Teachers' perspectives on their involvement in selecting learning experiences and implementing curriculum in Kenyan secondary schools was examined. The study found that while teachers play an important role in curriculum implementation, the centralized curriculum development process in Kenya means teachers are not adequately involved in curriculum development. As a result, teachers' expertise is underutilized and they have less ownership over the curriculum. The study recommends giving teachers a greater role in curriculum planning and development to improve implementation.
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi experimental and Purposive sampling was utilized. Data were collected through pre test and post test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre test in the following competencies describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts distinguishing the different types of plate boundaries and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing students’ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving students’ performance in Science 10. Marsha R. Valencia "Modular Approach in Teaching Science 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30318.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/30318/modular-approach-in-teaching-science-10/marsha-r-valencia
This study was carried out in Anambra State. The main purpose of this study was to determine whether any significant relationship exists between principals’ instruction supervision practices and teachers’ job performance in secondary schools in Anambra State. One research question and one null hypothesis guided the study. It adopted the co-relational research design. The population of the study was made up of 6,342 public secondary school teachers in six education zones of the state. The sample for the study was 634 public secondary school teachers in Anambra state. Researchers-developed instrument titled: ‘Questionnaire on principals instructional supervision practices and teachers job performance Questionnaire’ (QPISPTJP) was used for data collection. The instrument was validated by three experts. The reliability of the instrument was established through a trial- test in public secondary schools in Enugu State. The reliability index of the instrument using cronbach alpha method was 0.92 and was deemed high for the study. The researchers administered the instrument directly on the respondents with the help of five research assistants and the Pearson’s Product Moment correlation coefficient was used in the data analysis. Findings indicated that a moderate positive relationship exists between principals instructional supervision practices and teachers job performance. Among others, it was recommended that principals should use instructional supervision as an opportunity to equip their teachers with professional skills and knowledge.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi experimental and Purposive sampling was utilized. Data were collected through pre test and post test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre test in the following competencies describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts distinguishing the different types of plate boundaries and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing students’ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving students’ performance in Science 10. Marsha R. Valencia "Modular Approach in Teaching Science 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30318.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/30318/modular-approach-in-teaching-science-10/marsha-r-valencia
This study was carried out in Anambra State. The main purpose of this study was to determine whether any significant relationship exists between principals’ instruction supervision practices and teachers’ job performance in secondary schools in Anambra State. One research question and one null hypothesis guided the study. It adopted the co-relational research design. The population of the study was made up of 6,342 public secondary school teachers in six education zones of the state. The sample for the study was 634 public secondary school teachers in Anambra state. Researchers-developed instrument titled: ‘Questionnaire on principals instructional supervision practices and teachers job performance Questionnaire’ (QPISPTJP) was used for data collection. The instrument was validated by three experts. The reliability of the instrument was established through a trial- test in public secondary schools in Enugu State. The reliability index of the instrument using cronbach alpha method was 0.92 and was deemed high for the study. The researchers administered the instrument directly on the respondents with the help of five research assistants and the Pearson’s Product Moment correlation coefficient was used in the data analysis. Findings indicated that a moderate positive relationship exists between principals instructional supervision practices and teachers job performance. Among others, it was recommended that principals should use instructional supervision as an opportunity to equip their teachers with professional skills and knowledge.
The curriculum management strategies of highly experienced and less experienced secondary school
principals were compared in this study. The study was guided by a single research topic, and a null hypothesis was tested at the 0.05 level of significance. The study was conducted using a descriptive survey research approach. The participants in this study were 106 secondary school principals and vice principals from 44 public secondary schools in the Nnewi Education Zone. Because the research population was manageable, no sampling was done. As a result, the study’s population size was made up of 106 secondary school principals and vice principals. Data was collected using a questionnaire produced by a researcher called the Curriculum Management Practice Scale. Two professionals independently verified the tool. Cronbach alpha was employed to examine the instrument’s internal
consistency, and reliability values of 0.75 were obtained. The researcher and five research assistants used direct administration to collect data for the study. There was a 100% return rate. The study question was answered using arithmetic mean and standard deviation scores, and the null hypothesis was tested using a t-test at the 0.05 level of significance. The study’s findings indicated that there is no discernible difference in the curriculum management techniques of highly experienced and less experienced secondary school principals. Most school heads do a review of all course curricula and hold meetings to establish what type of extra-curricular activities are required. The study’s implications and findings were drawn.
