Effects of student mobility on curriculum implementation in public secondary schools in Kiamokama division, Kenya
Otiso, Kaleck O
MetadataShow full item record
The purpose of this study was to investigate the effects of student mobility on curriculum implementation in public secondary schools in Kiamokama division, Masaba South district in Kenya. The objectives were used to analyze the effects of student mobility on teaching time, teaching methods, learning and teaching resources, classroom management and student evaluation and assessment in schools. The study was based on John Hills' (1965) theory of transfer shock which argues that there was a drop in students' average grades after transfer from one school to another. The study adopted the descriptive survey design and it targeted all the 19 public secondary schools in the division, their 19 head teachers, 284 teachers and 1,156 Form Four students. A sample of 19 principals, 57 teachers and 231 students was selected through purposeful and stratified random sampling techniques. A total of 307 questionnaires were distributed out of which 265 (86.3%) were returned. The questionnaires were qualitatively and quantitatively analyzed using SPSS and data presented using tables. It was established that student mobility was quite high at 22% on average. A total of 56 percent of students indicated that mobility affected teaching time as time allocated for lessons was interfered with. Some students went away with text books and some other learning resources which affected delivery of lessons. Incoming students increased in number beyond the available resources since the students were not budgeted for, yet they needed to be catered for. Mobility affected classroom management, as indicated by 85 percent of teachers, since new admissions required closer monitoring of students in class and use of better Class control techniques. Student mobility also interfered with assessment and evaluation in schools, a finding supported by 66 percent of teachers. Most of the mobile students lacked necessary academic documents from their previous schools hence improper student placement. Teachers, on the other hand, maintained their teaching methods and new students would learn to cope with the existing teaching methods. In view of the findings, it was recommended that student transfer guidelines should be strictly followed. Also, schools should establish procedures to recover textbooks and un-cleared fees from withdrawing students and let teachers assess the past enrolment history of incoming students. Further, the Ministry of Education should closely monitor the adherence of the current policy on student transfers to ensure school heads do not flout it. Based on the findings, it was majorly suggested that further research be done to establish the effects of student mobility on academic performance.