Department of Curriculum and Instruction

EVALUATING THE IMPLEMENTATION OF THE EARLY GRADE READING PROGRAMME ON LEARNERS’ ACQUISITION OF READING SKILLS IN PUBLIC PRIMARY SCHOOLS IN BUNGOMA NORTH SUB-COUNTY, KENYA

2026-06-08T08:36:09Z

EVALUATING THE IMPLEMENTATION OF THE EARLY GRADE READING PROGRAMME ON LEARNERS’ ACQUISITION OF READING SKILLS IN PUBLIC PRIMARY SCHOOLS IN BUNGOMA NORTH SUB-COUNTY, KENYA WANYAMA, FLORENCE English is one of the official languages of communication in Kenya. It is also one of the compulsory and examinable subjects in the Kenyan primary and secondary school Competency Based Education. In the Competency Based Education curriculum, learners are expected to be taught reading skills through the Early Grade Reading programme in the Early Childhood Development level. Studies have shown that the performance of learners in reading skills in ECD level is low. Therefore, the purpose of this study was to evaluate the implementation of the Early Grade Reading programme on learners’ acquisition of reading skills in English subject. The specific objectives of the study are; to establish the effect of teacher training on learners’ acquisition of reading skills, to determine the effect of teacher instructional guidelines on learners’ acquisition of reading skills, to examine the effect of supplementary instructional materials on learners’ acquisition of reading skills and to assess the effect of monitoring systems on learners’ acquisition of reading skills in public primary schools in Bungoma North Sub County. The study was guided by the Sociocultural Theory of Cognitive Development advanced by Vygotsky (1978). A descriptive research design involving both qualitative and quantitative approaches was the research design for the study. The study was conducted in 108 public primary schools in Bungoma North Sub County. A descriptive survey research design was used in this study. The target population involved 108 head teachers, Grade 1 – 3 learners from 108 schools, and 346 lower primary school teachers from which a sample size of 32 head teachers, 12 schools (Grade 1 – 3) and 104 teachers were selected through stratified and simple random sampling methods. Questionnaire, interview schedule and Early Grade Reading Assessment [EGRA] reading task were used as instruments of data collection. Validity and reliability of the instruments were checked prior to administering the instruments in the field. Quantitative data analysis involved use of descriptive and inferential statistics. Qualitative data was analysed using thematic content analysis method. The study found out that there existed significant positive effect of; teacher training (r=0.314, p<0.05), instructional guidelines (r=0.331, p<0.05), provision of supplementary resources (r=0.251, p<0.05) and monitoring system (r=0.221, p<0.05) of the Early Grade Reading programme and learners’ acquisition of reading skills in public primary schools in Bungoma North Sub County, Kenya. The study found out that the correlation values were positive implying a positive influence of the Early Grade Reading programme on learners’ acquisition of reading skills in schools. The study concluded that the implementation of the Early Grade Reading programme had resulted to substantial increase in learners’ reading competencies in lower primary schools in Bungoma North Sub County. The study recommends that teachers need to be regularly trained in early grade reading teacher development programmes, there is need for schools to set up infrastructure to support Information and Communication Technology use, there is need for the curriculum developers to provide Early Grade Reading materials in soft form and regular monitoring and assessment by curriculum support officers needs to be done in public primary schools in Bungoma North Sub County.

STAKEHOLDERS’ PERCEPTIONS OF CHRISTIAN RELIGIOUS EDUCATION AS A MEANS OF FOSTERING MORAL VALUES IN SECONDARY SCHOOLS: A CASE OF SOY SUB-COUNTY, KENYA.