The study investigated principals’ administrative strategies as correlates of teachers’ job
performance in public secondary schools in Obollo-Afor Education Zone of Enugu State. Four
research questions and four null hypotheses guided the study. The study adopted a
correlational survey design. The population of the study was 1,854 principals and teachers in
48 secondary schools in the Zone. A sample of 605 teachers was drawn using proportionate
stratified random sampling technique. Questionnaire was used as the instrument for data
collection and was subjected to face-validation by three experts. The internal consistency of
the instrument was obtained using Cronbach Alpha, which yielded an index of 0.72. Data
collected were analyzed using regression analysis while regression ANOVA was used in testing
the formulated hypotheses at 0.05 level of significance. The result of the study revealed that,
open communication, carrying teachers’ along and providing for teachers’ welfare among
others are principals’ administrative strategies for enhancing teachers’ job performance in
secondary schools. The result also, revealed a high positive significant relationship existing
between principals’ administrative strategies in decision making, delegation of duties, open
communication and management of staff welfare and teachers’ job performance in secondary
schools. The study recommended among others that principals in public secondary schools
should adopt positive administrative strategies as identified in this study to promote
teachers’ job performance.
Principals’ Administrative Strategies as Correlates of Teachers’ Job Perform...PUBLISHERJOURNAL
Principals’ Administrative Strategies as Correlates of Teachers’ Job Performance in Public Secondary Shools in Obollo-Afor Education Zone of Enugu State, Nigeria
Eze, Chidinma Esther1,2; Eze, Val Hyginus Udoka1; Ifeyinwa Ogoegbunam Ezenwaji2; Nwabueze, Akachukwu I2
1Department of Publication and Extension, Kampala International University, Uganda
2Department of Educational Foundation, University of Nigeria, Nsukka
________________________________________
ABSTRACT
The study investigated principals’ administrative strategies as correlates of teachers’ job performance in public secondary schools in Obollo-Afor Education Zone of Enugu State. Four research questions and four null hypotheses guided the study. The study adopted a correlational survey design. The population of the study was 1,854 principals and teachers in 48 secondary schools in the Zone. A sample of 605 teachers was drawn using proportionate stratified random sampling technique. Questionnaire was used as the instrument for data collection and was subjected to face-validation by three experts. The internal consistency of the instrument was obtained using Cronbach Alpha, which yielded an index of 0.72. Data collected were analyzed using regression analysis while regression ANOVA was used in testing the formulated hypotheses at 0.05 level of significance. The result of the study revealed that, open communication, carrying teachers’ along and providing for teachers’ welfare among others are principals’ administrative strategies for enhancing teachers’ job performance in secondary schools. The result also, revealed a high positive significant relationship existing between principals’ administrative strategies in decision making, delegation of duties, open communication and management of staff welfare and teachers’ job performance in secondary schools. The study recommended among others that principals in public secondary schools should adopt positive administrative strategies as identified in this study to promote teachers’ job performance.
