| dc.description.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 | en_US |
