Factors affecting the implementation of the 8:4:4 curriculum in primary schools in Egoji division, Meru district

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dc.contributor.authorKimathi, Joseph M'ananua
dc.date.accessioned2015-11-04T07:51:20Z
dc.date.available2015-11-04T07:51:20Z
dc.date.issued1998
dc.descriptionDepartment of Educational Management Policy & Curriculum Studies, 124p. 1998en_US
dc.description.abstractThis study aimed at investigating the factors affecting the implementation of 8-4-4 curriculum in the primary schools in Egoji Division, Meru District. The subjects for the study included: Three inspectors of schools, sixteen Headteachers and ninety four class teachers. Three types of research tools were used in this study. These were: Questionnaires, Observation Schedule and Oral Interview Guide. The data obtained was analysed using percentages and frequency tables. The study established that majority of teachers and other curriculum implementors in Egoji Division had adequate academic and professional qualifications requ i red for the I' implementation of 8-4-4 curriculum at primary school level. However, the study revealed that the teachers and other curriculum implementors in Egoji Division had not been adequately involved in the inservice programmes to prepare them for the implementation of the 8-4-4 curriculum. As a result they lacked knowledge and skills required for teaching the new subjects introduced in the 8-4-4 primary school curriculum. The study revealed that majority of the p~imary schools in Egoji Division lacked most of the phys+ca l facilities required for the implementation of 8-4-4 curriculum. These physical facilities included: workshops, home science rooms and libraries. The study also revealed that most of the schools in Egoji Division lacked the teaching-learning resources required for the implementation of 8-4-4 curriculum. The teaching-learning resources lacking included: textbooks, teachers guide, reference materials, and tools and equipment for teaching the practical subjects. The study revealed that there was inadequate inspection of schools and supervision of teachers in primary schools in Egoji Division. The study also established that financial and material resources provided to schools by the parents was inadequate. It was concluded that There were various factors which were affecting the implementation of 8-4-4 curriculum in primary schools in Egoji Division. These factors included: inadequate preparation of teachers and other curriculum implementors, lack of adequate physical facilities and teaching-learning resources, lack of adequate inspection of schools and supervision of teachers and lack of adequate material and or financial support from the parents and the community. On the basis of the findings from this study, it was recommended that the teachers and other curriculum implementors should be adequately prepared to execute the changes introduced in 8-4-4. This can be done by involving the teachers and other curriculum implementors in the inservice programmes to prepare them for the implementation of 8-4-4 curriculum. It was further recommended that primary schools should not only rely on the material and financial contributions from parents and the local community but they should explore other ways of acquiring financial and material resources. This would alleviate the problem of lack of physical facilities and teaching-learning resources experienced by most of the "'schools. It was also recommended that there is need to overcome problems which hinder the school inspectors and head teachers from providing effective inspection and supervisory services.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/13832
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleFactors affecting the implementation of the 8:4:4 curriculum in primary schools in Egoji division, Meru districten_US
dc.typeThesisen_US
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