Keywords: Administrative Strategies, Teachers’ Job Performance, Decision Making, Open Communication, Teachers Welfare
Effective Classroom Management Practices among Public Senior Secondary School...ijtsrd
This study investigated classroom management practices among teachers in public senior secondary schools in Anambra State. Three research questions and hypotheses were formulated to guide the study in line with the stated specific objectives of the study. Descriptive research design of the survey type was adopted and the population of the study comprised 3395 teachers in public senior secondary schools in the six education zones in Anambra State. The sample size consisted of 556 teachers representing 16 of the total population drawn using a stratified sampling technique based on educational zones. The instrument for data collection was the researchers designed 41 item questionnaire tagged “Effective Classroom Management Practices Among Public Senior Secondary School Teachers’ Questionnaire ECMPPSSTQ .” The instrument was validated by three experts and the reliability coefficient of 0.84 was determined using Cronbach alpha. Research questions were answered using mean and standard deviation while t test statistics was used to test null hypotheses at 0.05 level of significance. Findings revealed that teachers in public senior secondary schools in Anambra State are aware of various classroom management practices to a high extent. The study concluded that teachers are conversant with various techniques and strategies to ensure classroom management and control in public secondary schools in Anambra State. The study, therefore, recommended the following among others secondary school teachers should adopt and utilize different classroom management techniques and strategies to ensure class control and enhance students’ academic achievements. Nwachukwu, Chioma | Uzokife, Georgina Chinelo "Effective Classroom Management Practices among Public Senior Secondary School Teachers in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50339.pdf Paper URL: https://www.ijtsrd.com/home-science/education/50339/effective-classroom-management-practices-among-public-senior-secondary-school-teachers-in-anambra-state/nwachukwu-chioma
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Eric1
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.28, 2016
53
Teachers’ Perspective Towards Their Involvement in Selection
and Organization of Learning Experiences and Implementation of
Secondary School Curriculum in Kenya
Dr. Lydia Kanake Kobiah
Burieruri Secondary School, P. O. Box 543- 60600, Maua - Kenya
Abstract
Teacher empowerment has been the subject of considerable educational research in recent years, but the capacity
of teachers in curriculum development especially in selection and organization of learning experiences has
received limited empirical attention. The purpose of this study was to establish teachers’ perspective towards
their involvement in selection and organization of learning experiences and implementation of secondary school
curriculum in Kenya. The study employed descriptive survey research design and was conducted in Meru and
Nairobi Counties. The target population was 3146 teachers comprising of 1781 males and 1365 females.
Stratified random sampling was used to draw the participating schools and teachers. A sample of 342 teachers
participated in the study. Questionnaires for teachers and an interview guide for principals were employed in
data collection. The collected data was analyzed by use of both descriptive and inferential statistics. The study
findings established that there was a statically significant relationship between teachers’ perspective towards
their involvement in selection and organisation of learning experiences and implementation of secondary school
curriculum in Kenya. However due to the top- down model of curriculum development followed by Kenya
Institute of Curriculum Development (KICD), curriculum development process is largely centrally-controlled
and the experiences and talents of teachers are untapped and under-utilized during curriculum development
process. The study recommends that teachers should be involved in the planning and development of the
curriculum in all stages for effective implementation. The Kenya Institute of Curriculum Development (KICD)
should widen the scope of its recruitments and lay better strategies to involve teachers in the curriculum
development process. This can be done by redefining the curriculum development unit at KICD as an extension
of the school system, thus providing more teachers to serve in it for a period of time. Also, curriculum
development should be decentralized to local levels for easier participation from schools, sub-counties, counties
and finally the national level taking into considerations all relevant contributions by various stake-holders.
Studies on curriculum models followed by KICD should be conducted with a view to proposing alternative
models that would enable more teachers and other stakeholders to participate fully in curriculum development
process.
Keywords: Teacher Perspectives, Learning Experiences, Curriculum Implementation, Secondary School
Curriculum
1.1 Introduction
Learning experiences are those processes that the learners undergo by way of interacting with and reacting to the
external conditions in the environment in which they learn (Okunloye, 2014). It is in the course of interaction
between the learner and those external conditions in their learning environment that they acquire or develop
knowledge, understanding and skills, cultivate attitudes and develop other capabilities or relatively permanent
behavioural change (Okunloye, 2014). Taba (1962) observe that learning experiences are mental operations that
students employ in learning the content. She further argues that both the content and the learning experience are
in constant interaction during the actual learning act as one cannot deal with the content without having a
learning experience. For Okunloye (2014), learning experiences may be mental, involving thinking process and
development of an understanding of some concepts, theories or state of affairs of a given subject matter or
content underpinning (or structure). It is this close affinity between learning experiences and subject matter or
content that tends to confuse students of curriculum development to view learning experiences as another
nomenclature for content whereas they are different (Okunloye, 2014).
