Influence of Curriculum Coverage in Business Studies Textbook on Learning Achievement in Secondary Schools in Nairobi County, Kenya
Year: 2025
Type: article
Abstract: This study investigated the influence of curriculum coverage on learning achievement among Form Three learners using approved business studies textbooks in public secondary schools in Nairobi County, Kenya. The research was necessitated by persistent low and fluctuating performance in business studies, as highlighted in the KNEC (2023) report. Drawing from Senninger’s Learning Zone Model, the study emphasized the role of well-structured instructional content in promoting skill acquisition and knowledge construction. A mixed methods approach, based on the Solomon four-group design, was employed to assess the effectiveness of business studies textbooks. The study sampled 200 learners from selected schools, supported by interviews with teachers and administrators. Quantitative findings from t-tests and regression analyses showed that learners exposed to textbooks with well-aligned content achieved significantly higher post-test scores compared to those without such exposure. The experimental group recorded a mean post-test score of 13.96 against the control group’s 3.70, with a significant mean difference (p < 0.001). Further analysis indicated that curriculum coverage accounted for 36.8% of the variance in learning achievement in the experimental group (R² = 0.368, p < 0.001), while in the control group, the explanatory power was lower (R² = 0.195, p = 0.001). Bivariate analysis using chi-square tests also revealed significant associations between learner perceptions of curriculum coverage and their achievement outcomes (χ² = 20.866, p = 0.013). In light of the findings, the study recommends that KICD strengthen textbook review criteria to ensure adequate curriculum coverage and that Ministry of Education implements monitoring systems to support consistent curriculum delivery in schools. Keywords: Curriculum Coverage, Learning Achievement, Business Studies Textbook, Secondary Education, Instructional Design
Source: Journal of Education
Author: Sarah Getahun Bekele
Institution: University of Nairobi
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4411090640