2026-06-05T09:30:00Z

STAKEHOLDERS’ PERCEPTIONS OF CHRISTIAN RELIGIOUS EDUCATION AS A MEANS OF FOSTERING MORAL VALUES IN SECONDARY SCHOOLS: A CASE OF SOY SUB-COUNTY, KENYA. JELIMO, RAEL Christian Religious Education (CRE) plays a vital role in Kenyan secondary schools, with its core objective being the development of students’ moral character. However, its effectiveness in addressing moral issues such as indiscipline, dishonesty, substance abuse, and teenage pregnancies remains a concern. In Uasin Gishu County, the continued decline in students’ moral values has raised questions about whether CRE is achieving its intended purpose. This study seeks to assess the perceptions of key stakeholders regarding CRE’s effectiveness in promoting moral values among secondary school students in Soy Sub-County, Uasin Gishu County. Specifically, the study aims to assess students’ perceptions, evaluate teachers’ perceptions, examine parents’ perceptions, and investigate the Board of Management’s perceptions of CRE’s effectiveness in promoting moral values. Anchored in Albert Bandura’s Social Learning Theory and Lawrence Kohlberg’s Theory of Moral Development, the study adopts a pragmatism research philosophy and an exploratory research design. The target population comprised 51 CRE teachers, 681 Form Four students and their parents, and 867 Board of Management members. Using Yamane’s sample size formula, a sample of 825 respondents was determined. Stratified and simple random sampling techniques were employed to ensure balanced representation. Data were collected using questionnaires and analyzed quantitatively with SPSS version 23 and qualitatively through thematic analysis. Findings revealed that stakeholders acknowledged CRE’s potential in shaping students’ moral character. Students, teachers, and parents affirmed its role in promoting honesty, integrity, respect, responsibility, and compassion. However, several challenges were identified, including students’ lack of seriousness toward the subject, overemphasis on examinations, negative societal influences, and limited parental involvement. To enhance CRE’s impact, the study recommends increasing lesson time through Boards of Management, offering regular in-service training for teachers on interactive pedagogy, and strengthening church-based mentorship programs. Parents Teachers Association forums should also reinforce value formation at home. The study further recommends longitudinal research to track moral development over time and evaluate how the current CRE curriculum responds to emerging societal challenges such as digital ethics and environmental responsibility.

IMPLEMENTATION OF AGRICULTURE EDUCATION FOR JOB CREATION IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN WESTERN KENYA

2026-06-03T12:56:16Z

IMPLEMENTATION OF AGRICULTURE EDUCATION FOR JOB CREATION IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN WESTERN KENYA OWUOR, BASIL This study investigated the extent of implementation of agriculture education to enhance job creation in Technical and Vocational Education and Training institutions in Western Kenya. This purpose of this study was to find out the suitability of the process of implementing agriculture education programs in TVET institutions with the aim of reducing joblessness. The study objectives were: to establish the competence of trainers involved, adequacy and efficiency of physical infrastructure and training equipment used, the extent to which trainers incorporates practical and trainee-centered pedagogical approaches and the curriculum support materials used in implementation of agriculture education for job creation in TVETs in Western Kenya. The study was guided by Functional curriculum theory by Kauffman that opines that, the purpose of education is to equip trainees with practical knowledge and skills to enable them fit and exploit their environment. Descriptive research design approach with a combination of mixed method was used for the study. Stratified and simple random techniques were used to sample 131 respondents for the study that included 9 principals, 42 trainers and 80 trainees selected from a population of 985 that encompassed 43 principals, 142 trainers and 800 trainees. An observation checklist, interview guide and questionnaires were employed for data collection. The study revealed that the trainers have not been adequately retooled to enhance their competence in agriculture training for job creation. They were also found to be using traditional pedagogical approaches as opposed to practical and trainee centered method. Similarly, the physical infrastructure of TVET institutions was found to be inadequate hence impeding successful implementation of agriculture education for job creation. Curriculum support materials were averagely available in the TVETs. This study concluded that agriculture education implementation for job creation in TVETs in Western Kenya is not achieved due to inadequate trainer retooling, inadequate infrastructure and poor pedagogical approaches used. The finding of this study can help mitigate areas of weaknesses that need improvement as well as those that need to be strengthened when implementing agriculture education. Ultimately, this research sought to contribute to enhancing sustainable development through the better alignment of education and training with the societal needs such as job creation.

