Relationship between Teaching/Learning Resources and the Level of Curriculum Implementation in Non-Formal Education Institutions in Nairobi County, Kenya

Abstract

Effective curriculum implementation depends on internal institutional factors. This research study aimed to determine the relationship between teaching/learning resources and the level of curriculum implementation for out-of-school learners in non-formal education institutions in Nairobi County, Kenya. This study employed Knowles's theory of andragogy. The study used a descriptive research design. The target population in this study comprised 178 learning institutions, 2,200 youths and adults, 90 teachers and 120 managers/heads of non-formal education institutions in Nairobi County. The sample size for the study was 327 learners and 90 instructors/teachers. Sixteen managers were included as key informants for the study. The study adopted a questionnaire for learners and teachers/instructors and an interview schedule for managers. An observation schedule was used to check on the facilities in the non-formal education institutions. The study conducted a pilot study to pre-test the research instruments to ascertain their reliability and validity. The relationship between the dependent and independent variables was tested using the ChiSquare test for independence. From the findings on the relationship between teaching/learning resources on the level of curriculum implementation, classroom facilities ( = 15.701; p-value =0.015), staffroom and offices ( = 17.976; p-value =0.006), laboratories and workshops ( = 30.283; p-value<0.0001), library ( = 48.997; pvalue<0.0001) and playing grounds ( = 28.512; p-value<0.0001) had a significant relationship with curriculum implementation in non-formal education institutions. The study recommends that adequate investment in physical infrastructure, instructional resources, and strengthened supervision mechanisms is essential to enhance curriculum implementation. The study further suggests that resource mobilization strategies should be strengthened to provide adequate instructional materials, including textbooks, teacher guides, and multimedia resources, to support effective teaching.