Examining Effectiveness of Pedagogical Approaches in the Implementation of Applied Sciences Curriculum in Public Junior Secondary Schools in Kiambu County.

Abstract

This study examined the effectiveness of pedagogical approaches used in implementing the Applied Sciences curriculum in public junior secondary schools in Kiambu County, Kenya. Guided by systems theory, the study focused on learner-centered pedagogical approaches, instructional resource adequacy, teachers’ classroom practices, and challenges influencing implementation. A descriptive research design was adopted, involving 288 respondents: 24 headteachers, 72 teachers, and 216 students selected from schools offering Agriculture, Home Science, and Computer Science. Data were collected through questionnaires and headteacher interview schedules. Instrument validity was ensured through expert review, and reliability analysis yielded Cronbach’s alpha coefficients of .82 for teachers and .79 for students. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically analyzed. Findings indicated that learner-centered pedagogical approaches were applied at a moderate level, with mean scores for hands-on activities (M = 3.12), demonstrations (M = 3.08), and problem-solving tasks (M = 3.05). However, project-based learning (M = 2.46) and inquiry-based learning (M = 2.39) were less consistently implemented. Instructional resource adequacy showed wide disparities across schools. Only 41% of schools had functional Home Science rooms, 38% had reliable computer laboratories, and 33% maintained active Agriculture demonstration plots. Classroom practices demonstrated partial compliance with CBE expectations, with overall practice scores averaging M = 2.87, indicating moderate alignment with curriculum requirements. Major challenges included inadequate resources (reported by 78% of teachers), limited CBE training (64%), large class sizes (57%), and inconsistent supervision (49%). The study concludes that applied sciences pedagogy is significantly influenced by resource sufficiency, teacher preparedness, and institutional support. It recommends enhanced capacity-building, equitable resource allocation, and strengthened instructional supervision to improve implementation fidelity.