Browsing by Author "Shiundu, John O."

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Analysis of Policy and Legal Requirements of Religious Organizations on Implementation of Curriculum in Secondary Schools in Kenya
(International Journal Of Humanities & Social Studies, 2018-06-17) Amugune, Aggrey; Mutsotso, Stanley O.; Shiundu, John O.
Historically, religious organizations in Kenya have had influence both directly and indirectly on education. Their influence has been guided by certain legal and policy documents. Their participation has been viewed by stakeholders as either positive or negative. The objective of the study was to determine the influence of policy and legal requirements for operation of religious organizations in implementation of secondary school curriculum in former Western Province of Kenya. The study is based on LudwigVon Bertalanffy theory of General Systems from which the systems approach in the learning process is derived. The study adopted a descriptive survey design. The target population for this study was all secondary schools in the area of study, County Directors of Education, Sub-County Education Officers, principals and teachers in secondary schools, religious leaders and students. Of the twenty-two sub-counties, the study used purposive sampling to carry out an investigation in ten sub-counties. This gave a total of 650 students, 102 teachers, and 60 principals of secondary schools, 5 Islamic leaders, 10 church leaders, 2 County Directors of Education, 4 Education Officers and 1 curriculum developer. This gave a sample size of 834 respondents. The instrumentsfor data collection were questionnaires for principals, teachers, students and interview schedule for religious leaders as well as education officers. Focus Group Discussion and Observation Schedule were also used. To establish validity and reliability, the instruments for data collection were assessed by two experts from the Department of Curriculum and Instructional Technology. The questionnaires were also piloted and the anomalies were corrected before the study was carried. Presentation of data was based on the objective of the study and was put in form of tables, bar-graphs and descriptions. The findings were as follows: key religious organizations have influence on curriculum implementation and should continue providing spiritual nourishment, chaplaincy and financial support among other things. Majority of the schools in the study area were founded by key religious organizations. The study found out that parents, local communities and the Government of Kenya play a crucial role in curriculum implementation. From the above findings it was concluded Religious Organizations play an important role in curriculum implementation in Kenyan schools as provided for in the law. As regards recommendations, there should be should be clear policy and legal guidelines on the role of religious organizations on curriculum implementation in public secondary schools. Religious Organizations should not interfere in the management of secondary schools in Kenya.
Influence of Institutional Factors on the Integration of Practical Skills in Teaching and Learning Agriculture in Secondary Schools in Matayos Sub-County, Busia County, Kenya
(African Journal of Empirical Research, 2024-04-16) Shabani, Rehema Nanyama; Shiundu, John O.; Mutsotso, Stanley N.
Agriculture plays an important role in the economy of any nation as it is the background on which most of the activities emanate from. Throughout history, agriculture has had a significant impact on civilization, serving as one of its primary drivers.Thepurpose of the study was to investigate selected factors influencing the integration of practical skills in the teaching and learningof agriculture in secondary Schools in Matayos Sub-County, Busia County, Kenya. The study was guided by one main objective namely; to determine the influence of institutional-related factors on integration of practical skills in teaching and learning of agriculture in secondary schools. The study was guided by the experiential learning theory as postulated by John Dewey. Thestudy used the descriptive survey design. Data was collected using questionnaire, interview schedules and observation. The target population for the study consisted of 23 principals, 23 agriculture instructors, 1,591 form three and four agriculture students, and one quality assurance officer in secondary schools in Matayos Sub-County, Busia County, Kenya. The study sampled a total of 367 respondents which comprised of 23 principals sampled using saturated sampling, 23 agriculture teachers sampled purposively and 320 students sampled through random and 1 quality assurance and standard officer. Quantitative data was cleaned and analyzed using SPSS version 26 and data presented using tables and charts. Qualitative data was coded and themes identified then presented alongside quantitative data. The study revealed that institutional related factors like availability of resources, administration support and collaboration with other stakeholders influenced integration of practical skills. The study concluded that schools faced various challenges which hampered integration of practical skills in teaching and learning of agriculture in secondary schoolin Busia Sub-County, Kenya. The study recommends that teachers be provided with regular professional development courses to enhance their teaching methodology. Additionally, adequate resources should be allocated for practical purposes in teaching and learning of agriculture
Teacher-Related Factors and their Influence on the Integration of Practical Skills in Teaching and Learning of Agriculture in Secondary Schools in Busia County, Kenya
(East African Journal of Education Studies, 2023-07-16) Shabani, Rehema Nanyama; Shiundu, John O.; Mutsotso, Stanley N.
The purpose of the study was to determine the teacher-related factors and their influence on the integration of practical skills in teaching and learning agriculture in secondary schools in Busia County, Kenya. The study was guided by the experiential learning theory as postulated by John Dewey. The study used the descriptive survey design. Data were collected using questionnaires, interview schedules and observation. The study sampled a total of 367 respondents, which comprised 23 principals sampled using saturated sampling, 23 agriculture teachers sampled purposively and 320 students sampled through simple random sampling and 1 quality assurance and standard officer. Data was analyzed descriptively and presented using tables and charts. The study revealed that teacher-related factors influence the integration of practical skills. The factors include various teaching methodologies, teacher competencies, and teacher qualifications. However, the teaching methodology deployed by teachers does not favour the integration of practical skills, as most teachers prefer the lecture method. The schools however faced various challenges which hampered the integration of practical skills in teaching and learning of agriculture in secondary school in Busia County, Kenya. The study therefore recommends that the agriculture curriculum in Kenya should be aligned with the national agricultural policy and strategy to ensure that students are exposed to the latest developments and trends in the field and other career-related areasafter their secondary school education; Teachers be provided with regular professional development courses to enhance their teaching methodology and enough resources be allocated for practical purposes in teaching and learning of agriculture.