http://hdl.handle.net/123456789/15723 2026-04-04T11:18:36Z http://hdl.handle.net/123456789/18770 RELATIONSHIP BETWEEN INSTITUTIONAL FACTORS AND THE LEVEL OF CURRICULUM IMPLEMENTATION FOR LEARNERS IN NON- FORMAL EDUCATION CENTRES IN NAIROBI COUNTY, KENYA NGUNJU MAGDALENE NYAMBURA The successful execution of a curriculum is significantly influenced by institutional elements. This research aimed to determine the connection between institutional elements and the extent of curriculum implementation for out-of-school learners in non-formal education (NFE) institutions within Nairobi County, Kenya. The research was directed by four distinct goals: to evaluate the connection between the traits of out-of-school learners and curriculum execution; to identify the link between teaching/learning materials and curriculum execution; to analyze the correlation between supervision levels and curriculum execution; and to investigate the relationship between teacher-related elements and curriculum execution in non-formal education institutions. The research was based on Knowles’s Theory of Andragogy and utilized a descriptive research design. The focus group included 178 non-formal education organizations, 2,200 learners of all ages, 90 instructors, and 120 institutional administrators. Snowball sampling and census sampling were employed to choose 327 students, guaranteeing representation from different centers. A total of 90 teachers and 120 managers were included using census sampling. Data were gathered through questionnaires for students and instructors, an interview guide for administrators, and an observation checklist to evaluate the extent of curriculum execution. A trial test was performed to verify and confirm the dependability of the tools. Quantitative data were assessed through descriptive statistics (frequencies, percentages, and central tendency measures), and the Chi-square test was utilized to investigate relationships among variables. Qualitative data were analyzed thematically. Findings revealed that learner characteristics specifically age (X²(df=12)=27.086; p=0.008) and marital status (X²(df=2)=7.181; p=0.028) significantly influenced curriculum implementation. Teaching/learning resources, including classroom facilities (p=0.015), staffrooms/offices (p=0.006), laboratories/workshops (p<0.0001), libraries (p<0.0001), and playgrounds (p<0.0001), had a statistically significant impact on curriculum implementation. Supervision by government officials (p<0.0001), sponsors (p<0.0001), and overall institutional supervision (p=0.014) also significantly influenced implementation levels. Teacher-related factors training and qualifications (p=0.013), number of teachers (p<0.0001), teaching ability (p=0.002), classroom interaction (p=0.001), teachers’ attitudes (p<0.0001), and teacher turnover (p<0.0001) were found to be significantly associated with curriculum implementation. The study concludes that institutional factors play a critical role in shaping curriculum implementation outcomes in NFE settings. It recommends that policymakers and stakeholders develop flexible, inclusive learning strategies that accommodate diverse learner characteristics; invest in adequate teaching/learning resources and infrastructure; and strengthen supervision mechanisms. Further, targeted teacher training, professional development programmes, and teacher retention strategies should be prioritized. Potential beneficiaries of the study include curriculum developers, NFE policymakers, educational planners, teachers, managers, NGOs supporting NFE programmes, and learners themselves. The study also recommends future research to explore gender-related barriers affecting female learners' participation and retention in NFE institutions. 2025-01-01T00:00:00Z http://hdl.handle.net/123456789/17298 EARLY GRADE READING INTERVENTIONS AND LEARNERS’ READING ABILITIES IN PUBLIC PRIMARY SCHOOLS IN KIAMBU COUNTY, KENYA ZIPPORAH WANJIKU THUO The majority of learners in Kenya’s primary school are not able to read at early grade level. With the support of United States Agency International Development and Department for International Development, Kenya’s Ministry of Education came up with the Early Grade Reading Activities (EGRA) with the aim of improving reading in grades one to three. This study sought to investigate the influence of the Early Grade Reading interventions on the reading abilities of learners in public primary schools in Kiambu County. The objectives of the study were: to establish the influence of teachers’ capacity-building intervention on learners’reading abilities; the influence of Early Grade Readtng Activities teaching and learning resources on learners’reading abilities; the influence of monitoring and evaluation on learner’s reading abilities; and the influence of ICT use by teachers on learners’ reading abilities. The study was guided by the Vygotsky’s Socio-cultural Cognitive Development Theory and Holdaway Theory of Literacy Development. It employed the descriptive survey research design. The target population was 26,156 respondants from the 576 public primary schools in Kiambu County. This population comprised 