According to Munazza (2004), learning opportunities, learning activities, learning experiences,
teaching- learning strategies and methods are terms frequently used interchangeably to explain what the teacher
does to facilitate the learning within a student (how a teacher imparts content and provides opportunities for
learners to acquire that content). By means of instruction and learning actions, a learning opportunity is created
for the pupil also to be personally and actively involved with a view to deriving the most meaningful experience
from this involvement (Carl, 2009). Besides objectives, and content, the curriculum also includes general
suggestions as to the kind of instructional strategies suitable to achieve the objectives, leaving specifics to the
teacher. Since curriculum activity is presented by and through methodology, teaching methods constitute a
significant part of the instructional process.
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.28, 2016
54
Okunloye (2014) argues that certain non- negotiable criteria must be met during the selection of
learning experiences; which includes; validity, comprehensiveness, appropriateness, continuity and cumulation,
balance and learnability. He further points out that what is selected and organised should be consistent with other
stages of curriculum development. Providing a rational balanced variety of learning experiences not only
increases the capacity to learn and motivation for learning but it is one way of dealing with the problem of
individual differences and heterogeneity. Learning experiences should be organised in such a way that they
follow a sequence of which makes continuous and accumulative learning possible (Taba, 1962).
Lunenburg (2011) argues that teachers can control learning experiences through the manipulation of
environment which results in stimulating situations sufficient to evoke the kind of learning outcome desired.
Research studies (Chaote, 1987, Malebye, 1999) show that classroom teachers make the decisions concerning
each lesson, the time allotment for each concept and task and the instructional placing for each skill area (KICD,
2014). According to Bude (2000), classroom teachers could contribute in providing information on students’
abilities and level of development; suggesting activities and resources that are feasible and locally available. For
Munazza (2004), teachers understand the nature of learning, pose challenging tasks, encourage students to
articulate their ideas, set goals for instruction, create appropriate contexts and pose problems that have relevance
and meaning to their learners. Firmly situated in their classrooms, teachers are in a position to subject curriculum
to periodic questioning, criticism or review. They have the potential to create an overall approach to curriculum
development rather than follow a prescribed course of action (Wasil, 2014). Teachers should be well informed so
that they can be able to include out-of school experiences that constitute more learning opportunities into present
formal education agenda (Sharma, 1990). These activities show clearly that teachers need to participate in
curriculum construction in order to effectively plan and organize classroom activities
However, in Kenya, curriculum development is top-down where KICD is the only institution charged
with the responsibility of developing the curriculum through curriculum development panels (KICD, 2014;
Abiero, 2009; Obai, 1999; Asiachi & Okech 1992; Oluoch, 1982). Teachers are then supplied with curriculum
packages consisting of comprehensive syllabuses, curriculum support materials, teaching suggestions, and even
tests for students and for teachers’ self- evaluation. Teachers’ role becomes that of a consumer rather than a
producer (Mosothwane, 2012). Only during the implementation stage are majority of teachers actually involved
with their role being confined to the implementation of the new curriculum in exactly the same way in which the
designers intended it to be. This approach makes teachers tend to think that their role is only in the classroom: to
implement what they have received from the central office with many of the teachers following the externally
planned syllabus to the letter without appropriately relating it to the local situation (Shiundu & Omulando; 1992).
Sometimes, other than providing feedback during the initial testing, many teachers have little to do with the
development of the goals of education and the broad content of the curriculum or course objectives (Shiundu &
Omulando, 1992; Obai, 1999; Okda, 2005). This kind of prescriptive approach can develop what Okda (2005)
calls pedagogical dogmatism. Being excluded from curriculum development decisions may lead to lack of
ownership and commitment necessary for the success of the new curriculum. It may result to and/or
misinterpretation of an innovative features (Okada, 2005) thereby hindering the attainment of educational
objectives. When the plan becomes external to the planner, teachers lose control of the curricula and pedagogical
skills to large publishing houses and many teachers are de-skilled by such a curriculum. There was need
therefore to investigate teachers’ perspectives towards their involvement in selection and organisation of learning
experiences and implementation of secondary school curriculum in Kenya.
