Influence of Provision of Resources on the Implementation of Curriculum in Public Secondary Schools in Dagoretti Sub County, Kenya

Abstract

The study sought to investigate the influence of government provision of resources on the implementation of curriculum in public secondary schools in Dagoretti sub county, Kenya. Specifically, the study sought to: assess the influence of funding on the implementation of curriculum in public secondary schools in Dagoretti sub county, Kenya; analyze the influence of provision of teaching and learning materials on the implementation of curriculum in public secondary schools in Dagoretti sub county, Kenya; determine the influence of provision of ICT on the implementation of curriculum in public secondary schools in Dagoretti sub county, Kenya; and examine the influence of provision of teaching staff on the implementation of curriculum in public secondary schools in Dagoretti sub county, Kenya. A descriptive survey research design was adopted for this study. The study involved 133 teachers and 13 principals in the public secondary schools in Dagoretti sub county, Kenya as well as 1 sub-County Education Officer. Simple random sampling was used to select the respondents for the study. The study relied on primary data collected using a questionnaire and interview guide to meet the study objectives. Responses were summarized, coded, tabulated and checked for any errors and omissions, then analyzed using SPSS computer programme and presented in tables, figures and charts. The study found that the government funding such as funding grants, donations, bursaries and scholarships are released by the government and this influences the curriculum implementation in public secondary schools. The study also found out that even though the teaching and learning materials are provided on time, they are not adequate. In addition, the study revealed that there is no internet connection in the school and that he teaching staff have adequate knowledge on ICT. Lastly, the study respondents disagreed that strongly disagreed that the government is doing enough in capacitating teachers when a new curriculum has to be implemented and the staff is adequate. Thus, the study concludes that government provision of resources (Government Funding, Teaching and Learning Materials, ICT and teaching staff) influences the implementation of curriculum in public secondary schools in Dagoretti sub-county, Kenya at p<0.05. The study recommends that the sub-county education department should organize for more in-service trainings for the teachers on the curriculum. There is a need to replicate these findings in other counties in Kenya so as to compare the findings and establish the robustness of the conclusions, recommendations and formulation.