INSTRUCTIONAL POLICY AND QUALITY OF BUSINESS STUDIES TEXTBOOK IN SECONDARY SCHOOLS IN KENYA

Authors

  • Sarah Getahun Bekele Department of Education Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
  • Paul Odundo Amollo Department of Education Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
  • John Kamau Mwangi Department of Education Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
  • Khavugwi Lilian Ganira Department of Education Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejes.v9i3.4215

Keywords:

instructional policy, textbook selection, textbook acquisition and textbook review, business studies, quality textbook

Abstract

Meticulously developed business studies textbook facilitates individualized learning contributing to the achievement of learning objectives even in the absence of the teacher. Think-pair and share is accelerated as learners are likely to discuss amongst themselves new knowledge acquired through business studies textbook hence boosting learner enthusiasm in construction of knowledge. However, instructional information in business studies textbook may not necessarily facilitate realization of specific objectives where policy governing textbook selection, acquisition and review is inadequate and missing full implementation. Nevertheless, in an instance where the instructional policy guiding textbook selection, acquisition and review are adhered to, the quality textbook is availed to learners in secondary schools in Kenya. This study adopted an exploratory research design through qualitative approach to data collection and analysis. Further analysis showed that textbook selection, acquisition and review influence quality of textbooks used in secondary schools thereby determining quality of learning through textbook contributing to achievement of academic excellence for lifelong learning. Therefore, it is recommended that educational policies be developed considering the needs of the curriculum as well as the learners in order to boost learner mean score in secondary schools in Kenya.

 

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Author Biographies

  • Sarah Getahun Bekele, Department of Education Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya

    Sarah Getahun Bekele, PhD Student at the University of Nairobi, Kenya, Business Education, Department of Education Communication, Technology and Pedagogical Studies. Research interest: Pedagogy.

  • Paul Odundo Amollo, Department of Education Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya

    Paul Odundo Amollo, Professor of Business Education, University of Nairobi, Kenya, Department of Education Communication Technology and Pedagogical Studies. Research interest: Instructional Management.

  • John Kamau Mwangi, Department of Education Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya

    John Kamau Mwangi (PhD), Senior Lecturer in Business Education, Pedagogy and Andragogy. Research interests: Department of Educational Communication Technology and Pedagogical Studies Faculty of Education, University of Nairobi, Kenya.

  • Khavugwi Lilian Ganira, Department of Education Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya

    Lillian Ganira Khavugwi (PhD), Lecturer, Early Years Education, Department of Educational Communication Technology and Pedagogical Studies. University of Nairobi, Kenya. Research interests: Early Childhood Education.

References

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Published

2022-03-28

Issue

Vol. 9 No. 3 (2022)

Section

Articles

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