1.2 Statement of the Problem
In Kenya curriculum development process is highly centralised with Kenya Institute of Curriculum Development
(KICD) being the main government agency charged with the responsibility of developing the curriculum through
the course and subjects panels. The teacher enters the process of curriculum development at a much later stage,
during the national implementation. The basic component of the curriculum, the syllabus, is designed elsewhere
and given to those for whom it is intended. The task of the teacher is to find out how to use the new curriculum
as effectively as possible as there is no opportunity for teachers to consider alternatives. Such a scenario may
hinder the attainment of national goals of education as teachers’ interpretation of the new curriculum may not be
well articulated with the curriculum as imaged at the policy and programmatic levels. Studies show that there
exist a considerable gap between the prescribed curriculum and actual classroom practice. It was against this
background that this study sought to establish the relationship between teachers’ perspective towards the
selection and organisation of learning experiences and effective implementation of secondary school curriculum
in Kenya.
1.3 Study Hypothesis
There is no statistically significant relationship between teachers’ perspective towards their involvement in
selection and organization of learning experiences and implementation of secondary school curriculum in Kenya.
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.28, 2016
55
1.4 Methodology
This study adopted descriptive survey research design. The research was conducted in Meru and Nairobi
Counties, Kenya. The target population for this study was 3146 secondary school teachers comprising of 1781
males and 1365 females drawn from 351 secondary schools in Nairobi and Meru Counties. The study employed
stratified random sampling procedures t select a representative sample of 342 teachers who proportionately
included 194 males and 148 females. Interview guide for principals and questionnaire for teachers were utilized
in data collection. This study employed both descriptive and inferential statistics in data analysis. Descriptive
statistics involved calculation of means, frequency counts and percentages. For inferential statistics, chi square
was used to test the hypotheses and was computed and tested for significance at ∝= 0.05 level of significance.
Qualitative data was organized and presented in narrative and discussion form.
1.5 Results and Discussion
The study sought to establish whether there was a statistically significant relationship between teachers’
perspectives towards their involvement in selection and organization of learning experiences and implementation
of secondary school curriculum in Kenya. Respondents were requested to rate the extent to which they were
involved in selection and organization of learning experiences during curriculum development process. The
information was analysed by determining the mean of six items on a 5 – point Likert scale where: To a greater
extent = 5, Some extent= 4, Undecided= 3. To a little extent= 2, Not at all= 1. However, the ranges of the mean
scores were interpreted as follows: To a greater extent=4.2 – 5.0; Some extent=3.4 – 4.2, Moderate extent = 2.6
– 3.4, To a Small Extent = 1.8 – 2.6 and Not at All = 1.0 – 1.8. The results of the analysis are presented in Table
1.
Table 1: Teachers’ Perspective towards Selection and Organization of Learning Experiences
Gave information on learners needs, ability and maturity levels for proper organization
of learning activities
N M SD
272 2.57 1.58
Selected and organized learning skills, attitudes and values during curriculum
development
272 2.28 1.52
Selected teaching – learning strategies for the selected subject content during
curriculum making /revision
272 2.42 1.58
Gave views on learning strategies for various learning activities 272 2.42 1.54
Assessed the relevance of selected learning experiences during curriculum making/
revision
272 2.42 1.51
Involved in modification of learning experiences to fit the local situation in schools 272 2.68 1.61
Overall mean 272 2.47 1.37
Key N=Sample size, M= mean, SD= Standard Deviation
Findings in Table 1 show that the overall mean was of 2.47 out of the maximum score of 5 points. This
indicated that teachers were involved in selection and organization of learning experiences to a small extent. A
similar trend was identified for other items examined in this section as teachers indicated they had participated in
the modification of learning experiences to fit the local situation to a small extent (M=2.68). Teachers also
indicated that they participated in the selection and organization of learning skills, attitudes and values to a small
extent during curriculum development (M=2.28). This suggests that teachers did not fully participate in the
selection and organization of learning experiences. Similar findings were obtained from the interview with
Principals. Principals’ descriptions are given in Excerpt 1
Excerpt 1
Researcher: How are teachers engaged in the selection and organization of learning experiences?
