Influence of school-based curriculum implementation dynamics On mathematics performance in KCSE in public secondary schools in Kitui rural sub-county Kitui county, Kenya

Abstract

Mathematics education is pivotal for equipping students with essential analytical and problem solving skills necessary for socio-economic advancement. Despite extensive government initiatives and reforms in Kenya, mathematics performance in public secondary schools remains subpar, especially in rural areas like Kitui Rural Sub-County. Over the past five years, more than 73% of students have consistently scored D+ or below in the Kenya Certificate of Secondary Education (KCSE) mathematics examinations. This persistent underachievement poses a significant barrier to educational equity and future opportunities, making it imperative to examine the underlying factors influencing performance. This study explored how school-based curriculum implementation dynamics—namely instructional strategies, instructional materials, classroom environment, and instructional leadership practices—affect mathematics performance in public secondary schools in Kitui Rural Sub-County. Guided by Constructivist Learning Theory, which underscores the importance of active student engagement in knowledge construction, and Instructional Leadership Theory, which highlights the role of school leadership in fostering effective teaching practices, the research employed a mixed-methods design. Data were collected from a representative sample of 379 students, 260 mathematics teachers, and 132 school leaders using structured questionnaires and in-depth interviews. Quantitative data were analyzed through descriptive and inferential statistics, while thematic analysis was employed for qualitative data, enriching the contextual understanding of the research problem. Findings revealed that interactive instructional strategies, such as peer teaching, group activities, and formative assessments, significantly enhanced student engagement and comprehension, thereby improving mathematics outcomes. The availability and quality of instructional materials, including textbooks, visual aids, and digital resources, also emerged as crucial determinants of effective curriculum delivery. Furthermore, the classroom environment— encompassing both physical (e.g., cleanliness, seating arrangement) and psychosocial (e.g., student teacher interactions, classroom discipline) elements—was found to be integral in fostering a conducive atmosphere for learning. Notably, instructional leadership practices, including professional development for teachers, regular classroom supervision, and resource allocation, were identified as pivotal in supporting innovative instructional strategies and sustaining improved mathematics performance. While these findings affirm the interconnected nature of curriculum implementation dynamics, challenges such as inadequate resources, overcrowded classrooms, and limited professional development opportunities for teachers continue to constrain progress. These factors underscore the urgent need for targeted interventions that address the specific realities of rural schools in Kenya. The study recommends prioritizing active learning approaches, ensuring equitable distribution of instructional materials, improving physical and psychosocial classroom conditions, and fostering strong instructional leadership practices. Equipping school leaders with the skills to mentor and support teachers, alongside ensuring access to updated teaching resources, will be critical in bridging the performance gap. In conclusion, this research offers valuable insights into the multifaceted dynamics shaping mathematics performance in Kitui Rural Sub-County. By integrating the perspectives of both teachers and students and anchoring the analysis in robust theoretical frameworks, the study contributes to a nuanced understanding of curriculum implementation challenges in rural Kenya. The findings inform policymakers, educators, and stakeholders on the importance of context-sensitive strategies to create equitable, effective learning environments, ultimately fostering improved mathematics outcomes and broader educational equity in Kenya.