Musila, John Y.2024-09-262024-09-262024-05https://ir-library.ku.ac.ke/handle/123456789/28891A 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 2024Life 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.enThesis