Curriculum trends and academic performance of learners in selected primary schools in Wareng District, Kenya
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Date
2011-08
Authors
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Journal ISSN
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Publisher
Kampala International University, College of Education and Management
Abstract
The study was to establish the relationship between curriculum trends and
academic performance of learners in selected primary schools in Wareng district,
Kenya. The study was guided by the four objectives, which included; I) to
determine the profile of the respondents in terms of age, gender, qualification,
and teaching experience, ii) to determine the level of curriculum trends in
selected primary schools in Wareng district, Kenya, iii) to determine the level of
academic performance of learners in selected primary schools in Wareng district,
Kenya, and iv) to determine relationship between curriculum trends and
academic performance of learners. The research employed descriptive correlative
survey design.
The researcher administered questionnaires to 133 teachers and their responses
were analyzed using frequencies, percentages and means. The findings indicated
that male teachers dominated the study and the performances were generally
above average due to the curriculum trends. A positive significant relationship
between curriculum trends and academic performance was recorded in the
study. The researcher concluded that the qualification of the teachers average
since they were dominated by diploma holders. The researcher later
recommended that there is need for curriculum trends in all subjects.
Description
A Thesis Presented to the School of Postgraduate Studies and Research Kampala International University Kampala, Uganda in Partial Fulfillment of the Requirements of the Degree Master of Educational management and Administration.
Keywords
Curriculum trends, Academic performance, Learners, Kenya