1,408 grade one to three teachers and 24,748 grade 3 learners in the public primary schools in Kiambu County. A sample of 1066 individuals comprising of 57 lower grade teachers and 1009 grade 3 learners were selected using the cluster sampling technique. Questionnaires were used to collect data from the teachers while an achievement test was used to collect data from learners. A pilot study was carried out to establish validity and reliability of the research instruments. Data was analysed using frequencies, percentages, means, and standard deviation while the multiple linear regression method was used to test the relationships between variables at the 0.05 level of significance. Results showed that teachers’ capacity building interventions (β= 0.474, t= 4.055, p= .000) had a p-value that is less than 0.05 level of significance, which led to the rejection of the first hypothesis of the study. These results imply that teacher capacity building interventions have a positive and statistically significant influence on reading abilities of early grade learners in public primary schools in Kiambu County. EGRA teaching and learning resources (β= 0.209, t= 2.263, p= .028) also had a p-value that is less than the 0.05 level of significance, which led to the rejection of the second hypothesis of the study. This implies that EGRA teaching and learning resources have a positive and statistically significant influence on reading abilities of early grade learners in public primary schools in Kiambu County. Similarly, EGRA monitoring and evaluation (β= 0.231, t= 2.295, p= .026) had a p-value that is less than the 0.05 significance level, which led to the rejection of the third hypothesis of the study. This implies that EGRA monitoring and evaluation has a positive and statistically significant influence on reading abilities of early grade learners in public primary schools in Kiambu County. On the other hand, EGRA ICT interventions (β=0.089, t= 0.933, p= 0.356) had a p-value that is less than 0.05 level of significance, which meant that there was no sufficient evidence to reject the fourth hypothesis of the study. This implied that EGRA ICT interventions do not have a statistically significant influence on reading abilities of early grade learners in public primary schools in Kiambu County. Based on the findings, the study concludes that interventions that seek to build teacher capacity, improve teaching and learning resources, and enhance instructional monitoring and evaluation are effective in improving early grade reading abilities. The study recommends that the Ministry of Education should sustain these interventions. However there is need to reevaluate how the ICT interventions were implemented because results indicate that these interventions were not having a significant influence on learners’ reading ability. 2024-01-01T00:00:00Z http://hdl.handle.net/123456789/10709 EVALUATION OF THE TEACHER FACTORS ON THE INTEGRATION OF INFORMATION COMMUNICATION TECHNOLOGY INTO TEACHING AND LEARNING IN PUBLIC PRIMARY SCHOOLS IN NAIROBI COUNTY, KENYA GRACE AKINYI OYUGI nformation Communication Technology (ICT) is perceived as a catalyst for change in teaching styles, learning approaches and accessing information in the world. It can be used to analyze, present information in the classroom, to facilitate delivery of instructions and learning process. ICT enables access to ideas and experience from a wide range of people, communities and cultures. It is for this reason that most countries have integrated ICT into their teaching in elementary schools. Kenya has made the education system an avenue of equipping the learners with ICT skills through provision of ICT facilities and equipment’s in schools. The government in 2018 issued ICT tablets in primary schools all over Kenya and every school was expected to have integrated ICT into teaching. However, most schools were still using traditional methodology in teaching. This prompted the study to evaluate on the effect of teacher factor on the integration of ICT in teaching and learning. The study aimed at evaluating the effect of teacher factors on the integration of ICT in primary schools in Kenya. The study specifically evaluated on Teachers’ pedagogical skills, Teachers’ competence in ICT, Teachers’ attitude and Teacher’s gender effect on ICT integration in teaching. The study adopted the descriptive survey research design to collect the data. The researcher used Interview schedule and questionnaires as research instruments. The sample was selected using stratified random sampling and simple random sampling techniques. The population of the study was 1772. This included both teachers and head teachers in Nairobi County; the study applied 30% of the total population of 1772 to obtain a sample size of 532 respondents which was the sample size of the study. The study was guided by Innovation Diffusion theory by Rodgers 2003 which explains on how ideas diffuse into a given population. For head teachers and analysed.as follows, Quantitative data was analyzed using descriptive statistics with the aid of SPSS version 21. Qualitative data from interviews were organized into