Science Teachers and Budget Planning for Instructional Resources in Secondary Schools in Nairobi, Kenya

Oyier, Charles Richard; Odundo, Paul A.; Ngaruiya, Boniface; Mwangi, John

doi:10.20849/aes.v2i3.198

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…If the teacher's opinion has never been involved, the programs developed by the school related to the learning process and teacher competency development are not right on target. Teachers play a crucial role in budget design decisions (Oyier, 2017).…”

Section: Resultsmentioning

confidence: 99%

Low Implementation of “Bos” Funds for Junior High Schools in Padang City, Indonesia

Yusmaridi

Sunarti

Rusdinal

et al. 2021

EJES

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The rationale of conducting this research came from observations carried out in Junior High Schools in Padang City regarding the large amounts of BOS (School Operational Assistance Fund Program) funds being returned to the government from schools. This phenomenon indicates that the government has not reached the targeted execution rates of BOS funds given to schools. The research method used to analyze the factors causing the low absorption of BOS funds was a descriptive method with a quantitative approach through percentage equations. According to the BOS budgets, the results obtained were 43.9% of schools involved teachers, education personnel, and school committees in planning activities. 43.7% of schools were able to account for the financial reports of BOS funds, while 51.8% of schools were wrong in understanding the regulations. In managing BOS funds, 59.9% of schools had competent human resources, actively participated in Bimtek activities, and had integrity. Only 29.3% of schools carried out administrative activities according to regulations. Article visualizations:<img src="/-counters-/edu_01/0773/a.php" alt="Hit counter" />

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Section: Resultsmentioning

confidence: 99%

Low Implementation of “Bos” Funds for Junior High Schools in Padang City, Indonesia

Yusmaridi

Sunarti

Rusdinal

et al. 2021

EJES

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“…Vignettes can be narrative, illustrations, repertoires, documentaries or scripts used as instructional resources for instilling ethical sensitivity among business education students. In their work on budget planning for instructional resources Oyier, Odundo, Ngaruiya and Mwangi (2017) acknowledged that variety of teaching and learning materials enhances learners' experience. To assist in understanding concepts in business ethics, this study considered adoption of variety of vignettes as experiential learning instructional resources, as a means of entrenching ethical sensitivity.…”

Section: Introductionmentioning

confidence: 99%

Types of Vignettes and Ethical Decision-Making among Business Education Students

Oluoch¹,

Odundo²,

Mwangi³

et al. 2018

IJBM

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Learner-centered experiential approaches such as adoption of vignettes focus on practical experiences and applications in teaching business ethics. Vignettes of different types provide scenarios of events that are logical in order to help learners develop an ethical sensitivity that would influence their decision-making skill. This study focused on adoption of narrative, illustrations, repertoires, documentaries or scripts used as instructional resources for instilling ethical sensitivity among business education students. The study adopted contingency framework for ethical decision-making and targeted 102 year-three business education students at University of Nairobi. Through random sampling 58 students provided information, which was descriptively analysed. Study findings indicated that 93.6% business education students agreed that narratives, 81.8% illustration, 78.6% repertoire, 90.9% documentaries and 97.0% scripts enhance decision-making. The study recommended that teachers be advised to adopted different types of vignettes in teaching, schools provide budgetary allocation for vignettes production and further research on to establish how much vignettes have been used in schools for business studies.

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“…Results are given in Table 2. Oyier et al (2017) found out that all science teachers were graduates with 8(9.50%) of them having post-graduate qualifications in Nairobi county. The implication of the findings reported in this section is that all schools in the study locale are staffed with human resource of acceptable and relevant academic qualification to teach science subjects in secondary schools.…”

Section: Resultsmentioning

confidence: 99%

Planning skills by heads of science departmentand academic performance in science subjects in public secondary schools in Nandi county, Kenya

Cheruiyot¹,

Ngeno²,

Kibett³

2020

Gl Jnl Educ Res

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Curriculum and instructional planning is important to ensure that academic activities run without interruption in an academic year or term. Heads of departments (HODs of Science) play a pivotal role in implementation of curriculum in secondary schools. Planning is one of the functions vested on HODs to ensure proper implementation of curriculum in their departments. This paper therefore looks at HODs planning skills towards academic performance improvement in three science subjects in public secondary schools in Nandi County, Kenya. The decision to choose HODs of science was due to the importance that is placed on science subject but which has recorded below average performance compared to other subjects in Kenya Certificate of Secondary School. The three science subjects under investigation are; Physics, Biology and Chemistry for secondary schools. The study used mixed method research design. The study had three target populations that comprised of 231 heads of departments, 231 principals and 693 teachers. The sample size of the study was determined using Krejcie and Morgan formulae of determining sample size and comprised of 23 principals, 128 HODS of science and 247 teachers who were selected through stratified random sampling. Data collection was through questionnaires and interview schedule. Analysis of data was performed through quantitative and qualitative methods. The correlation analysis was computed from HODs and science teachers’ data. The study discovered that most of them only planned for science practicals to be conducted on occasional basis by teachers in the department. Moreover, the HODs of Science ensured that the planned activities were conducted as planned. However, the HODs of Science were found not to have proper planning skills on ICT usage, acquisition of instructional material and conducting training needs assessment for teachers. The computed correlation statistics showed that there existed significant influence (p<0.05) between planning skills by HODs of Science and academic performance of students in sciences in public secondary schools in Nandi County. The study recommends that HODs of Science need to be informed by Quality Assurance and Standards Officers (QASOs) that they need to be proactive and not reactive to the responsibilities under their docket. Participatory planning practices needs also to be embraced by HODs of Science for improved implementation and execution of set objectives and targets. Keywords: Planning, Skills, Quality, Performance, Sciences HODs

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Science Teachers and Budget Planning for Instructional Resources in Secondary Schools in Nairobi, Kenya

Cited by 3 publications

References 12 publications

Low Implementation of “Bos” Funds for Junior High Schools in Padang City, Indonesia

Low Implementation of “Bos” Funds for Junior High Schools in Padang City, Indonesia

Types of Vignettes and Ethical Decision-Making among Business Education Students

Planning skills by heads of science departmentand academic performance in science subjects in public secondary schools in Nandi county, Kenya

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