{"id":10089,"date":"2025-12-10T11:22:00","date_gmt":"2025-12-10T11:22:00","guid":{"rendered":"https:\/\/kibu.ac.ke\/sgs\/?p=10089"},"modified":"2025-12-10T11:23:09","modified_gmt":"2025-12-10T11:23:09","slug":"policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy","status":"publish","type":"post","link":"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/","title":{"rendered":"Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya&#8217;s One Hundred Percent Transition Policy"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"10089\" class=\"elementor elementor-10089\" data-elementor-post-type=\"post\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-2360bd78 elementor-section-full_width elementor-section-height-min-height elementor-section-items-stretch elementor-section-height-default\" data-id=\"2360bd78\" data-element_type=\"section\" id=\"ourgoal\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-4af2c932\" data-id=\"4af2c932\" data-element_type=\"column\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-15887943 elementor-widget elementor-widget-theme-post-title elementor-page-title elementor-widget-heading\" data-id=\"15887943\" data-element_type=\"widget\" data-widget_type=\"theme-post-title.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h1 class=\"elementor-heading-title elementor-size-default\">Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya&#8217;s One Hundred Percent Transition Policy<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-1a2bb6af elementor-section-height-min-height elementor-section-boxed elementor-section-height-default elementor-section-items-middle\" data-id=\"1a2bb6af\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-no\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-685ebb47\" data-id=\"685ebb47\" data-element_type=\"column\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-inner-section elementor-element elementor-element-36559f47 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"36559f47\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-33 elementor-inner-column elementor-element elementor-element-5b834eab elementor-invisible\" data-id=\"5b834eab\" data-element_type=\"column\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;,&quot;animation&quot;:&quot;fadeIn&quot;,&quot;animation_mobile&quot;:&quot;none&quot;}\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-3134f029 elementor-widget__width-auto elementor-widget elementor-widget-heading\" data-id=\"3134f029\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">2025<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-33 elementor-inner-column elementor-element elementor-element-5793dbd elementor-invisible\" data-id=\"5793dbd\" data-element_type=\"column\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;,&quot;animation&quot;:&quot;fadeIn&quot;,&quot;animation_mobile&quot;:&quot;none&quot;}\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-580228d1 elementor-widget elementor-widget-heading\" data-id=\"580228d1\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">Authors<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-338a429c elementor-invisible elementor-widget elementor-widget-text-editor\" data-id=\"338a429c\" data-element_type=\"widget\" data-settings=\"{&quot;_animation&quot;:&quot;fadeIn&quot;}\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Machiva Yusuf Wafula<\/p><p>Dr. Edwin Masibo<\/p><p>Dr. Rose Mutende<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-33 elementor-inner-column elementor-element elementor-element-23c20438 elementor-invisible\" data-id=\"23c20438\" data-element_type=\"column\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;,&quot;animation&quot;:&quot;fadeIn&quot;,&quot;animation_mobile&quot;:&quot;none&quot;}\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-585a831 elementor-tablet-align-left elementor-invisible elementor-widget elementor-widget-button\" data-id=\"585a831\" data-element_type=\"widget\" data-settings=\"{&quot;_animation&quot;:&quot;fadeInLeft&quot;}\" data-widget_type=\"button.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-button-wrapper\">\n\t\t\t\t\t<a class=\"elementor-button elementor-button-link elementor-size-sm elementor-animation-shrink\" href=\"https:\/\/www.irejournals.com\/paper-details\/1709300\">\n\t\t\t\t\t\t<span class=\"elementor-button-content-wrapper\">\n\t\t\t\t\t\t\t\t\t<span class=\"elementor-button-text\">VIEW ON PUBLISHER SITE<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<div class=\"elementor-element elementor-element-6ba7cd12 elementor-widget elementor-widget-heading\" data-id=\"6ba7cd12\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Abstract<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1f281f90 elementor-invisible elementor-widget elementor-widget-text-editor\" data-id=\"1f281f90\" data-element_type=\"widget\" data-settings=\"{&quot;_animation&quot;:&quot;fadeIn&quot;}\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>This study examined how the objectives of Kenya&#8217;s one hundred percent transition policy influence classroom instructional practices in public day secondary schools in Western Region. The policy, implemented in 2018, aimed to ensure all primary school graduates proceed to secondary education. Using a mixed-methods approach, data were collected from 228 principals, 