EFFECTS OF ICT INTEGRATION ON STUDENT ENGAGEMENT AND LEARNING IN HISTORY AND GOVERNMENT IN SECONDARY SCHOOLS IN AINABKOI SUB-COUNTY, UASIN GISHU COUNTY, KENYA

2026-06-02T12:03:14Z

EFFECTS OF ICT INTEGRATION ON STUDENT ENGAGEMENT AND LEARNING IN HISTORY AND GOVERNMENT IN SECONDARY SCHOOLS IN AINABKOI SUB-COUNTY, UASIN GISHU COUNTY, KENYA BOINETT, AARON This research sought to investigate integrating information and communication technology (ICT) in history and government instruction in selected secondary schools in Ainabkoi sub-county, Uasin Gishu County, Kenya. The study aimed at assessing the level of adoption of ICT by secondary school teachers, examining factors that hinder effective integration of ICT in instruction, and interrogating strategies used by teachers to improve the usage of ICT in the teaching of history and government. Theoretically, it employed the Technology Acceptance Model (TAM). A mixed- method research approach that aimed at collecting both qualitative and quantitative data in understanding the phenomenon appropriately was used. The study targeted principals, teachers and history and government students in the selected schools. The sample size was 9 principals, 9 teachers and 180 students. The validity of the instruments was ascertained by the research supervisors. The pilot study was undertaken in three schools in Kesses sub county, Uasin Gishu County. By use of A Cronbach’s alpha reliability of 0.7 coefficient was obtained from pilot test, which meant that the questionnaire was acceptable for the study. Stratified random sampling was used to select schools, purposive sampling technique to sample a representative sample of teachers, principals, and simple sampling technique to sample history and government students. This study employed questionnaires and interview as tools for data collection. The pilot test results indicated viable and reliable instruments for the study. Data analysis was done using Statistical Package for the Social Sciences version 29 (SPSS) for quantitative data and thematic analysis for qualitative data. The study revealed that ICT integration in teaching History and Government in public secondary schools in Ainabkoi Sub-County is minimal and irregular. Most teachers occasionally use basic tools like projectors and computers, while more interactive technologies such as tablets and mobile apps are rarely utilized. Key barriers identified include lack of formal training, poor infrastructure, limited technical support and time constraints. Although some teachers made individual efforts such as collaborating with peers and self-learning through online platforms, these efforts were not reinforced by structured institutional support. The study concludes that without targeted professional development and systemic support, ICT integration in learning of History and Government will remain limited. It recommends that the Ministry of Education, together with school administrators and teacher training institutions, invest in continuous, subject-specific ICT integration training programs. These findings are significant for informing educational theory, policy and practice to enhance student engagement and experiences, improve learning outcomes and prepare learners for a technology-driven world.

TVET-industry Collaboration Mechanisms Enhancing Employability Skills of Technical and Vocational Education and Training (TVET) Graduates: Evidence from Selected Institutions in Uganda

2026-05-26T13:21:06Z

TVET-industry Collaboration Mechanisms Enhancing Employability Skills of Technical and Vocational Education and Training (TVET) Graduates: Evidence from Selected Institutions in Uganda Robert, Bagumisiriza; Simiyu, John; Wanyeki, Paul The purpose of this study was to explore the influence of TVET-Industry collaboration in curriculum development, industry participation in practical training, sharing of training resources and training opportunities on employability skills of TVET graduates. This study considered more factors that influence graduate employability skills in addition to curriculum development as has been studied by many scholars. This study utilized cross sectional survey data collected from 217 trainers & heads of department. The data was analyzed using correlation, stepwise OLS multiple regression to study the relationships among the study variables using the Stata 17.0 (Stata-Corp College Station, TX, USA) software. The study findings showed that curriculum development (β=0.619, p<0.05), industry involvement in practical training (β=0.169, p<0.05), sharing of training resources (β=1.107, p<0.05), and training opportunities for trainers (β=0.446, p<0.05),

Effect of Preparation of Professional Records in Teaching Oral Skills in Public Primary Schools in Ainabkoi Sub-County

