INFLUENCE OF CURRICULUM SUPPORT OFFICERS’ CAPACITY BUILDING OF TEACHERS ON ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN MAKUENI COUNTY, KENYA
Abstract
Statement of the Problem: Curriculum Support Officers have an obligation of ensuring that students perform well in their studies in secondary schools. However, in Makueni County, students register low KCSE performance compared to pupils in primary school and few transiting to universities with quality grades.
Purpose of the Study: The study assessed the influence of curriculum support officers’ capacity building of teachers on students’ academic achievement in Makueni County. The theory of educational productivity guided the study.
Methodology: A descriptive survey research design was used. Quantitative data were analyzed using descriptive statistics. Inferential analysis was also done using Pearson’s Product Moment Correlation Analysis while presentation was done in tables. Qualitative data were analyzed thematically as per the objectives and presentation done in narrative forms.
Results: This research established that academic achievement of students in KCSE is still low and to mitigate this, CSOs have bene tasked to undertake capacity building of teachers. The study recommends that CSOs may devise new approaches of training of teachers which may enable them acquire skills which can help deliver quality instructional services. In addition, the Ministry of Education increase the number of CSOs to enhance the process of capacity building of teachers.
Keywords: Capacity Building, Curriculum Support Officers & Academic Achievement
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