Influence of instructional strategies on learning achievement through approved business studies textbooks in secondary schools in Nairobi County, Kenya

Oct 15, 2026

Uploaded by Grenda

The study examines how instructional strategies shape learning achievement using approved business studies textbooks in secondary schools in Nairobi County, Kenya. Objectives focus on active listening and inclusivity as determinants of performance. A mixed-methods design employs the Solomon four-group framework, with quantitative data from teachers and learners gathered via structured questionnaires and analyzed using descriptive and inferential statistics. Results show both active learning approaches and theory-practice distinction significantly improve achievement, explaining 56.9% of its variation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Active Learning Approach and Learning Achievement

Asian Journal of Contemporary Education ISSN(e): 2617-1252 DOI: 10. 55493/5052 . v9i2 .5649 Vol. 9, No. 2, 213-227. © 2025 AESS Publications. All Rights Reserved. Influence of instructional strategies on learning achievement through approved business studies textbooks in secondary schools in Nairobi County, Kenya Sarah Getahun Bekele 1+ Paul Odundo Amollo2 John Kamau Mwangi3 Lilian Khavugwi Ganira4 1 University of Nairobi, Kenya. 1Email: [sarawabekesh@gmail.com](sarawabekesh@gmail.com) 2,3Department of Educational Communication Technology and Pedagogical Studies, University of Nairobi, Kenya. 2Email: [odundopaul@yahoo.com](odundopaul@yahoo.com) [3](3 Email: jmkamau@uonbi.ac.ke)[ Email:](3 Email: jmkamau@uonbi.ac.ke)[ j](3 Email: jmkamau@uonbi.ac.ke)[mkamau@uonbi.ac.ke](3 Email: jmkamau@uonbi.ac.ke) 4Early Years Education, Department of Educational Communication Technology and Pedagogical Studies, University of Nairobi, Kenya. 4Email: [lilianganira@gmail.com](lilianganira@gmail.com) ABSTRACT (+ Corresponding author) Article History Received: 16 July 2025 Revised: 3 September 2025 Accepted: 10 October 2025 Published: 31 October 2025 Keywords Active learning approach Approved textbooks Instructional techniques Learning achievement Learning zone model Secondary education Theory versus practice. Whenever learners are engaged through learning activities, enthusiasm is enhanced, leading to increased learning experiences. Conversely, inadequately designed content exposes learners to undesirable experiences, challenging creativity and imagination for self-directed learning. The objectives of this study were to examine the influence of active listening and inclusivity on learning achievement. The study adopts a mixedmethods approach, utilizing the Solomon four-group design, with quantitative data collected from teachers and learners. Data were gathered through structured questionnaires, and descriptive and inferential statistics were employed for analysis. The findings revealed that both active learning approaches and the distinction between theory and practice significantly contribute to learning achievement in secondary schools. Regression analysis indicated that these factors jointly explain 56.9% of the variation in learning achievement (R² = 0.569) . Active learning approaches had a significant positive impact on learning achievement (β = 0.584, p = 0.002), suggesting that for each unit improvement in active learning, learning achievement increased by 0.584 units. Hypothesis testing led to the rejection of both H01 and H02, affirming the significant influence of active teaching methods on improving learning achievements. The study concludes that instructional techniques are crucial in enhancing learning outcomes in business studies. Based on these findings, it is recommended that targeted teacher training programs be implemented to promote innovative teaching strategies, alongside regular reviews of textbook content for relevance and accuracy. Furthermore, policymakers should ensure resource allocation for quality instructional materials and professional development to foster an integrated and effective educational system. Contribution/ Originality: This study is original, and its originality lies in its application of the Solomon fourgroup design within a mixed-methods framework to evaluate active listening and inclusivity in business studies learning achievement. Unlike prior studies, it quantifies the combined variance explained by the variables and directly links theory–practice integration to measurable outcomes. 1. INTRODUCTION Instructional content, when properly constituted, improves skill acquisition and encourages academic success across schools. According to Putra, Agusti, and Hastuti (2022), learners' commitment to studying and completing tasks supports success in the creation of knowledge, boosting learners' mean scores. When learners actively participate in

FAQs

What are the main objectives of the study?

The study aims to examine the influence of active listening and inclusivity on learning achievement in business studies.

What research design and data collection methods are used?

The study uses a mixed-methods approach with the Solomon four-group design, collecting quantitative data through structured questionnaires administered to teachers and learners.

How do instructional techniques affect learning achievement?

Findings indicate active learning approaches have a significant positive impact on learning achievement, and theory-practice integration also contributes significantly to improved outcomes.

Oct 15, 2026

Uploaded by Grenda