Implementation Of The Business Studies Curriculum In Public Secondary Schools In Machakos Central Division Of Machakos District, Machakos County, Kenya.

ABSTRACT

Purpose of this study was to assess the implementation process of Business Studies curriculum. The study was guided by the following specific objectives: to find out the training provisions for teacher of Business Studies for their preparation to implement the integrated syllabus, to determine the attitude of teachers of Business Studies towards the secondary school Business Studies syllabus, to determine the teaching/learning resources and strategies used to implement Business Studies syllabus and to determine the techniques used by teachers of Business Studies in evaluating the curriculum. The study was carried out in public secondary schools in Central Division of Machakos District. Descriptive survey design was used for the study. There are thirty six (36) public secondary schools in Central Division of Machakos District. The study targeted total population of 1384:1252 form three students of Business Studies, 60 teachers of the subject, 36 heads of department of Applied Practical, Technical and Vocational subjects and 36 head teachers of the schools. Stratified sampling technique was used to select a sample of twelve (12) schools from the three zones and 276 respondents for the study. Questionnaires, interview schedules and lesson observation schedule were used to collect data for the study. Data analysis was done using content analysis and statistical package for social sciences. Descriptive statistics such as percentages and frequency distribution tables were used to present the data. The study found that teachers were adequately prepared in terms of subject combination as evidenced by 25% having a combination of Business Studies/mathematics and Business Studies/economics (16.7%). Most of the teachers (75%) were found to have had attended the trainings and that 58% of the teachers attended the trainings before the introduction of the new Business Studies curriculum. On attitude towards Business Studies curriculum, the study found that 42% of the respondents indicated that their initial reaction to the new curriculum was that it was their duty to teach. The study further found that 75% of the respondents indicated that the resources were available even though they were inadequate. Discussion was the most preferred teaching strategy as indicated by all teacher respondents 12(100%). Other strategies included: assignments, personal study method, and explanation, talks by resource persons, demonstration, role play and field trips. The techniques for evaluating business studied curriculum included written tests, class assignments and oral questions. The study concluded that teachers were prepared for the implementation of the new Business Studies curriculum, had positive attitude towards the curriculum and that teaching and learning resources were inadequate for effective implementation of Business Studies curriculum. Different strategies such as the use of discussions, class assignments, personal study, talks by resource persons and field trips were used in the implementation of the new Business Studies curriculum. Curriculum evaluation techniques included: the use of written tests, class assignments and oral questions. The study recommended that the Ministry of education should organize for compulsory in-service training for teachers of Business Studies to equip them with the necessary knowledge for the implementation of the new curriculum. It was finally recommended that another study be done to determine the challenges facing the implementation of the integrated Business Studies curriculum.