2026-05-25T13:01:03Z

Effect of Preparation of Professional Records in Teaching Oral Skills in Public Primary Schools in Ainabkoi Sub-County Karani, Gladys Gesare O.; Okar, Florence Mokeira; Chepkosgei, Seraphine Language is the art of expressing ideas through random signs and symbols, which serves as a communication tool. The majority of public elementary schools place less emphasis on teaching oral skills and more on teaching reading and writing because these two are examined in the Kenyan Education System. The purpose of this study was to determine the role of preparation in teaching oral skills in public primary schools in Ainabkoi Sub-County. The study used social development and interaction theory. The study adopted a descriptive research design and was done in selected primary schools in Ainabkoi sub-county. The target population of the study was 421 respondents from 99 primary schools in Ainabkoi Sub-County. The sample size of 205 respondents, 48 Head Teachers, and 157 Primary school teachers of English, Grades 4 to 6, was obtained using Yamane's formula. A pilot study was carried out in Moiben Sub-County to enable the validity and reliability of research instruments. Quantitative data were obtained and analyzed using descriptive statistics and inferential statistics. The study findings indicated there was a positive linear effect of the role of preparation of professional records in teaching oral skills (β1=.436, p=0.030). The study concluded that a well-prepared teacher who understands learning objectives, uses diverse methods, provides ample practice, and gives constructive feedback. The recommendations in the study emphasize the importance of investing in professional development programs for teachers in order to effectively teach oral skills. It is therefore necessary to invest in professional development to equip teachers with the necessary skills and knowledge to effectively teach oral skills.

EFFECTIVENESS OF LEARNER-CENTERED INSTRUCTION ON COMMUNICATION AND COLLABORATION COMPETENCY IN KISWAHILI LANGUAGE IN JUNIOR SCHOOLS IN NANDI COUNTY, KENYA

2026-03-30T06:44:29Z

EFFECTIVENESS OF LEARNER-CENTERED INSTRUCTION ON COMMUNICATION AND COLLABORATION COMPETENCY IN KISWAHILI LANGUAGE IN JUNIOR SCHOOLS IN NANDI COUNTY, KENYA KIBET, MERCY JEPKOSGEI Learner-centered instruction is a teaching approach that prioritizes the interests, needs, and abilities of the learners. Unlike traditional instructional methods, which are often teacher centered and lecture-based, learner-centered instruction encourages active learning, interaction, and critical thinking. The purpose of this study was to evaluate the effectiveness of learner-centered instructional strategies in enhancing the achievement of communication and collaboration skills in Kiswahili language among junior school learners. The study was guided by the following objectives: To establish how teachers implement learner-centered instructional strategies in Kiswahili language classes. To assess the perceptions of teachers and learners on the effectiveness of learner-centered instruction in enhancing communication skills. To determine the extent to which learner-centered instruction influence learners’ collaboration skills. Lastly, to determine the influence of learner-centered instruction on learners’ overall academic performance in Kiswahili language classes. This research is based on the Constructivist Theory postulated by Jean Piaget and Lev Vygotsky with the main teaching that knowledge is actively created by learners through interaction with their environment. The study used an explanatory sequential mixed-research design. The Study used both probability and non-probability sampling designs. Stratified sampling design was used to samples schools in Nandi north Sub County. Purposive sampling was used in selection of the learners and Teachers of Kiswahili. The sample size was 112 teachers of Kiswahili languages and 390 learners in grades 7, 8 and 9 drawn from public junior schools. The study used questionnaires, observation check list and document analysis guide in data collection. Pilot study was conducted in Mosop sub county. Data was analyzed using SPSS version 29 and excel, quantitative findings were presented in tables and figures. Observations were thematically analyzed and presented in narratives. The study adhered to research ethics. The findings of the study indicated that more than average number of teachers often incorporated group discussions into their lessons. Also, the study found that both teachers and learners had a positive view of learner-centered instructional strategies. Teachers strongly supported the use of group discussions, interactive teaching and learner presentations. Learner-centered instruction significantly enhanced learners' collaboration skills and had a positive effect on their academic performance. The study concluded that although group work and discussions were employed, they were not consistently applied across all lessons, indicating a moderate integration of learner-centered strategies. Additionally, formative assessments are underutilized, yet both teachers and learners strongly support learnercentered strategies; particularly group discussions, interactive teaching, and learner presentations, which they believe enhance engagement, communication skills, and academic performance. The study recommends enhancing professional development programs by incorporating structured retooling sessions. These sessions should aim to equip teachers with practical skills for implementing learner-centered strategies such as formative assessments, differentiation techniques, and collaborative learning models. Retooling efforts should be continuous, context-specific, and responsive to the distinct challenges faced by teachers in both urban and rural school environments.

