Instructional Influences on the Implementation of the Curriculum for Physics for Secondary Schools in Kenya

Abstract

Implementation of the curriculum is a critical stage in the curriculum development cycle. This study sought to determine the influence of teaching-learning materials and teaching-learning activities on implementation of Physics curriculum. This study was guided by cognitive constructivism theory of learning. This study targeted 224 teachers of Physics and 4140 Form three Physics students in 283 public secondary schools in Bungoma County. Stratified and simple random techniques were used to select 22 schools. The sample size was 22 teachers and 393 students making a total of 415 respondents.  Data was using Teacher Questionnaire (TQ), Student Questionnaire (SQ), Lesson Observation Schedule (LOS) and Observation Checklists (OC). Data was presented using frequency tables and analyzed using descriptive and inferential statistics. Descriptive statistics used include; percentages and means whereas, the inferential statistics used include; Chi-square and Pearson product moment correlation. Statistical Package for Social Sciences (SPSS) version 20 was used to compute the analysis at α = 0.05 level of significance. Quantitative and qualitative results showed that inadequate provision of teaching-learning materials and minimal learning activities influenced the implementation of the curriculum for Physics. The study concluded that for effective curriculum implementation adequate learning materials should be provided and many learning activities arranged. The study recommended that schools should be furnished with adequate learning materials and teachers should practice activity-centered teaching. Further, the findings provide a guide to the government on enhancing the implementation of the curriculum for Physics for improved performance.