Respondent 1: They are not involved at national level but at the classroom level, it is a daily activity
Respondent 2: Few teachers participate in sharing of information about learners needs for proper organization
of learning activities at KICD
Even those who participate as subject panellists do not represent teachers in their schools. They
give their own personal opinions because we don’t see them gathering information from fellow
teachers. Infarct, they are hardly known as subject panellists beyond their principals’ offices
Respondent 4: Teachers are involved in the modification of learning experiences to fit the local situation in
schools and in selecting applicable teaching strategies when handling their lessons. They are
not involved outside their classrooms.
The information gathered from the principals show that teachers select and organise curriculum
experiences at the school level when they create enabling environment for their learners to interact with
curriculum content through selection and modification of learning experiences and teaching strategies. Research
studies show that classroom teachers make the decisions concerning each lesson, the time allotment for each
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concept and task and the instructional placing for each skill area (Chaote, 1987, Malebye, 1999). However,
teachers were not involved in the selection and organization of curriculum content outside their classrooms. The
findings also concur with KICD (2014) evaluation report that observed that many of the subject panellists
(teachers) bring on board personal views and opinions when called upon to develop the curricula as they rarely
gather views of other teachers before attending KICD panel meetings
The researcher also sought information from the teachers on the extent to which they agreed there was a
relationship between teacher participation in selection and organization of learning experiences and effective
implementation of secondary school curriculum. The information was analyzed by determining the mean and of
eight items on 5 point Likert Scale where: Strongly Agree =5, Agree= 4, Undecided = 3, Disagree= 2 and
Strongly Disagree= 1. However, the ranges of the mean scores in this study were interpreted as follows: Strongly
Agree =4.2 – 5.0; Agree =3.4 – 4.2, Moderately Agree = 2.6 – 3.4, Disagree = 1.8 – 2.6 and Strongly Disagree =
1.0 – 1.8. The results of the analysis are presented in Table 2.
Table 2: Involvement in Selection and Organization of Learning Experiences and Curriculum Implementation
Opinion N M SD
Involvement in selection and organization of learning experiences may increase
teachers ability to select the appropriate teaching strategies for various learning
activities
272 4.51 0.70
Involvement in selection and organization of learning experiences may enable
teachers to relate learning experiences to the social conditions of the learners
272 4.54 3.17
Involvement in selection and organization of learning experiences increases
teachers ability to adopt teaching strategies to learners of different abilities
272 4.31 0.86
Involvement in selection and organization of learning experiences enables teachers
to expose the learners to a range of learning techniques which foster independent
and cooperative learning
272 4.22 0.91
Involvement in selection and organization of learning experiences may enable
teachers to employ insightful learning as opposed to rote – learning
272 4.21 0.96
Involvement in selection and organization of learning experiences enables teachers
to select appropriate learning activities for various content
272 4.28 0.90
Involvement in selection and organization of learning experiences increases
teachers ability to make teaching – learning situations interesting to capture
learners motivation
272 4.13 0.99
Teachers do not implement the curriculum effectively without their participation in
the selection and organization of learning experiences
272 3.57 1.43
Overall mean 272 4.14 0.73
KEY: N=Sample Size; M=Mean; SD= Standard Deviation
From the findings in Table 2, the mean of teachers’ responses is 4.14. This indicates that teachers
moderately agreed that involvement in selection and organization of learning experiences has a significant
relationship with effectiveness of curriculum implementation. The teachers also strongly agreed that involvement
in selection and organization of learning experiences enabled teachers to relate learning experiences to the social
conditions of the learners (M=4.54). Further, teachers moderately agreed that they did not implement the
curriculum effectively without participation in the selection and organization of learning experiences as indicated
by the item response mean of 3.57. These results therefore tend to suggest that teachers’ involvement in selection
and organization of learning experiences has a positive relationship with implementation of secondary school
curriculum in Kenya. This position was supported by information received from the principals as given in
Excerpt 2.
