INFLUENCE OF PARENTS’ MARITAL STATUS ON IMPLEMENTATION OF CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN GARASHI ZONE, KILIFI COUNTY, KENYA
Abstract
Purpose of the Study: To assess the influence of parents’ marital status on curriculum implementation in public primary schools in Garashi Zone, Kilifi County, Kenya.
Statement of the Problem: Parents’ marital status is a key determinant of curriculum implementation in schools. However, in Garashi Zone, the situation is quite different with syllabus coverage being slow and many primary school learners register low grades in examinations.
Methodology: The study employed mixed methodology with concurrent triangulation research design, involving 905 respondents. Sampling utilized Yamane’s Formula, stratified and purposive sampling methods. Quantitative data from teachers were collected via questionnaires, while qualitative insights from headteachers and parents’ representatives were gathered through interviews. Analysis included thematic analysis for qualitative data and descriptive and inferential analysis for quantitative data, presented using SPSS 23.
Findings: The study found that syllabus coverage is below average which has occasioned low performance in KCPE. This is attributed to parents’ marital status.
Recommendations: Parents should plan their families and bring forth families they can comfortably take care of such that the meagre amount of financial resources available can cater for the education of their children in secondary schools. The Ministry of Health and the Division of National Family Planning should continue with their efforts to teach people on the essence of bring forth families they can manage.
Keywords: Parents’ marital status, curriculum implementation, public primary school
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