Challenges To Efficient Implementation Of Science Curriculum In Public Primary Schools: A Case Of Migori District, Migori County, Kenya

ABSTRACT

For the achievement of the school goals, aims and objectives as articulated in the vision and mission of a school, the stakeholders should emphasis on high efficiency in all activities. This minimizes wastages on both human and material resources leading to high quality output that meet the desires of the society. The Kenya Government is faced with the attainment of Millennium Development Goals (MDG), Universal Primary Education (UPE), Education for All (EFA) and Vision 2030. To accomplish the desire, there is need for more science oriented human resource. The purpose of this study was to investigate the challenges to efficient implementation of science curriculum in public Primary School in Migori District, Migori County. The study involved twenty (20) Headteachers and one hundred and forty (140) Science Teachers. Simple random sampling was used to select schools while purposive sampling was applied to select Head teachers and teachers teaching science in the schools. Questionnaire and observation check list was used to collect field data. A pilot study of two schools was done with application of Test-re-test based on Pearson product moment correlation coefficient favouring the use of split half technique of the test-re-test administration to test the reliabilities of the instrument. The study adopted exploratory survey design to describe the outcome. The following were the findings: Female teachers preferred teaching science than being headteachers of their schools, teachers in the school administration had higher grades than the rest, the ASEI/PDSI paradigm (teaching through activities), science walk and field trips were hardly applied by science teachers, pupil – teacher ratio was high in most classes, management of time was wanting, most schools had no well-defined evaluation policy, improvisation among the teachers was quite minimal and a lot of evidence proved that continuous professional development among science teachers to update their knowledge, skills and attitudes was very low in terms of INSETS attendance.