Abstract:
The purpose of this study was to establish the constraints which were facing implementation of secondary school chemistry curriculum. Quality of in- service for chemistry teachers, learning activities, availability of teaching/ learning materials and equipment and evaluation were investigated. The study was based on The Innovation Decision, Process Theory (Rogers, 1995). The research design was descriptive survey. The instruments used for collecting data were questionnaires and interview schedules. The research was conducted in secondary schools of Rachuonyo District. Stratified random sampling was used to select schools from three categories. These were girls‟ schools, boys‟ schools and co- educational schools. At the time of the study, there were 83 secondary schools in the study area. A sample of 25 schools was selected for study. The study sample consisted of 40 chemistry teachers and 170 students giving a total of 210 respondents. Data analysis involved descriptive and inferential statistics. Descriptive statistics included use of frequency tables, means and percentages while inferential statistics included correlation and regression analysis. From the findings of the study, it was established that implementation of chemistry curriculum was faced with a number of constraints. The most serious constraints were inadequate in-service provision for teachers of chemistry and availability of learning materials and equipment. Inadequacy of evaluation of the curriculum was less serious. The researcher sought to suggest ways of addressing issues in curriculum implementation and hence contribute to improvement in educational achievement in future. A number of recommendations were made taking into consideration the findings of the study. One of them was that KIE should plan for provision of adequate in-service training for all teachers of secondary schools for them to be equipped for the current curriculum. It is the researchers hope that the findings of the study will fill gaps left in curriculum implementation and hence improve teaching of chemistry. Hopefully, the findings will be useful to the curriculum developer and other stakeholders in future curricula implementations