TEACHER PREPAREDNESS IN TEACHING KISWAHILI IN THE COMPETENCY-BASED EDUCATION IN PUBLIC JUNIOR SCHOOLS IN KENYA

2026-03-30T06:37:13Z

TEACHER PREPAREDNESS IN TEACHING KISWAHILI IN THE COMPETENCY-BASED EDUCATION IN PUBLIC JUNIOR SCHOOLS IN KENYA WAMOKHELA, CATHERINE NEKESA This study aimed to examine teacher preparedness in teaching Kiswahili under a competency-based Education in public junior schools of Uasin Gishu County. The following objectives guided the study; to establish the competency of teachers of Kiswahili in teaching Kiswahili under the CBE, assess the availability of teaching and learning resources for teaching Kiswahili, to examine teachers’ perception toward teaching Kiswahili under CBE, and to determine the effect of teacher professional development on effective teaching of Kiswahili in junior schools. The study adopted Concerns- Based Adoption Model (CBAM) by Hall and Hord (2015) which places emphasis on addressing educators concerns at various stages of curriculum implementation. A descriptive survey research design was used to guide the study. The target population included 449 public junior schools, 416 teachers of Kiswahili in junior schools, and 449 head teachers in public junior schools in Uasin Gishu. Krejcie and Morgan's sample size calculation formulae were employed to obtain a sample of 207 teachers of Kiswahili. Purposive sampling was employed to select 15 head teachers to participate in the study. Data was collected using questionnaires, interview guides, and a document analysis guide. Piloting of research instruments was done in two selected schools in Kakamega County. Quantitative data was analyzed using descriptive statistics, which involved frequencies and percentages; inferential statistics included Pearson and regression analyses. This was done using the Statistical Package for Social Sciences (SPSS) version 26, and results were presented using tables, pie charts, and bar graphs. Qualitative data was analyzed thematically in line with the objectives of the study. The study's findings revealed significant challenges in implementing the Competency-Based Curriculum (CBE) for Kiswahili instruction in junior schools. The study also established a substantial gap in teacher preparedness and competence, with most teachers feeling that their knowledge and skills do not align with the demands of the new curriculum. This is further exacerbated by a lack of adequate teaching and learning resources and mixed perceptions among teachers regarding the effectiveness and inclusivity of the CBE approach in teaching Kiswahili. Additionally, the study identified significant shortcomings in the professional development opportunities provided to teachers, with many expressing dissatisfactions with the relevance and effectiveness of the training programs in supporting their implementation of Kiswahili under CBE. The study recommended that comprehensive interventions be implemented to address these challenges and ensure the practical instruction and successful implementation of the competency-based curriculum. The findings of the study will be helpful to policymakers on how to improve the teaching of Kiswahili and inform curriculum developers about the specific needs and challenges faced by teachers of Kiswahili in junior schools. It will also provide insights into areas where teachers might need additional training on professional development under CBE.

Influence of Trainer Competences in the Implementation of Agricultural Education for Job Creation in Technical and Vocational Education and Training Institutions in Western Kenya

