Relationship between Learner Support Strategies for supporting 100 Percent Transition Policy and Quality Teaching and Learning in Public Secondary Schools in Machakos County, Kenya

Abstract

The Kenyan government adopted the 100 percent transition policy in 2018 in response to universal access to basic education following international and national instruments that demand that all children should complete free, equitable, and quality secondary education. Nevertheless, due to inadequate preparation, the policy seems to narrow the access gap alone without paying sufficient attention to how the students would be taught and learn. This study sought to investigate the relationship between learner support strategies to support 100 percent transition policy and quality teaching and learning in public secondary schools in Mwala Sub County, Machakos County. Open Systems Theory and correlational design guided this study. The target population consisted of all principals, heads of department (HODs), and teachers from the 68 public secondary schools in Mwala Sub-County. A random sampling technique was used to sample ten schools to participate in the study. Qualitative data was collected from principals through an interview guide while quantitative data was obtained from the HODs and teachers through a questionnaire. Quantitative data was analyzed using descriptive and correlation analysis. The findings indicated learner support strategies (r=0.738, p<0.05) had a positive and significant relationship with quality teaching and learning. The study concluded that learner support strategies contribute significantly to improved quality teaching and learning in public secondary schools in Mwala Sub County. The study recommends that the school management should ensure adequate learner support in public secondary schools including supporting needy students, effective anti-bullying rules, and instilling discipline among the students.