| dc.description.abstract | The purpose of this study was to investigate the influence of school based
teacher development (SbTD) programme on learners at the Kenya Certificate
of Primary Examination (K.C.P.E) in Mwea Division of Mbeere District. The
SbTD programme is an In- Service Education and Training (INSET) Course
designed to equip teachers with modem pedagogical practices.
The SbTD Programme was launched in the year 2002 after a baseline survey
conducted in 1998, initially targeting English, Mathematics and Science
subjects. The baseline study identified performance gap in English,
Mathematics and science hence the intervention in the form of SbTD
programme. The programme was expected to enable teachers challenge their
teaching approaches and hence improve learners achievement in examinations.
Literature review was conducted with a view of gaining understanding into the
concept of Teacher Development Education, the purpose of INSET, the
influence of INSET on pupils' performance in examination in both the
developed and developing world.
This was an ex post - facto study in which the dependent variable has already
occurred and the independent variable cannot be manipulated.
The study adopted a descriptive design targeting teachers in English,
Mathematics and Science who underwent the SbTD Programme. These
teachers are referred to as Key Resource Teachers (KRTs). Of the 35 K.C.P.E
schools in the division, a sample size of ten schools were randomly selected for
the study. Three KRTs and 3 Non-KRTS from each of the 10 schools, making
a total of60 Teachers. Ten head teachers of the sampled schools, 2 TAC tutors
and the Deputy District Quality Assurance Officer (DDQASO) Primary
Programmes in Mbeere District were included in the study.
The researcher used questionnaires for obtaining information from the KRTs,
non KRTs, headteachers, TAC tutors and DDQSO to obtain information on the
SbTD programme and K.C.P.E performance. Documentary Analysis Guide
was used to collect data in the DEO's Office from anlysed results after
obtaining permission from the Permanent Secretary, Ministry of Education.
The retum rate for the questionnaire was 83.3% and 83.3% for KRT and NonKRTs
respectively. The validity and reliability of the instruments was obtained
through Pre-test and the split-half method. This called for the application of
Pearson Product Moment and the Spearman Brown prophecy formula.
Data analysis and interpretation was done using means, percentages, frequency
tables and bar graph. This study found out that the division had also posted
improved mean score consistently in the period under investigation recording a
+22.28 improvement index.
The SbTD programme has had a positive influence on KCPE by contributing
to positive improvement in English, Mathematics and Science mean scores
between the years 2003-2006. The Recommendations in this study include
1. The continuation of the SbTD Programme by the Ministry
of Education to cement and further improve the gains
already achieved in the adoption of learner centred teaching
approaches by teachers and the improved K.C.P.E.
performance.
11. The need to review the reward and certification system for
KRTs' with a view to attracting and retaining teachers in the
INSET programme. This is critical because teachers need to
accept INSET as an indispensable component of their career
growth and learner's achievements.
Among the suggestions made by the researcher at the end of the study, is the
need to conduct a similar study in another area of Mbeere District. This is so
because this study was located in only one division out of the five divisions in
the district. | en |