narratives and analysis revolve around the data reduction, organization and matching. The study found that majority of respondents had neither accessed computers nor internet in their respective schools. Teachers demonstrated deficiency in understanding of ICT operations and concepts and from the respondents, it was noted that there was low number of females integrating ICT in teaching. The study concludes that, Pedagogical Skills, Attitude, Competency and Gender influenced the Integration of ICT into teaching and established that teacher’s factors had a negative influence in the integration of ICT into teaching. Therefore, the study recommends that as there was need for more training in pedagogical skills in the integration of ICT, need to encourage both gender to integrate ICT into teaching and for motivation for teachers to improve their attitude towards integration of ICT into teaching. Based on the findings the study recommends adequate ICT training to improve the teachers’ competency, attitude, and skills in integrating ICT into teaching. 2020-01-01T00:00:00Z http://hdl.handle.net/123456789/6395 Headteachers’ Supervisory Role Influence On Pupils Academic Achievements In Kenya Certificate Of Primary Education: Murang’a County Ngina, Ruth Stanley Murang’a County of Kenya has been performing poorly in National Examinations for four years running as indicated in the background of the study. The purpose of this study therefore was to establish whether head teachers’ supervisory role has influence on pupils’ academic achievement in Kenya Certificate of Primary Education in Murang’a County. The study was guided by the following objectives; to investigate the extent to which the head teacher’s supervisory role of building the capacity of teachers influence academic achievements in Murang’a County, to establish the extent to which the head teachers’ supervisory role of resource provision influence academic achievements in Murang’a County, to find out how the head teachers’ supervisory role of visible presence influence academic achievement in Murang’a County, to establish the extent to which the head teachers’ supervisory role of monitoring classroom progress influence academic achievement in Murang’a County and finally to establish the extent to which head teachers’ supervisory role of setting a clear vision mission and motto influence academic achievements in Murang’a County. The study adopted descriptive research design, data was generated using questionnaires, document analysis and In-depth interview. The target population for the study was 506 head teachers, 5,913 teachers and 31 Curriculum Support Officers in Murang’a County. The public primary schools were selected for the study using stratified random sampling technique. The target population was above 1000 cases hence a third of the cases were selected randomly (Borg and Gall, 2004). A sample of 152 head teachers, 1,774 teachers and nine Curriculum Support Officers participated in the study. Validity of research instruments was ascertained, with the help of the researcher’s supervisors who are specialists in this area. Reliability was ascertained using test-retest method and it was found to be 0.85. Quantitative data was analyzed using Pearson’s Correlation Coefficient, while qualitative data from interviews was transcribed and grouped into themes and sub-themes. The findings revealed that head teachers do not help teachers to set realistic goals with regard to students’ abilities as indicated by the mean of 1.53. On resource provision the study established that there is an acute shortage of text books in Murang’a County whereby four pupils share one book as indicated by the mean of 2.31. However on the head teachers’ role of building the capacity of teachers’ the study established that some head teachers facilitate teachers in ‘Tusome programme’ the mean was 4.1. Hypothesis was tested as per the study objectives as follows; on resource provision the r = 0.189, p< 0.05 show a positive relationship between resource provision and academic achievement. On classroom observation the calculated P value of 0.00 was less than the critical value of 0.05 the null hypothesis was rejected in favour of the alternative. On monitoring classroom progress r =0.306, p< 0.05 the null hypothesis was rejected in favour of the alternative. There was a positive relationship between clear vision and goal setting at r = 0.391, p<0.05. On capacity building r = 0.137, p> 0.05 the null hypothesis was retained. In conclusion failure by head teacher’s to perform their supervisory roles has negative implications on pupils ‘academic achievements in Murang’a County. These finding therefore, can be a reference point for head teachers and curriculum support officers in Murang’a County for improved academic achievements. Major recommendations are; the Ministry of Education should come up with a policy on purchase and replacement of instructional materials. Monitoring of classroom progress should start from early years to avoid unnecessary pressure to the teachers and learners in standard eight, since if it is started early better results would be realized. 2017-01-01T00:00:00Z