Effect of Budgeting Process on Utilization of Science Instructional Resources in Secondary Schools in Nairobi County, Kenya

Abstract

Science Education is a pillar in technological advancement, national wealth creation, health improvement, and spearheading industrialization of any nation. However, low achieving learners in sciences in national examinations has remained a challenge in Kenya and Sub-Saharan Africa. Studies have attributed low learner achievement in science subjects to inadequacy, unavailability and inappropriate utilization of instructional resources. The purpose of this study was to examine the effects of budgeting process on utilization of science instructional resources in secondary schools in Kenya. The objectives were to assess the influence of policy framework, stakeholder participation, budget planning, budget monitoring and budget control on utilization of instructional resources; and the relationship between utilization and learners` achievements in science subjects’ in secondary schools in Nairobi County. The study was anchored on information processing theory and employed correlation research design to provide a statistical measure on the influence of budgeting process on utilization of instructional resources and how it affects learning outcomes in science based disciplines. The study targeted 132 principals, 1,491 science teachers and 23,393 form 4 students from public and privates secondary schools in Nairobi County to obtain information. Using stratified random sampling a sample of 33 secondary schools (2 national, 15 county and 16 private) was obtained. Purposively the principal and 3 science teachers were selected and randomly 6 form four students were sampled per school. This gave 330 respondents. Questionnaires were used to collect data from science teachers on their role in budgeting process as well as utilization and availability of instructional resources. Students provided information on utilization and availability of instructional resources by filling questionnaires. Principals were interviewed on school financial management policy in relation to budgeting and utilization of instructional resources. Data analysis was based on descriptive and inferential statistics using SSPS version 23. The study established that secondary schools in Nairobi have financial management policy and that teachers participate in budget planning, monitoring and control. Further it revealed that there is significant effect of stakeholders’ participation (β=.254, p=.034) and budget planning process (β=.331, p=.019) on utilization of instructional resources in science instruction. School financial management policy (β=.016, p=.912) budget monitoring (β=.019, p=.894), and budget control (β=.009, p=.940) had no significant effect. The study recommends that the government should ensure that secondary schools have a financial management framework to guide budgeting for instructional resources. Further, science teachers need be involved in decision making in instructional management related process from strategic planning, budget planning, monitoring and control. Also, principals need to decentralize decision making through delegation to departments in effort to improve instructional management. Finally further research should also be done on the relationship between schools instructional management policy and learning outcomes in science.