Factors influencing the implementation of integrated English curriculum in public secondary schools in Transmara west district, Kenya

Abstract

The purpose of this study was to investigate factors influencing the implementation of integrated English in Transmara West district, Kenya. Curriculum implementation means an interaction between those who have created the curriculum and those who are charged to deliver it, in this case the teachers of English. The study was guided by the following objectives: To determine how teacher characteristics (age, teaching experience and gender) influence the implementation of Integrated English in public secondary schools; To determine how instructional strategies in integrated English curriculum influence its implementation; to determine the influence that evaluation strategies have on the implementation of integrated English curriculum in secondary schools; to establish how the adequacy and appropriateness of the curriculum support materials used affect the implementation of integrated English curriculum in Secondary schools. The study employed a descriptive survey design. The sample population was 20 public secondary school head teachers, 20 English teachers in public secondary schools and 265 form four students. Data were collected using questionnaires and interview schedules. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data. The findings of the study revealed that teachers’ characteristics( age, teaching experience and gender) , instructional strategies, evaluation strategies and curriculum support materials influence the implementation of integrated English curriculum. It was found out that Lack of adequate in-service training, few number of lessons, students perceptions and behaviours, inadequate English textbooks were among the factors influencing curriculum implementation. In light of the research findings, it is recommended that: The Ministry of Education and other relevant bodies like KIE and KNEC should work together with school management in organizing adequate in service training workshops for teachers on integrated English curriculum implementation, the government through the Ministry of Education should ensure equitable and adequate allocation of funds to purchase enough support materials, integrated English subject content be reevaluated by KIE to fit into the current curriculum time frame, teachers to look for ways of making the English subject more interesting and appealing to learners and that teachers together with the school administration to encourage students in using both English and Kiswahili while at school with equal stress