Excerpt 2
Researcher: What is the relationship between teachers’ participation in selection and organization of
learning experiences and secondary school curriculum implementation?
Respondent 1: Involving teachers in selection and organization of learning experiences would enable teachers
to select appropriate instructional methods to effectively present content to the students.
Respondent 2: Involving teachers in the selection and organization of curriculum learning experiences would
enable them to sequence and organize learning activities for effective content delivery keeping
in mind the particular students whom they are teaching
Respondent 13: Involving teachers in the selection and organization of curriculum experiences would make them
be able to use innovative ways of teaching exposing students to a variety of modern leaning
techniques that encourage learners’ participation and creativity
The findings show that teachers and their principals were of the opinion that involvement in selection
and organisation of learning experiences has a positive effect on curriculum implementation.as it enabled them
to sequence and organise learning activities and to select appropriate instructional methods for effective
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implementation. Oliva (1992) notes that through curriculum development, teachers can discover new ways for
providing more effective pupil learning experiences
Chi square test was carried out to establish whether there existed a statistically significant relationship
between teachers’ involvement in selection and organization of learning experiences and implementation of the
secondary school curriculum. The results of the analysis are presented in Table 3
Table 3: Chi Square Test Results on Teacher involvement in Selection and Organization of Learning
Experiences and Curriculum Implementation
Statement Chi-
Square
Df Asymp.
Sig.
Involvement in selection and organization of learning experiences may
increase teachers ability to select the appropriate teaching strategies for
various learning activities
385.65 4 .000
Involvement in selection and organization of learning experiences may
enable teachers to relate learning experiences to the social conditions of the
learners
398.06 5 .000
Involvement in selection and organization of learning experiences increases
teachers ability to adopt teaching strategies to learners of different abilities
265.90 4 .000
Involvement in selection and organization of learning experiences may
enable teachers to expose the learners to a range of learning techniques
which foster independent and cooperative learning
257.67 4 .000
Involvement in selection and organization of learning experiences may
enable teachers to employ insightful learning as opposed to rote – learning
230.79 4 .000
Involvement in selection and organization of learning experiences enables
teachers to select appropriate learning activities for various content
265.98 4 .000
Involvement in selection and organization of learning experiences increases
teachers ability to make teaching – learning situations interesting to capture
learners motivation
213.04 4 .000
Teachers do not implement the curriculum effectively without their
participation in the selection and organization of learning experiences
32.71 4 .000
Overall Chi Square 225.24 24 0.000
The findings in Table 3 show that there was a statistically significant relationship between teachers’
involvement in selection and organization of learning experiences and curriculum implementation [χ2
(24, N=
272) = 225.243, p=0.000<0.05]. The study therefore rejects the null hypothesis that stated that there was no
statistically significant relationship between teacher’s perspectives of their involvement in selection and
organization learning experiences and implementation of secondary school curriculum. Marsh (2004) observed
that teaching is an art in which numerous skills are needed in terms of planning what, how and when to teach.
The overall aim is to produce coherent, purposeful teaching and learning activities. It is the teacher who prepares
the ‘how’ of teaching, designing activities that help students think about and make sense of the key principle and
information of the content they are learning (Wasil, 2014). For Munazza (2004), teachers understand the nature
of learning, pose challenging tasks, encourage students to articulate their ideas, set goals for instruction, create
appropriate contexts and pose problems that have relevance and meaning to their learners. Involvement of
teachers in the selection and organisation of learning activities will improve their skills of creating appropriate
context for effective learning
Respondents were requested to give their opinion on how to involve teachers in selection and
organization of learning experiences; they gave various suggestions as presented in Table 4.
Table 4: Ways of involving Teachers in Selection and Organization of Learning Experiences
Suggestion Frequency Percentage
Holding workshops / seminars from local to the national levels and having
specialists in each subject area to facilitate the workshop. Possibly, Focused
Group Discussions could be used.
