An Evaluation of School Instructional Activities on Curriculum Implementation in Selected North Rift Counties Public Secondary Schools

Dr. William K. Chepkuto and Prof. Julius G. Tanui
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Dr. William K. Chepkuto: School of Education, Moi University, Kenya
Prof. Julius G. Tanui: School of Education, Moi University, Kenya

International Journal of Research and Innovation in Social Science, 2020, vol. 4, issue 9, 448-453

Abstract: INTRODUCTION The quality of education in majority of North Rift secondary schools has been wanting over the last five years depicted by poor academic results in the Kenya Certificate of Secondary Education. The objective of the study was to examine the influence of evaluation activities on curriculum implementation in selected North Rift counties public secondary schools. A pragmatic research paradigm utilising mixed method research methodology guided this study. Stratified random sampling technique was used to sample 10% of 3469 secondary schools in the region. Simple random sampling was used to select teachers from each of the 35 sampled schools making a total of 349 out of 3469 teachers in the selected counties. All the principals of sampled schools (35) were included in the study. Fourteen sub county quality assurance and standards officers were selected through purposive sampling method. Questionnaires and interview schedules were used to collect data from education officers, principals and teachers. Quantitative data was analysed using frequencies, percentages, means and standard deviation, Pearson correlation and multiple regression statistics. Qualitative data was analysed using thematic analysis. The study found out that curriculum implementation was directly influenced by the school evaluation. However, all statistics were significant implying that to a moderate degree, utility of quality assurance and standards practice had significant influence on curriculum implementation in public secondary schools in the three counties. The research concluded that for curriculum to be effectively implemented, internal quality assurance and standards practices played a huge role. The study recommends that principals need to ensure they provide timely feedback on evaluation to teachers.

Date: 2020
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