Analysis of Instructional Strategies Used in Implementing Life Skills Curriculum in Mixed Day Public Secondary Schools in Kiambu County, Kenya
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Date
2024-05
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Kenyatta University
Abstract
Life Skills Education (LSE) curriculum implementation may be hampered by the
choice of instructional strategies. Increased vices among the youth are indicators that
programs, such as LSE, were jeopardized leading to failure of leaners shun vices.
This study was tailored to find out how teachers’ use of instructional strategies had
influenced the implementation of LSE in mixed day secondary schools in Kiambu
County, Kenya. The purpose of the study therefore was to find LSE implementation
gaps and bring light to stakeholders such as KICD, MOE in revising the scope of
LSE its pedagogy and teacher in-service. The study objectives were to (i) determine
the availability and adequacy of teaching and learning resources to aid LSE
instructional strategies, (ii) examine the types of instructional strategies utilized by
teachers in teaching LSE, (iii) explore teachers’ perceptions of the effectiveness of
LSE instructional strategies, and (iv) examine challenges teachers face when
implementing LSE instructional strategies in mixed day secondary schools in the
county. Social constructivist theory of self-regulation guided this study. Descriptive
survey research design was used. The independent variables were LSE teaching and
learning resources, instructional strategies, teachers’ perceptions of LSE
effectiveness and challenges of LSE supervision. The dependent variable was LSE
implementation. Target population encompassed 130 principals, 1170 teachers and
10400 learners that generated a sample of 26 schools, 26 principals, 105 teachers
and 198 learners across the county. Sampling techniques used were stratified,
purposive, proportionate and simple random sampling techniques. Data was
collected through questionnaires, interviews, and direct observations. The study used
descriptive statistics and an inferential statistics (Fisher’s exact coefficient) to
analyze quantitative data. Qualitative data was categorized into themes and analyzed
thematically. The study established that the essential teaching and learning materials
for implementing LSE were inadequate in most schools. Although a large majority
of teachers indicated that they used learner-centered strategies when teaching LSE,
follow-up questions, responses from learners, and interviews with principals
suggested that the actual usage of learner-centered techniques was lower than the
self-reported. Further, even though a large majority of teachers were convinced of
LSE’s benefits to learners, only 25(23%) of the teachers were found not to be aware
of recommended LSE instructional strategies. A small number of the sampled
teachers 19(18%) incorporated ICT while many did not use ICT, as it was affirmed
by 160(81%) of the sampled learners. Despite 67(64%) of the teachers believing that
LSE implementation in their school influenced learners’ life skills positively nearly
half of the teachers 44(42%) had not taught the subject. Finally, teachers reported
major obstacles related to poor LSE implementation to be related to resource
unavailability or adequacy, teacher training or awareness, and LSE as a non examined subject. The study recommended that, relevant educational stakeholders,
including MOEST, ensure that all public day mixed secondary schools are equipped
with appropriate LSE teaching and learning resources and adequately trained
teachers to facilitate LSE implementation. Proper monitoring procedures should be
put in place through county quality assurance and standards officers, the school
principals, and teachers to ensure strict measures are placed to have the subject
taught in all schools without fail. Ensuring the subject is examinable can also bring a
positive impact in that teachers would treat the subject wit seriousness it deserves.
Description
A Research Thesis Submitted in Fulfillment of the Requirements for the Award of the Degree of Master of Education (Curriculum Development) in School of Education and Lifelong Learning, Kenyatta University, May 2024