Publication: An Evaluation of The Relationship Between Security Threats And Curriculum Implementation in Public Primary Schools in Marsabit Sub-County, Marsabit County
Total Views 2
total viewsTotal Downloads 13
total downloadsDate
2015-04
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Kenya University
Cite this Item
Abstract
Curriculum implementation has not been successfully achieved as expected and has been a concern
for education stakeholders in developing countries. Thus, the main objective of the study was to
investigate the relationship between security threats and successful implementation of the
curriculum in Marsabit Sub-county in Marsabit County. The study will use the technique of
systematic review of the literature to establish the relationship between security threats and
staffing, school facilities, instructional resources and time of curriculum implementation. The
study applied both quantitative and qualitative methods and then applied concurrent triangulation
design in which the researcher implemented the quantitative and qualitative methods during the
same timeframe and with equal weight. Marsabit Sub-county has 38 public primary schools and
thus the target population for this study comprised 38 head teachers, 140 PTA Representatives,
362 primary school teachers and 1140 Class VII Pupils all totaling to 1680. The researcher then
applied stratified random sampling to create 4 strata based on the number of zones each consisting
of at least 9 primary schools. From each stratum, the researcher sampled 30 respondents with head
teachers constituting 3 respondents (9.5% of 30) and teachers constituting 27 respondents. The 3
head teachers, 27 primary school teachers, 10 PTA Representatives and 29 class VII pupils from
each stratum will be selected using simple random sampling due to their responsibilities as
implementers of policies. This sampling procedure enabled the researcher to realize a sample of
12 head teachers, 108 primary school teachers, 42 PTA Representatives and 114 class VII pupils.
Collected data was analyzed quantitatively and qualitatively and then merged into one overall
interpretation in which the researcher related the quantitative results to the qualitative findings.
The relevant information was broken into phrases or sentences, which reflected a single, specific
thought. Frequency counts of the responses were then obtained to generate descriptive information
about the respondents. Qualitative data was analyzed along the set themes whereas the basic
quantitative data was analyzed inferentially using Pearson’s Product Moment Correlation (PPMC)
in Statistical Packages for Social Science (SPSS 21). The findings of the study were presented
using percentages and tables. The study has established that security threats impedes curriculum
implementation, that is, security threats impacts on staffing, school facilities, instructional
resources and time of curriculum implementation. The study can thus conclude that there is a
significant relationship between security threats and curriculum implementation. It thus
recommends that the government should provide enough security to take of teachers and other
education stakeholders tasked with curriculum implementation, sufficient school facilities and
instruction resources should be allocated to schools despite the security threats due to their role in
curriculum implementation, enough time should be allocated for time of implementation of
curriculum factoring in possible challenges of security and a policy should be formulated to ensure
proper arrangements for curriculum implementation in schools under security threats.
Description
Keywords
Curriculum Studies