Effect of Achieved Key Performance Indicators in Curriculum and Instruction on Internal Efficiency in Public Secondary Schools in Kisumu and Uasin Gishu Counties, Kenya

doi:10.7176/rhss/12-4-03

Abstract

The purpose of this study was to establish the effect of achieved key performance indicators in curriculum and instruction on internal efficiency regarding promotion and retention rates. The convergent parallel mixed-methods design was adopted in the study. A sample size of 342 consisting of 57 principals, 57 PA chairpersons; and 228 teachers for quantitative strand and a further 54 respondents consisting of 9 principals, 9 PA chairpersons and 36 teachers for qualitative strand. Questionnaires, interview schedule, document analysis and observation schedule were used to collect data. The study established that achieved key performance indicators in curriculum and instruction was moderate and had more influence on grade promotion rate than on retention rate hence moderate influence on internal efficiency. It was concluded that achieved key performance indicators has positive high influence on internal efficiency in public secondary schools. The study recommends that The Ministry of Education should increase resources for achievement of key performance indicators in curriculum and instruction. Keywords: Achieved key performance indicators, curriculum and instruction, grade promotion rate, retention rate, Internal Efficiency, public secondary schools, Kenya. DOI: 10.7176/RHSS/12-4-03 Publication date: February 28 th 2022

Highlights

A paradigm shift is required for these factors to be resolved through achievement of Key Performance Indicators outlined in school strategic plan
The study regarded this variable because it is the starting point when considering improvement of curriculum and instruction and one of the key factors that could affect grade promotion rates and retention rates (Ricardo, et al, 2010)
They gave their responses per subject. (a) Subject 1 prioritized for improved performance Subject 1 prioritized for improved performance in this study refers to the subject which the school considered to be the worst performing subject at all levels and required to be given first priority for improvement

Summary

Introduction

Students’ promotion is the progression of students to the grade at the beginning of a new academic year It intensifies flow of students within the education cycle and it is an issue of school-based factors. The finding concurs with Adepoju & Oluchukwu (2011) reporting that several state governments in Nigeria have struggled to make it a policy having not more than 30 students per class in public secondary schools as a way of improving the students’ academic performance. This means that the teacher/ student ratio is maximized for effective curriculum delivery. A paradigm shift is required for these factors to be resolved through achievement of Key Performance Indicators outlined in school strategic plan

Objectives

Results

Conclusion