Evaluation of factors influencing implementation of the secondary school geography curriculum in Lugari district, Kenya

Abstract

The purpose of this study was to evaluate factors influencing implementation of Form Three Geography curriculum in Lugari district, Kenya. The objectives of the study were to: evaluate the levels of implementation of Geography among learners in Form three; to find out the attitude of teachers and students towards the Geography curriculum, determine the involvement of educational managers in Geography innovations in Form Three; establish availability and use of Geography resources in secondary schools, assess levels of teacher competence in implementation of Geography curriculum in the district. The study was based on modified Tyler’s goal attainment and Stufflebeam’s models that involves the statement of defined objectives against which school life and student implementation are evaluated. Survey design was used for the study. Stratified sampling was used to select secondary schools in the district; simple random sampling was used in selection of Form Three Geography students. Principals, Heads of humanities department, Form Three teachers of Geography of the selected schools and the DQASO participated in the study. A total of 411 respondent participated in the study. The main instruments for data collection were: questionnaires, observation checklists and document analysis. Data collected was analyzed by descriptive statistics and presented in frequency tables, % and with the aid of SPSS software. The results of this study revealed that the Form Three Geography Curriculum was not implemented as anticipated by the KIE due to: inadequacy in teaching and learning resources and facilities, lack of in-service courses for the teachers and inadequate support from the school management. The study findings shall lead to formulation of government policies towards better implementation of the Geography curriculum. In the light of these findings, the researcher recommended that the M.O.E and NGO should provide resources and facilities for effective implementation of the curriculum, organize in-service courses for the teachers, train DQASO for effective supervision of the curriculum and teachers to be encouraged to use practicals in teaching of the subject.