HIGHS AND LOWS OF CURRICULUM INTEGRATION: AUTHORS’ THEORETICAL PERSPECTIVES

This paper used a desk review approach to deal with the move towards and emphasis given to integration of curriculum content, not only in Kenya but also world over. The purpose of the paper is to bring out the meaning, rationale and arguments about the concept of curriculum integration. The discourse about curriculum integration is important to the policy makers, all those involved and working as curriculum developers, and for the curriculum implementers.   Article visualizations

JUSTIFICATION FOR INITIATION AND INTRODUCTION OF INTEGRATED ENGLISH CURRICULUM IN SECONDARY SCHOOLS

This study focused on the justification for initiation and introduction of integrated English curriculum in secondary schools in Kenya. The study used a qualitative approach to get the views from selected teachers, head teachers and heads of English at Kenya Institute of Education (KIE), Ministry of Education (MoE) and Kenya National Examinations Council (KNEC). Basic quantitative techniques such as frequencies and percentages were used to analyse some of the data that were obtained. The study employed questionnaire and interview instruments to collect data from the respondents. The researcher organized raw data collected from questionnaires and interviews. It was realized from the study that integrated English curriculum was introduced to enable teachers use integration as a teaching approach across the two disciplines and between and/or among their constituent parts. Despite this good intention, it was found that majority of the teachers of integrated English 57.4 % did not undergo any type of in-service training before they started the actual teaching of integrated English curriculum. The study recommends that the teachers and their head teachers should be helped to acquire and develop necessary skills on how to integrate English language and Literature. Equally, the study recommends that pre-service training in colleges, universities should be reformed, and an integrated approach adopted.   Article visualizations

PRINCIPALS’ ROLE IN MONITORING INSTRUCTIONAL ASSESSMENT AND ITS INFLUENCE ON TEACHING AND LEARNING OUTCOME IN SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA

With the core business of the school being instruction, the principals’ monitoring of instructional assessment is necessary in enhancing teaching and learning processes and outcome in schools. Despite measures being in place, teaching and learning outcome has remained consistently low, especially in Kajiado County. The objective of this study is to assess the influence of principals’ monitoring of instructional assessments on teaching and learning outcome. The study was guided by the result-based management theory. The study employed a descriptive survey design. This study population of study comprised 727 respondents in all the 9 public secondary schools in Kajiado. These respondents included 122 teachers, 594 students and 9 principals. Out of these, 342 respondents were sampled and they were comprised of 9 principals, 97 teachers and 201 students. Proportionate sampling was used to draw a sample of 97 teachers’ and 201 students per school. Further, simple random sampling was used to sample teachers while convenience sampling was applied to draw the sample of students to participate in the study per school. Data was collected by questionnaires and interview schedule. A pilot study was conducted in two schools for the purpose of addressing validity and reliability of the instruments before the actual study was conducted. Content validity was determined by seeking the judgment of professional experts in the area of educational research, evaluation and assessment. Reliability level was ascertained by using Cronbach’s alpha technique to check internal consistency of the instruments. The analysis of quantitative data was done using frequencies, percentages and means and then presented in tables and figures. Qualitative data was arranged into themes and presented through narration and in verbatim. The study established that principals' checking of assessment practices, even-though inconsistent, significantly influenced performance. The study concluded that principals' monitoring of instructional practices (mean=3.5, SD=1.2) significantly influenced performance in schools. It recommended that the Ministry of Education should organise training for principals to improve their skills of monitoring assessment.  Article visualizations

DOES THE INTEGRATION OF ICT IN PHYSICS INSTRUCTION IN SECONDARY SCHOOLS PLAY THE MAGIC CARD?

Physics is one of the subjects that have suffered low enrolment and performance in secondary schools. This enrolment and performance are pegged to the students’ perception that Physics is difficult and uninteresting due to its abstract nature. Research has shown that integration of ICT in Physics instruction has the capability of simplifying the abstract content as well as creating interest in learners and consequently improving the quality of education. However, for this to be possible, Physics requires adequate operational ICT knowledge and resources. This study targeted 40 schools, 40 principals and 121 Physics teachers. The study was based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Descriptive survey design was used. Random sampling technique was used to get a sample of 18 schools and 52 Physics teachers whereas purposive sampling was used to get 18 principals. Questionnaires, interview schedules and an observation schedule were used to collect data. Validity and reliability of the study instruments were established through consultation, triangulation and piloting. The data was analyzed using SPSS. The study found that integration of ICT in Physics instruction in secondary schools was still very low. The study recommends that more ICT resources should be provided to secondary schools; and requisite integration skills should be given to all Physics teachers.   Article visualizations