{"id":6662,"date":"2025-06-30T08:56:03","date_gmt":"2025-06-30T08:56:03","guid":{"rendered":"https:\/\/soe.kibu.ac.ke\/?p=6662"},"modified":"2025-12-26T12:31:40","modified_gmt":"2025-12-26T12:31:40","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\/soe\/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=\"6662\" class=\"elementor elementor-6662\" data-elementor-post-type=\"post\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-5b2f1556 elementor-section-full_width elementor-section-height-min-height elementor-section-items-stretch elementor-section-height-default\" data-id=\"5b2f1556\" 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-683b6276\" data-id=\"683b6276\" 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-36904ecf elementor-widget elementor-widget-theme-post-title elementor-page-title elementor-widget-heading\" data-id=\"36904ecf\" data-element_type=\"widget\" data-widget_type=\"theme-post-title.default\">\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\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-944f31b elementor-section-height-min-height elementor-section-boxed elementor-section-height-default elementor-section-items-middle\" data-id=\"944f31b\" 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-5f07a389\" data-id=\"5f07a389\" 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-40940b93 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"40940b93\" 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-59823a5e elementor-invisible\" data-id=\"59823a5e\" 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-40cf8952 elementor-widget__width-auto elementor-widget elementor-widget-heading\" data-id=\"40cf8952\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\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\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-258126ed elementor-invisible\" data-id=\"258126ed\" 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-b4adfda elementor-widget elementor-widget-heading\" data-id=\"b4adfda\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">KIBU Authors<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-52e5faff elementor-invisible elementor-widget elementor-widget-text-editor\" data-id=\"52e5faff\" data-element_type=\"widget\" data-settings=\"{&quot;_animation&quot;:&quot;fadeIn&quot;}\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>Edwin Masibo<\/p><p>Rose Mutende<\/p>\t\t\t\t\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-5d569a8f elementor-invisible\" data-id=\"5d569a8f\" 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-329cab elementor-tablet-align-left elementor-invisible elementor-widget elementor-widget-button\" data-id=\"329cab\" data-element_type=\"widget\" data-settings=\"{&quot;_animation&quot;:&quot;fadeInLeft&quot;}\" data-widget_type=\"button.default\">\n\t\t\t\t\t\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\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-inner-section elementor-element elementor-element-2b399386 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"2b399386\" 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-100 elementor-inner-column elementor-element elementor-element-5b915ef6 elementor-invisible\" data-id=\"5b915ef6\" 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-2c8c81b2 elementor-widget elementor-widget-heading\" data-id=\"2c8c81b2\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\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 class=\"elementor-element elementor-element-79879075 elementor-invisible elementor-widget elementor-widget-text-editor\" data-id=\"79879075\" data-element_type=\"widget\" data-settings=\"{&quot;_animation&quot;:&quot;fadeIn&quot;}\" data-widget_type=\"text-editor.default\">\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\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\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 KIBU Authors Edwin Masibo 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 secondary education. Using a [&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":[7],"tags":[],"class_list":["post-6662","post","type-post","status-publish","format-standard","hentry","category-research-list"],"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 Education<\/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\/soe\/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 Education\" \/>\n<meta property=\"og:description\" content=\"2025 KIBU Authors Edwin Masibo 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. 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