| dc.description.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.. | en_US |
