dc.contributor.author | Mohamud, Mahad S | |
dc.date.accessioned | 2021-01-19T11:43:54Z | |
dc.date.available | 2021-01-19T11:43:54Z | |
dc.date.issued | 2020 | |
dc.identifier.uri | http://erepository.uonbi.ac.ke/handle/11295/153670 | |
dc.description.abstract | This study investigated school based factors influencing implementation of
curriculum in primary schools in Banadir region in Mogadishu, Somalia. The
study was guided by four research objectives: to examine influence of time
allocation influence on implementation of curriculum in primary schools; to
determine the influence of level of teacher training on implementation of
curriculum in primary schools; to establish the influence of availability of
teaching and learning materials on implementation of curriculum in primary
schools; and to determine the influence of teacher’s attitude on implementation of
curriculum in primary schools in Banadir region Mogadishu Somalia; The
literature review focused on the appropriate objectives, theoretical framework and
conceptual framework. The theoretical framework was based on Gagne
instructional theory which stipulates itself with problem solving, concepts and
principles and takes into consideration strategies for problem solving and thinking
on implementation of the curriculum. The study used descriptive survey design
because it allowed the researcher to describe characteristics of an individual or
group as they really are. The target population of this study was 48 primary
schools in the Banadir region with 1520 pupils, 404 teachers and 48 head
teachers. Simple random sampling used for select participating schools and
teachers. Stratified random sampling was used to select 121 teachers and 152
pupils by gender. Data was collected using questionnaires for all the respondents
as instruments. After data cleaning the data was coded and entered into the
computer for analysis using Statistical Package for Social Sciences (SPSS)
version 20. Quantitative data was analyzed using descriptive statistics;
frequencies, and percentages. From the findings the study concluded that time
allocation influenced curriculum implementation. It was evident from the pupils
and teachers’ response that allocated for education is not enough despite head
teachers saying it was enough and pupils lose a lot of time on misbehaving. The
study established that level of teacher training influenced implementation of
curriculum in primary schools. The study also established that availability of
teaching and learning materials influences implementation of curriculum in
primary schools. The study finally concluded that teacher’s attitude influenced
implementation of curriculum in primary schools. The recommendations of the
study were: The Somalia Ministry of Education should ensure additional lesson to
be added to the single lesson allocated to the curriculum with at least two or more
lessons per week which will enable teachers cover a wider scope of the syllabus
thereby benefiting the learners tremendously. Parents and government and
education stakeholders can be approached on ensuring teaching and learning
materials on the curriculum are provided for to ensure enough materials are
available. Recommendations for further research included: The influence of
teachers’ attitude on the implementation of curriculum in secondary schools. | en_US |
dc.language.iso | en | en_US |
dc.publisher | University of Nairobi | en_US |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
dc.subject | Implementation Of Curriculum In Primary Schools | en_US |
dc.title | Influence Of School Based Factors On Implementation Of Curriculum In Primary Schools In Banadir Region, Mogadishu, Somalia | en_US |
dc.type | Thesis | en_US |