2026-03-17T09:04:58Z

Influence of Trainer Competences in the Implementation of Agricultural Education for Job Creation in Technical and Vocational Education and Training Institutions in Western Kenya Owuor, Oluoch Basil; Ooko, Ouma Peter; Natade, Lolelea Jacob The study aimed to examine the influence of the trainer’s competence in the implementation of agriculture education for job creation in accredited technical and vocational education and training institutions in Western Kenya. The implementation of agricultural programs in accredited TVET institutions in Western Kenya is critically hindered by inadequate trainer competencies, limiting effective curriculum delivery and compromising students’ practical skills and employability. A descriptive research design with mixed methods of data collection and Experiential Learning Theory by Kolb (1984) were employed for the study. The study was conducted in Western Kenya counties of Bungoma, Busia, Kakamega, Kisumu, Siaya and Vihiga. A total target population of 985 encompassing 43 principals, 142 trainers and 800 trainees, from which a sample of 131 consisting of 9 principals, 42 trainers and 80 trainees were used for the study. Questionnaire, interview schedule and observation schedule were used to collect data. Content, construct and face validity enhanced instruments validity through supervisors and colleagues. The pilot study was administered on 2 principals, 4 trainers and 4 trainees to ascertain the validity and reliability of the instruments. Descriptive data was analysed using frequencies, percentages, mean and standard deviation. One-Way ANOVA was employed to test the relationship between trainers' competencies in the implementation of agriculture education and job creation, accredited technical and vocational education and training institutions in Western Kenya. Qualitative data was transcribed, coded, themed and interpreted in relation to the research variable to triangulate the quantitative data. The study revealed that although trainers in accredited TVET institutions possess strong pedagogical preparation and academic qualifications, gaps in continuous professional development and structural barriers limit the effectiveness of agricultural education in fully realising its potential for job creation. The ANOVA results revealed a significant difference, F(6, 203) = 2.84, p = 0.011, which is less than the 0.05 level of significance, in the mean implementation scores of agriculture education for job creation across levels of trainer competence, with more competent trainers achieving higher implementation outcomes, thereby leading to the rejection of the null hypothesis. Trainer competences criticallyshape the success of agricultural programs in Western Kenya’s TVET institutions, directly influencing curriculum delivery, student skills, and employability. The findings of this study can enable the identification of areas of weakness that need improvement in the process of agriculture education implementation. Ultimately, this study also aimed at enhancing sustainable development through the better alignment of education and training with societal needs, such as job creation.

Challenges Of ICT Integration In Teaching History And Government In Public Secondary Schools, Ainabkoi Sub-County, Uasin Gishu County, Kenya

2026-03-05T10:01:38Z

Challenges Of ICT Integration In Teaching History And Government In Public Secondary Schools, Ainabkoi Sub-County, Uasin Gishu County, Kenya Boinett, Aaron Kipchumba; Kirui, Peter; Murunga, Jaluo Information and communication technology (ICT) era has made significant changes in our work and lives in general, affecting both the private and public sectors. In Ainabkoi sub county, Uasin Gishu County, the integration of ICT in teaching and learning faces a number of obstacles including inadequate facilities, insufficient training of teachers, and limited availability of digital resources. Despite various efforts by the Kenyan government and other stakeholders to promote ICT use in schools such as the Digital Literacy Programme (DLP), provision of computer labs, and teacher training initiatives there is still a gap in how ICT is practically applied in teaching subjects like History and Government. The study, therefore, sought to bridge this gap by studying the challenges of ICT Integration in Teaching History and Government in selected public secondary schools in Ainabkoi SubCounty, Uasin Gishu County, Kenya. A mixed-methods strategy was used in the study, combining quantitative and qualitative methods. The target population comprised 660 individuals, including 30 Principals, 30 History and Government teachers, and 600 Form Three students. Using a 30% sampling ratio, the study sampled 196 respondents drawn from 9 schools: 9 Principals, 9 teachers, and 180 students. Stratified random sampling ensured representation from National, Extra-County, County, and Sub-County schools. The instruments comprised of an interview schedule for principals, questionnaire for History and Government teachers and students to collect data on the challenges and coping strategies. Qualitative data was analyzed thematically while descriptive statistics was used to analyze quantitative data. The research highlighted several obstacles, including insufficient formal training, deficient infrastructure, limited technical assistance and time limitations. Educators indicated that their capacity to integrate ICT tools is constrained by insufficient time and training. Students similarly identified technical challenges and insufficient access to ICT resources as significant barriers to effective learning. The study concluded that several barriers exist. These include poor infrastructure, lack of technical support, limited access to ICT resources, and insufficient time allocated for teachers to plan and incorporate ICT in their lessons. It recommends that schools should employ full-time ICT support personnel and allocate dedicated time for ICT-integrated lesson planning to address technical and structural barriers to ICT use in History and Government. Future research was recommended on evaluation of ICT policy implementation in secondary schools and its influence on integration outcomes across school types.