Authors : Waluchio Margery Sitawa; Edwin Masibo Makhanu; Dr. Kefa Nyende

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/ta4jpvvh

Scribd : https://tinyurl.com/2vjuke7e

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN1999

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Agriculture in Kenya is the backbone of the economy. One of the general objectives of teaching Agriculture in our Kenyan secondary schools is to enable students and teachers to take part in national development through Agricultural activities. The main objective of this study was to establish the influence of teacher post-training skills enhancement on the implementation of the Agriculture curriculum in public secondary schools in Kimilili sub-county of Bugoma Kenya. The study used functional curriculum theory and adopted a descriptive survey design. The researcher used questionnaires to obtain data on teacher factors in the implementation of the Agriculture curriculum. The study's targeted population was 49 public secondary schools that included 49 secondary school principals, 49 heads of department, 49 Agriculture teachers, and 784 Agriculture students. The study employed the Gay formula to calculate the sample size of 187 respondents including 10 secondary school principals, 10 heads of department, 10 teachers of agriculture and 157 students of Agriculture. The study employed simple random sampling to get the number of school principals in Kimilili Sub County; purposive sampling was used on students of Agriculture, teachers and heads of department. Both qualitative and quantitative data were collected using questionnaires. Quantitative data was analyzed by descriptive statistics such as frequencies percentages and means. the study established that post-training skills enhancement had a significant positive effect on the implementation of the Agriculture Curriculum

References :

1. Adeyemi, T. O. (2011). Teachers and Teaching experience and students learning outcomes in secondary schools. Retrieved June 2016, htt:// www.academic.org.2012
2. Bishop, G. (1985). Curriculum Development. A textbook for students, Hong Kong: Macmillan Education Ltd.
3. Cowell, R. N., & Holsinger, D. B. (2012). Positioning secondary school education in developing countries. Paris, UNESCO, IIEP.
4. Government of Kenya. (1981). mackay commission. The presidential working party, nNairobi Government printers Laugo, J. (2010). Vocationalized secondary education in the international handbook on education for the changing world work. Springer Science and Busness Media, B.V Netherlands.
5. G.O.K. (2011). Expansion of University Education Nairobi: Government Printers.
6. Mugenda, O. M., & Mugenda, A. G. (2003). Research methods: Quantitative and Qualitative Approaches, . Nairobi: Acts Press.
7. Oguku (2011). The School Curriculum and Its Influence on Teacher Motivation in Curriculum Implementation in Kenya, Journal of Culture and Values in Education 1(1):9-25june 2018
8. Owoeye, J. S., & Yara, P. O. (2011). School facilities and academic achievement of secondary school agriculture science in Ekiti state. Nigeria Asian Social science journal, 7(7) 64-74.