277 teachers, and 307 Form Two students across Kakamega, Bungoma, Busia, and Vihiga counties. Findings revealed a hierarchical pattern of policy awareness, with principals showing highest understanding (M=4.32, SD=0.78) and students lowest (M=2.87, SD=1.21). The policy prompted a significant shift toward teacher-centered approaches (78.7% of teachers), reduced practical activities (84.3% reduction in science subjects), and limited differentiated instruction (observed in only 32.7% of lessons). While the policy succeeded in increasing access, it created pedagogical challenges including larger class sizes (averaging 62.2 students vs. recommended 40), increased classroom management difficulties (reported by 85.5% of principals), and decreased individual student attention. The study concludes that policy objectives primarily focused on quantitative enrollment targets without adequate consideration of qualitative instructional implications, necessitating more balanced approaches that address both access and quality dimensions of education.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>2025 Authors Machiva Yusuf Wafula Dr. Edwin Masibo Dr. Rose Mutende VIEW ON PUBLISHER SITE Abstract This study examined how the objectives of Kenya&#8217;s one hundred percent transition policy influence classroom instructional practices in public day secondary schools in Western Region. The policy, implemented in 2018, aimed to ensure all primary school graduates proceed to [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"footnotes":""},"categories":[16],"tags":[],"class_list":["post-10089","post","type-post","status-publish","format-standard","hentry","category-publications"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya&#039;s One Hundred Percent Transition Policy - School of Graduate Studies<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya&#039;s One Hundred Percent Transition Policy - School of Graduate Studies\" \/>\n<meta property=\"og:description\" content=\"2025 Authors Machiva Yusuf Wafula Dr. Edwin Masibo Dr. Rose Mutende VIEW ON PUBLISHER SITE Abstract This study examined how the objectives of Kenya&#8217;s one hundred percent transition policy influence classroom instructional practices in public day secondary schools in Western Region. The policy, implemented in 2018, aimed to ensure all primary school graduates proceed to [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/\" \/>\n<meta property=\"og:site_name\" content=\"School of Graduate Studies\" \/>\n<meta property=\"article:published_time\" content=\"2025-12-10T11:22:00+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-12-10T11:23:09+00:00\" \/>\n<meta name=\"author\" content=\"kibabii\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"kibabii\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"1 minute\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/\"},\"author\":{\"name\":\"kibabii\",\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/#\/schema\/person\/3c7b50037f622e72b7023aafee6ed8f8\"},\"headline\":\"Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya&#8217;s One Hundred Percent Transition Policy\",\"datePublished\":\"2025-12-10T11:22:00+00:00\",\"dateModified\":\"2025-12-10T11:23:09+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/\"},\"wordCount\":206,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/#organization\"},\"articleSection\":[\"Publications\"],\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/\",\"url\":\"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/\",\"name\":\"Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya's One Hundred Percent Transition Policy - School of Graduate Studies\",\"isPartOf\":{\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/#website\"},\"datePublished\":\"2025-12-10T11:22:00+00:00\",\"dateModified\":\"2025-12-10T11:23:09+00:00\",\"breadcrumb\":{\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/kibu.ac.ke\/sgs\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya&#8217;s One Hundred Percent Transition Policy\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/#website\",\"url\":\"https:\/\/kibu.ac.ke\/sgs\/\",\"name\":\"School of Graduate Studies\",\"description\":\"\",\"publisher\":{\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/kibu.ac.ke\/sgs\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/#organization\",\"name\":\"School of Graduate Studies\",\"url\":\"https:\/\/kibu.ac.ke\/sgs\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/#\/schema\/logo\/image\/\",\"url\":\"https:\/\/kibu.ac.ke\/sgs\/wp-content\/uploads\/2025\/11\/KIbabii-Logo.png\",\"contentUrl\":\"https:\/\/kibu.ac.ke\/sgs\/wp-content\/uploads\/2025\/11\/KIbabii-Logo.png\",\"width\":1220,\"height\":1100,\"caption\":\"School of Graduate Studies\"},\"image\":{\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/#\/schema\/logo\/image\/\"}},{\"@type\":\"Person\",\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/#\/schema\/person\/3c7b50037f622e72b7023aafee6ed8f8\",\"name\":\"kibabii\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/kibu.ac.ke\/sgs\/#\/schema\/person\/image\/\",\"url\":\"https:\/\/secure.gravatar.com\/avatar\/d1290ba6f5d0e2707a88baa0e2f5a00b8214d0c1dce43336da834b265d51f88f?s=96&d=mm&r=g\",\"contentUrl\":\"https:\/\/secure.gravatar.com\/avatar\/d1290ba6f5d0e2707a88baa0e2f5a00b8214d0c1dce43336da834b265d51f88f?s=96&d=mm&r=g\",\"caption\":\"kibabii\"},\"sameAs\":[\"https:\/\/kibu.ac.ke\/sgs\"],\"url\":\"https:\/\/kibu.ac.ke\/sgs\/author\/kibabii\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya's