factors influencing the implementation of integrated business studies curriculum in public secondary schools of nandi north sub-county, nandi county, kenya.

Abstract

In 2003, Economics, Commerce, Accounting and Typing with Office Practice was integrated. This innovation gave birth to Business Studies Curriculum examinable as one single subject in the K.C.S.E. The purpose of this study was to assess factors influencing the implementation of the integrated Business Studies curriculum in public secondary schools in Nandi North Sub-County, Kenya. Specifically, the study sought to: assess the preparedness of Business Studies teachers in the implementation of the integrated Business Studies curriculum, assess the extent of the utilization of teaching and learning resources in the implementation of the integrated Business Studies curriculum, establish the teaching methods and Strategies used by teachers in the implementation of the integrated Business Studies curriculum and to assess the extent of administrative support in the implementation of the integrated Business Studies curriculum. This study was based on the ideas and concepts of curriculum theorists; Gross et al., Tyler, Fullan, and Shiundu and Omulando, who noted that, the degree for a successful curriculum implementation, depends on the extent to which several factors would be considered. The study employed a descriptive survey design. The study took a census inquiry and thus purposively collected data from all (85) Business Studies teachers and head teachers of all (56) public secondary schools in Nandi North Sub-County.Questionnaires for Business Studies teachers and interview schedule for head teachers were used to collect data. Validity of the research tools was determined by having experienced supervisors in the School of Education, Moi University who checked the questionnaires and the interview schedule, while reliability of the research instruments was established by a pilot study. Analysis of data was done using descriptive statistical techniques. Research findings revealed that, majority (68%) of the teachers were employees of the B.O.M while about a third of the teachers were untrained. A large number of Business Studies teachers were trained in the orientation of the old Business Studies curriculum. Another (71%) of the teachers had not received any form of in-service training. Even with the latest trend in ICT, about a third of the teachers did not use internet at all. In addition,majority (59%) of the teachers said that teaching and learning resources were inadequate. Ddiscussion and question-answer methods were used regularly by more than eighty percent of the teachers while lecture method was used regularly by (37%) of the teachers. Team teaching and storytelling was regularly used by about half of the teachers while a small number of the teachers regularly used debates and guest speakers. Apart from provision of technical support from the head teachers, other essential management supports such as provision of teaching resource, technical advice from QASO officers and school committees were inadequate. This study recommends that; TSC should hire more professionally trained Business Studies teachers and organize more in-service training courses; teacher training institutions should offer relevant training program in all areas of the subject; timely acquisition and provision of teaching and learning resources; teachers should be encouraged to use learner-centered teaching methods and Strategies and that; the Ministry of Education and B.O.M should continuously provide technical advice and supervision of teachers. It is hoped that the findings from this study will be utilized by the Ministry of Education and other education stakeholders in coming up with strategies that enhances the implementation of the integrated Business Studies curriculum in Kenyan secondary schools.