Influence of stakeholder involvement in curriculum implementation on pupils’ performance in Kenya certificate of primary education in Kathiani sub-county, Kenya
Abstract
This study sought to determine the extent to which involvement of head teachers,
teachers, parents and school management committees influence pupil’s
performance in Kenya Certificate of Primary Education in Kathiani Sub-County,
Machakos County, Kenya. The study adopted descriptive survey design. The
study targeted 71 head teachers, 117 teachers and 196 pupils in Kathiani SubCounty,
Machakos County; it had sample size of 30 head teachers, 110 teachers
and 190 pupils. The data was analysed using descriptive statistics namely
Frequencies, percentages and presented by use of tables. The study found that
Pupil’s involvement in curriculum implementation produced strong positive
correlations between high levels of pupil’s involvement to school educational
programs and activities and improved grades points. In Iveti zone teachers were
involved in organizing academic clinics, Teachers were involved in determining
examination frequency, Teachers were involved when allocating discussion
groups and SMC were involved in material resource allocation. Most of the
parents were not involved towards curriculum implementation at all especially in
provision of teaching and learning facilities in the school these implies that their
contributions were not considered in shaping the education of their children
especially in Iveti where grades were lowest as compared to other zones in the
study.SMC were not involved in discussing pupil’s academic improvement
strategies at all and where involvement was reported it was minimal and therefore
performance followed suit. Study concluded that Pupil’s involvement in
curriculum implementation produced strong positive correlations between high
levels of pupil’s involvement to school educational programs and activities and
improved grades points. Teachers were involved in determining examination
frequency and allocating discussion groups while SMC were involved in material
resource allocation. Study recommended that. Educational Policy makers should
sensitize the parents and pupils on the importance of being involved in
curriculum implementation, all school stakeholders to practice team work
towards curriculum implementation and pupils should be exposed on
benchmarking activities. Ministry of education should allocate adequate funds to
head teachers and school management to facilitate provision of adequate teaching
and learning materials in schools. Schools head and management boards should
involve pupils in scheduling learning sessions and also in organizing revision
schedules.
Publisher
University of Nairobi
Description
Thesis
Collections
- Faculty of Education (FEd) [5964]