One Hundred Percent Transition Policy - School of Graduate Studies","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/","og_locale":"en_US","og_type":"article","og_title":"Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya's One Hundred Percent Transition Policy - School of Graduate Studies","og_description":"2025 Authors Machiva Yusuf Wafula Dr. Edwin Masibo Dr. Rose Mutende VIEW ON PUBLISHER SITE Abstract This study examined how the objectives of Kenya&#8217;s one hundred percent transition policy influence classroom instructional practices in public day secondary schools in Western Region. The policy, implemented in 2018, aimed to ensure all primary school graduates proceed to [&hellip;]","og_url":"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/","og_site_name":"School of Graduate Studies","article_published_time":"2025-12-10T11:22:00+00:00","article_modified_time":"2025-12-10T11:23:09+00:00","author":"kibabii","twitter_card":"summary_large_image","twitter_misc":{"Written by":"kibabii","Est. reading time":"1 minute"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/#article","isPartOf":{"@id":"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/"},"author":{"name":"kibabii","@id":"https:\/\/kibu.ac.ke\/sgs\/#\/schema\/person\/3c7b50037f622e72b7023aafee6ed8f8"},"headline":"Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya&#8217;s One Hundred Percent Transition Policy","datePublished":"2025-12-10T11:22:00+00:00","dateModified":"2025-12-10T11:23:09+00:00","mainEntityOfPage":{"@id":"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/"},"wordCount":206,"commentCount":0,"publisher":{"@id":"https:\/\/kibu.ac.ke\/sgs\/#organization"},"articleSection":["Publications"],"inLanguage":"en-US","potentialAction":[{"@type":"CommentAction","name":"Comment","target":["https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/#respond"]}]},{"@type":"WebPage","@id":"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/","url":"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/","name":"Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya's One Hundred Percent Transition Policy - School of Graduate Studies","isPartOf":{"@id":"https:\/\/kibu.ac.ke\/sgs\/#website"},"datePublished":"2025-12-10T11:22:00+00:00","dateModified":"2025-12-10T11:23:09+00:00","breadcrumb":{"@id":"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/kibu.ac.ke\/sgs\/policy-objectives-and-their-influence-on-classroom-instructional-practices-evidence-from-kenyas-one-hundred-percent-transition-policy\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/kibu.ac.ke\/sgs\/"},{"@type":"ListItem","position":2,"name":"Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya&#8217;s One Hundred Percent Transition Policy"}]},{"@type":"WebSite","@id":"https:\/\/kibu.ac.ke\/sgs\/#website","url":"https:\/\/kibu.ac.ke\/sgs\/","name":"School of Graduate Studies","description":"","publisher":{"@id":"https:\/\/kibu.ac.ke\/sgs\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/kibu.ac.ke\/sgs\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/kibu.ac.ke\/sgs\/#organization","name":"School of Graduate Studies","url":"https:\/\/kibu.ac.ke\/sgs\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/kibu.ac.ke\/sgs\/#\/schema\/logo\/image\/","url":"https:\/\/kibu.ac.ke\/sgs\/wp-content\/uploads\/2025\/11\/KIbabii-Logo.png","contentUrl":"https:\/\/kibu.ac.ke\/sgs\/wp-content\/uploads\/2025\/11\/KIbabii-Logo.png","width":1220,"height":1100,"caption":"School of Graduate Studies"},"image":{"@id":"https:\/\/kibu.ac.ke\/sgs\/#\/schema\/logo\/image\/"}},{"@type":"Person","@id":"https:\/\/kibu.ac.ke\/sgs\/#\/schema\/person\/3c7b50037f622e72b7023aafee6ed8f8","name":"kibabii","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/kibu.ac.ke\/sgs\/#\/schema\/person\/image\/","url":"https:\/\/secure.gravatar.com\/avatar\/d1290ba6f5d0e2707a88baa0e2f5a00b8214d0c1dce43336da834b265d51f88f?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/d1290ba6f5d0e2707a88baa0e2f5a00b8214d0c1dce43336da834b265d51f88f?s=96&d=mm&r=g","caption":"kibabii"},"sameAs":["https:\/\/kibu.ac.ke\/sgs"],"url":"https:\/\/kibu.ac.ke\/sgs\/author\/kibabii\/"}]}},"_links":{"self":[{"href":"https:\/\/kibu.ac.ke\/sgs\/wp-json\/wp\/v2\/posts\/10089","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/kibu.ac.ke\/sgs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/kibu.ac.ke\/sgs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/kibu.ac.ke\/sgs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/kibu.ac.ke\/sgs\/wp-json\/wp\/v2\/comments?post=10089"}],"version-history":[{"count":4,"href":"https:\/\/kibu.ac.ke\/sgs\/wp-json\/wp\/v2\/posts\/10089\/revisions"}],"predecessor-version":[{"id":10094,"href":"https:\/\/kibu.ac.ke\/sgs\/wp-json\/wp\/v2\/posts\/10089\/revisions\/10094"}],"wp:attachment":[{"href":"https:\/\/kibu.ac.ke\/sgs\/wp-json\/wp\/v2\/media?parent=10089"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/kibu.ac.ke\/sgs\/wp-json\/wp\/v2\/categories?post=10089"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/kibu.ac.ke\/sgs\/wp-json\/wp\/v2\/tags?post=10089"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}