Implementation of French curriculum in secondary schools in western province, Kenya

Abstract

Students' low enrolment. high dropout rate. and poor performance in French as a subject offered in secondary schools in Kenya imply that the French curriculum has not been effectively implemented in schools. The purpose of the study was to assess extent of implementation of the French curriculum in secondary schools in Western Province, Kenya. Specific objectives of the study were to: determine teachers' and students' perspectives of the match between intended French ~l1rriculum and the French curriculum in use: assess from teachers' and students' perspectives the factors affecting implementation of the French curriculum: determine teachers' 'percentage scores based on the French Language Teacher's Observation Criteria: assess students' performance in French Kenya Certificate of Secondary Education examination: establish the relationship between teachers' percentage scores' and the factors affecting. implementation and establish the relationship between students' performance in French Kenya Certificate of Secondary Education examination and the factors affecting implementation. The study was based on survey and correlation designs. The target population for this study consisted of 4R teachers of French and 960 French students in 48 secondary schools in Western Province which followed the 8-4-4 system of education. Stratified random sampling technique was used to select 16 teachers of French and 327 students of French. which represented 33.33% and 34.06% of the total population. respectively. Data collection instruments included questionnaire, observation schedule and document analysis guide. Validity of research instruments was determined hy presenting the instruments to a panel of 3 experts in the fields of curriculum studies. research methods,' and French pedagogy whose suggestions were included in the final drafts. Reliahility of the research instruments was determined through a pilot study conducted in 5 secondary schools. The inconsistencies, weaknesses and ambiguities noted in the instruments were addressed to make them reliable. Data was analyzed by use of descriptive statistics that included frequencies, percentages, means, standard deviations, and correlation coefficients and inferential statistics (t test). The study found out that: there was no perfect match between .intended curriculum and curriculum in use; school culture. teaching experience, in-service education and training of teachers. and teachers' and students' attitudes towards French curriculum affected implementation of French curriculum in secondary schools in Western Kenya; teachers' percentage score based 011 French' Language Teacher's Observation Criteria was above average: students' mean grade in French Kenya Certificate of Secondary Education examination was below the minimum required grade to access university education in Kenya: related factors. except attitudes towards French curriculum, could explain students' performance in French Kenya Certificate of Secondary Education examination; and related factors, except acadern ic and professional qual i fications of the teacher cou ld ex pia in teachers' performance in cl ass. Based on these fi nd ings. th is study recommended that school management boards should place more emphasis on improving school culture, especially students participation in French co-curricula activities. and institutions training teachers of French should equip teacher trainees In Information Communication Technology. The findings may be useful in filling the gars in knowledge and skills that curriculum implementation process should incorporate and in curric~lum development, guidance and counseling. school administration and research..