Kioko, Stellamaris Mukethe (2015) Influence of Stakeholder Involvement in Curriculum Implementation on Pupils’ Performance in Kenya Certificate of Primary Education in Kathiani Subcounty, Kenya. Masters thesis, University of Nairobi.
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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 Sub-County, 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 bench marking 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.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Africana |
| Depositing User: | Mr Jude Abhulimen |
| Date Deposited: | 10 Jan 2017 11:00 |
| Last Modified: | 10 Jan 2017 11:09 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/1042 |
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