160 58.82
Introduce online conferences. 36 13.24
Use questionnaires to collect ideas and relevant information from teachers. 51 18.75
Set up Sub-County or County subject panels which will work closely with
National subject panels in order to ensure that all school categories are
represented.
176 64.71
Teachers should be subjected to capacity building programs on matters
regarding curriculum content and implementation.
123 45.22
Teachers and especially the HODs should be considered as key persons whose
input is very significant in selection and organisation of learning experiences
109 40.07
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From the results in Table 4, majority of the teachers (64.71%) suggested that they could be involved in
selection and organization of learning experiences through setting up Sub-county and County subject panels
which would work closely with national subject panels in order to ensure that all school categories are
represented. 58.82% indicated that teachers could be involved by holding workshops / seminars from local to
the national levels and having specialists in each subject area to facilitate such workshops while the minority
(13.24%) indicated that introducing online conferences would involve teachers in selection and organization of
learning experiences during curriculum development process. The findings are in agreement with a South
African study by Malebye (1999) on teachers’ role in curriculum development where teachers proposed
workshops, conferences and formation of School Committees as avenues for involvement in curriculum
development. The findings also support a study by Mosothwane (2012) on the role of senior secondary school
teachers in development of mathematics curricular in Botswana which proposed the use of school based
consultative curriculum committees to gather views of teachers and submit them to local curriculum committees
who would then take them to regional committees, and then to national curriculum development panel. In this
way, suggestions provided by teachers would be incorporated in the adopted curriculum.
The study established that there was a statistically significant relationship between teachers’
participation in selection and organisation of learning experiences and implementation of secondary school
curriculum. However the results from the study show that most teachers were to a small extent involved in
selection and organization of learning experiences. This suggests that teachers did not fully participate in the
selection and organization of learning experiences which could ultimately influence effective implementation of
secondary school curriculum in Kenya. Teachers strongly agreed that participation in selection and organization
of learning experiences could enable them relate learning experiences to the social conditions of learners. The
null hypotheses which stated that there was no statistically significant relationship between teachers perspective
towards their involvement in selection and organisation of learning experiences and implementation of
secondary school curriculum in Kenya was rejected
1.6 Conclusion
This study established that there was a statistically significant relationship between teachers’ perspective towards
their involvement in selection and organisation of learning experience and implementation of secondary school
curriculum in Kenya. However due to the top- down model of curriculum development followed by KICD,
curriculum development process is still largely centrally-controlled and the experiences and talents of teachers
are untapped and under-utilized in this vital process. This implies that curriculum development process should
involve a shift of decision-making from the centre to the periphery which will cause a change in teachers' and
administrators' roles, involving them in greater decision making regarding curriculum construction. Establishing
school – based committees, Sub-county, County and then national committees would enable teachers to air their
opinions regarding curriculum issues. This would lead to greater participation and understanding thus creating
ownership of the curriculum by teachers which may lead to effective implementation of the curriculum. This
would probably improve the quality of education in Kenya.
1.7 Recommendations
This study recommends that teachers should be involved in the planning and development of the curriculum in
all stages. Those who make policies need to acknowledge the experience and talents of the teachers more in the
curriculum development process. Furthermore, the KICD should widen the scope of its recruitments and lay
better strategies to involve teachers in the curriculum development process. This can be done by redefining the
curriculum development unit at KICD as an extension of the school system, thus providing more teachers to
serve in it for a period of time. Also, curriculum development should be decentralized to local levels for easier
participation from schools, sub-counties, counties and finally the national level taking into considerations all
relevant contributions by various stake-holders. Studies on curriculum models followed by KICD should be
conducted with a view to proposing alternative models that would enable more teachers and other stakeholders
to participate fully in curriculum development process. Research should be conducted on other factors impeding
effective implementation of both primary and secondary school curriculum such as the lack of infrastructure, low
morale of teachers and students with a view to correcting the situation.
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