Effect of teaching materials on the provision of value-based education in muslim private secondary schools in Mombasa County, Kenya

Abstract

This research investigated the influence of teaching material on the provision of value-based education. The theoretical framework incorporated the Social Learning Theory. Employing a descriptive survey design, the study aimed to gather data depicting the current status of variables or conditions within the context under investigation. The population of the study consisted of 366 respondents (97 Board members, 17 Principals, and 252 Teachers) from all 17 private Muslim-based secondary schools in Mombasa County. The study used a stratified random sampling technique to select 30 percent of the Board members and teachers (107 respondents) and census sampling to select 17 Principals. A total of 124 respondents were included in the study, comprising 29 Board members, 78 teachers, and 17 principals. Data from teachers and principals were collected using questionnaires, while board members were interviewed using a structured guide. The validity of the research instruments was ensured through expert scrutiny in the field, with adjustments made based on their feedback. Reliability was established by pre-testing 10 teachers from private Muslim secondary schools in Kwale County. The researcher employed a drop-and-pick method to distribute and collect questionnaires from the targeted sample of respondents. Both quantitative and qualitative data analysis techniques were utilized. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) version 27, allowing for the computation of descriptive statistics such as mean, mode, median, percentages, and standard deviation based on the well-completed questionnaires. Qualitative data were analyzed thematically by reviewing recorded data. The study revealed a positive and significant relationship between teaching materials and the provision of value-based education in Muslim private secondary schools in Mombasa County. The study realized that the alignment of teaching materials with the local Muslim community's values is crucial for an authentic and meaningful integration of cultural and religious principles into the curriculum.