary school pupils academic achievement in
Masinga division Machakos county Kenya. This was done by addressing the
following specific study objectives, to identify types of in-school instructional
supervision methods employed in primary schools in Masinga division, to ascertain
the effect of in-school instructional supervision methods employed on the pupils
academic achievements, to assess strategies used to improve instructional supervision
methods within primary schools in Masinga division and to determine the challenges
facing instructional supervision methods within primary schools in Masinga division.
To do this, the following research questions were used, what are the types of in-school
instructional supervision methods employed in primary schools within Masinga
division, which are the effects of in-school instructional methods employed on the
pupils academic achievements, what strategies are used to improve instructional
supervision methods within primary schools in Masinga division and lastly which are
the challenges facing instructional supervision methods within primary schools
Masinga division. An ex-post facto research design was used to carry out this study.
The study population consisted of the 32 primary schools in the Masinga division.
The target population for this study included the primary school head teacher, and
teachers. Simple random sampling was used to select the respondents needed for this
study and structured questionnaires and interview schedule was used to collect
information from the respondents which were then analyzed using of SPSS to get
percentages and frequencies. Study results showed that (20%, n=38, 50%, n=12)
noted that instructional supervision method was very effective in their schools,
(22.1%,n=42,50%,n=12) said that the supervision style employed was effective,
(10.5%,=n=20) said that the instructional supervision method was moderately
effective in their school,(21.6%, n~41) noted that they were very poor while the
remaining (25.8%,n=49) said that is was poor. As far as the impacts of instructional
supervision methods on pupils academic achievement, (42.1%, n=80, 100%, n=24)
noted that it their instructional supervision style improved pupils academic
achievement, (19.5%, = 37) said that it had no impact on academic achievement,
while the remaining (38.4%, n=73) observed that in-school instructional supervision
methods had reduced the pupils academic achievements. In conclusion, in-school
instructional supervision methods in Masinga division based on the study results is
slightly effective; however this does not seem to have any impact on pupils' academic
achievement. It is therefore the researchers' recommendation that teachers be given
in-service training to improve their teaching capabilities while the principal and the
deputy need to put more effort in in-school instructional supervision as well as adopt
only instructional supervision styles that have been proven to work. All ethical issues
pertaining to research were observed during the entire process of this study
Description
Master Degree in Educational Management 52p. June, 2014