School Based Factors and Implementation of Primary Education Curriculum in Approved Basic Education and Training Schools in Embakasi Sub-county, Kenya

Abstract

This research project sought to investigate on School based factors and implementation of primary education curriculum in APBET schools in Embakasi Sub County, Kenya. The specific objectives of the study were to examine on trainers’ qualifications, availability of teaching and learning resources, instructional methods, learner characteristics and implementation of primary education curriculum in Approved Basic Education and Training schools in Embakasi Sub-County. Four research questions were formulated in line with the objectives. The study was a descriptive survey type adopting a descriptive approach on School based factors and implementation of education curriculum in APBET schools in Embakasi Sub County, Kenya. Questionnaires targeting 146 respondents (upper class trainers, class prefects and administrators) who are in one way or the other involved in curriculum implementation were used to collect the data. Simple random sampling to select the sample size for the trainers and prefects’ respondents was used while census sampling was used for the administrators. The 16 head teachers of the 16 selected schools participated in the study. Piloting was done to establish reliability and validity of research instruments. Data was analyzed using descriptive statistics. The findings of the study revealed that trainer’s qualifications, insufficient teaching and learning materials, instructional methods and learner characteristics impacted negatively on the implementation of curriculum. This study recommends that trainers’ qualifications should be heightened and the trainers should be encouraged to be innovative as well as creative in the instructional methods they adopt and ensure they rely more on the child-centered methods