Kosgey, Kibet Christopher (2013) Perceptions of Students and Teachers towards the Revised Integrated Business Studies Curriculum in Public Secondary Schools in Nandi East District, Kenya. Masters thesis, Catholic University of Eastern Africa.
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Abstract
This study focused on the perceptions of students and teachers towards the revised Integrated Business Studies Curriculum in public secondary schools in Nandi East District. The study was guided by five research questions; What are the perceptions of students towards the revised integrated business studies curriculum in secondary schools in Nandi East District? What are the perceptions of teachers towards the revised integrated business studies curriculum in secondary schools in Nandi East District? To what extent is the revised integrated business studies curriculum implemented in secondary schools in Nandi East District? To what extent are the resources adequate in teaching the revised integrated business studies curriculum in secondary schools in Nandi East District?, and what are the challenges facing the implementation of the revised integrated business studies curriculum in secondary schools in Nandi East District? The knowledge gaps identified in this study was filled by literature review and empirical findings from 150 sampled respondents using stratified and simple random sampling techniques. Mixed method was the main design used in this study. Both Quantitative and Qualitative methods of collecting data were used in carrying out this study. Using ten schools based on each category, the sample comprised 20 Business Studies teachers, 10 HoD’s (Applied Science) and 120 Business Studies students in form four. The instruments for collecting data comprised questionnaires, interview guide and document analysis. The instruments were tested for validity and reliability for objectivity and accuracy. Descriptive and inferential statistics were derived summarizing the data into frequencies, percentages and means. Qualitative data were transcribed then organized into themes, after which it was reported verbatim. The findings of the study revealed that both teachers and students have a positive attitude towards the revised business studies curriculum. Majority of the students noted that teachers use extra time in covering the syllabus. Majority of the teachers agree that subjects making up business studies are well integrated although some teachers are not comfortable teaching some topics. In addition the findings indicated that majority of the teachers have never attended any In-service course on business studies and are not supervised while teaching the subject. The findings also showed that majority of the teachers neither embrace the use of non print media nor integrate ICT in teaching business studies. The study recommends that KIE review business studies syllabus with a view of removing difficult topics and concepts which are challenging to both teachers and learners. They should also raise the text book evaluation threshold and organize more In-service courses for business studies teachers. In addition teachers should embrace methods of teaching that are learner centered and KNEC should train business studies teachers as national examiners. TSC should appoint qualified teachers as Heads of Departments.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB2361 Curriculum |
| Divisions: | Africana |
| Depositing User: | JHI Africa |
| Date Deposited: | 21 Sep 2017 07:06 |
| Last Modified: | 21 Sep 2017 07:06 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/2336 |
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