Influence of provision of curriculum support materials on implementation of Islamic religious education curriculum in public secondary schools in Isiolo county, Kenya

Abstract

Statement of the Problem: Curriculum support materials play a crucial role in the implementation of the Islamic Religious Education (IRE) curriculum. However, in Isiolo County, the implementation of the IRE curriculum in public secondary schools is not without challenges. Most schools have lagged behind in syllabus coverage, and students have registered low grades in IRE examinations. Purpose of the Study: To assess the influence of school dynamics on the implementation of the IRE curriculum in public secondary schools in Isiolo County, Kenya. Methodology: The study utilized a mixed methodology and descriptive survey design. The target population consisted of 295 respondents, including 23 principals and 272 teachers, with a sample size of 170 determined by Yamane's Formula. Stratified sampling was used to create ten strata based on the wards in Isiolo County, with one principal selected purposively and 16 teachers randomly from each ward, resulting in a sample of 10 principals and 160 teachers. Data was collected through questionnaires for teachers and interviews for principals, and analyzed using thematic analysis for qualitative data and descriptive statistics, frequencies, percentages, and linear regression analysis with SPSS for quantitative data. Findings: The study established that the implementation of the IRE curriculum remains a challenge in public secondary schools in Isiolo County. Many teachers do not cover the syllabus on time, and classroom pedagogy remains unimproved, characterized by low student performance in IRE in the Kenya Certificate of Secondary Education (KCSE). This is attributed to the provision of inadequate curriculum support materials. Recommendations: Principals should partner with other stakeholders, such as Public Benefits Organizations and donors, to ensure the adequate provision of curriculum support materials.