Influence Of School Based Factors On Implementation Of Curriculum In Primary Schools In Banadir Region, Mogadishu, Somalia

Abstract

This study investigated school based factors influencing implementation of curriculum in primary schools in Banadir region in Mogadishu, Somalia. The study was guided by four research objectives: to examine influence of time allocation influence on implementation of curriculum in primary schools; to determine the influence of level of teacher training on implementation of curriculum in primary schools; to establish the influence of availability of teaching and learning materials on implementation of curriculum in primary schools; and to determine the influence of teacher’s attitude on implementation of curriculum in primary schools in Banadir region Mogadishu Somalia; The literature review focused on the appropriate objectives, theoretical framework and conceptual framework. The theoretical framework was based on Gagne instructional theory which stipulates itself with problem solving, concepts and principles and takes into consideration strategies for problem solving and thinking on implementation of the curriculum. The study used descriptive survey design because it allowed the researcher to describe characteristics of an individual or group as they really are. The target population of this study was 48 primary schools in the Banadir region with 1520 pupils, 404 teachers and 48 head teachers. Simple random sampling used for select participating schools and teachers. Stratified random sampling was used to select 121 teachers and 152 pupils by gender. Data was collected using questionnaires for all the respondents as instruments. After data cleaning the data was coded and entered into the computer for analysis using Statistical Package for Social Sciences (SPSS) version 20. Quantitative data was analyzed using descriptive statistics; frequencies, and percentages. From the findings the study concluded that time allocation influenced curriculum implementation. It was evident from the pupils and teachers’ response that allocated for education is not enough despite head teachers saying it was enough and pupils lose a lot of time on misbehaving. The study established that level of teacher training influenced implementation of curriculum in primary schools. The study also established that availability of teaching and learning materials influences implementation of curriculum in primary schools. The study finally concluded that teacher’s attitude influenced implementation of curriculum in primary schools. The recommendations of the study were: The Somalia Ministry of Education should ensure additional lesson to be added to the single lesson allocated to the curriculum with at least two or more lessons per week which will enable teachers cover a wider scope of the syllabus thereby benefiting the learners tremendously. Parents and government and education stakeholders can be approached on ensuring teaching and learning materials on the curriculum are provided for to ensure enough materials are available. Recommendations for further research included: The influence of teachers’ attitude on the implementation of curriculum in secondary schools.