Effect of Innovative Teaching Strategies on the Performance of Public Secondary Schools in Kilifi County, Kenya

Abstract

Kilifi County public secondary schools have been registering unimpressive results in the national examinations for quite some time now. However, innovative teaching strategies are expected to be vital in ensuring that education levels are uplifted in the county. This study assessed the Effect of Innovative Teaching Strategies on the Performance of schools in Kilifi County, Kenya. The study was anchored on; The Constructivism theory, The McClelland‟s Need Achievement theory, The Knowledge Conversion Theory and The Social Learning theory. The study adopted a cross-sectional research design to facilitate obtaining of information that provided reasons for the low grades attained in KCSE examinations in Public Secondary Schools in Kilifi County. A sample of 105 respondents was used for data collection and eventual generalization of findings. All the targeted respondents were issued with questionnaires with 90 being returned satisfactorily filled. The ANOVA test were carried out to establish the relationship between the independent variables and dependent variable and both Descriptive and Inferential statistics were used for data analysis and presentation. The findings indicated that, Just-in-Time Teaching Strategy, Project-based Learning Strategy, Contextualization Teaching Strategy and Learners‟ Growth affected the results of students in the Kenya Certificate of Secondary Education examinations in Kilifi County. The study expects the findings to play a significant role in policy formulation of relevant plans in the Ministry of Education of Kilifi County and the country as a whole. The findings are expected to significantly contribute to the future scholarly work in the education sector.