ADEQUACY OF FINANCE RESOURCE ALLOCATION AND THE USE OF PROJECT-BASED LEARNING IN THE IMPLEMENTATION OF AGRICULTURE CURRICULUM IN KENYAN SECONDARY SCHOOLS

Abstract

One of the main objectives of teaching Agriculture in Kenyan secondary schools is to equip students with agricultural skills which is deemed as one of the most ultimate panacea to addressing food insecurity and youth unemployment. Curriculum implementation is a complex process that requires integration of an array of resources; inclusive of finances. In a school set up, the procurement and maintenance of various resources and facilities entirely depends on the availability of finances. This study therefore sought to establish the relationship between level of adequacy of finance resource allocation towards Agriculture subject and the use of Project-Based Learning in the implementation of the Agriculture curriculum in Kenyan secondary schools. Simple survey research design was adopted. The sample size comprised of 44 teachers of Agriculture and 44 principals from the 44 schools that participated in the study. The data collections tools used included questionnaires and an observation guide. Chi-square test of relationship was used to analyze the findings aided by the Statistical Package for Social Sciences (SPSS) version 26. The study established that there was a significant relationship between level of adequacy of finance resource allocation and use of the Project-Based Learning in the implementation of Agriculture subject curriculum in secondary schools in Kakamega North Sub-County, Kakamega County, Kenya.