The Impact of the 100% Transition Policy from Primary School to Secondary School on Instructional Methodologies in Public Secondary Schools in Koibatek Sub-County, Kenya

Abstract

The implementation of the 100% transition policy in Kenya represents a significant effort to achieve universal secondary education. This study investigated the policy’s impact on instructional methodologies in public secondary schools in Koibatek Sub-County, Kenya, following complaints made by teachers about congestion and an increase in behavioural problems among learners due to large class sizes and poor infrastructural provision. A descriptive survey design was employed, collecting data from 29 principals and 87 teachers through questionnaires and interviews. Key findings revealed a significant shift in teaching practices due to increased student enrollment. Results from regression analysis indicated a strong positive relationship between the policy and instructional methodologies (R = 0.596, p < 0.05). This implies that a well-structured policy will lead to effective instructional methods in the classroom, with the policy explaining 35.6% of the variance (R² = 0.356). Teachers predominantly adopted more interactive, group-based strategies, such as class discussions and demonstration methods, moving away from traditional lectures. School principals reported a push towards technology-driven and inclusive methods, although constrained by resource limitations and training gaps. The study concludes that the 100% transition policy has been a significant driver of pedagogical innovation in secondary schools. Key recommendations include enhancing teacher training programs that focus on managing large classes and integrating technology, alongside increased government investment in teaching resources and school infrastructure to sustain instructional quality amid expanded access.