International Journal of Academic Research and Development

International Journal of Academic Research and Development


International Journal of Academic Research and Development
International Journal of Academic Research and Development
Vol. 1, Issue 9 (2016)

Teachers’ justifications for the need for school holiday coaching in Kenya: Syllabus coverage and other factors


Kipsang Andrew, Dr. Christopher Saina, Boit J Kimurgor, Barnabas Taalam

This paper examines the justifications that teachers give for promoting holiday coaching programmes in Kenyan schools. The study is based on a study of secondary school teachers in Keiyo South Sub-County. The study adopted a descriptive survey design and was grounded on Social Learning Theory advanced by Vygotsky in 1978. The target population comprised all principals and teachers in the 35 secondary schools in Keiyo South Sub-County. Since the number of secondary schools was considered low, all the secondary schools were selected for the study using census sampling technique. A total of 35 principals were purposively selected. Five teachers were randomly selected from each of the sampled schools yielding a sample size of 175 teachers. Questionnaire for teachers and interview schedule guide for principals were the main data collection tools. Open-ended questions were analysed through emerging themes. The themes emerging from secondary data were identified to augment the primary data. Quantitative data was analysed descriptively. Study findings were presented in form of charts, graphs, and cumulative frequency tables. From the study findings, teachers gave three main reasons that influenced the need for private coaching. These were categorised into: economic, educational and social. The study recommends that the government needs to lift the ban policy on school holiday coaching and instead recognize, actively encourage and regulate the practice in secondary schools. Besides, the government, through the Ministry of Education, would initiate a national debate on school holiday coaching which should focus on the root causes behind the existence and flourishing of the practice. Understanding the factors driving the need for holiday coaching in schools will assist the education sector to look for modalities that would assist all learners to benefit from its use irrespective of their financial and social status.
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