INFLUENCE OF RESOURCE MOBILIZATION TOTAL QUALITY MANAGEMENT PRACTICES ON LEARNERS' ACADEMIC ACHIEVEMENT IN INTEGRATED SCIENCE IN JUNIOR SCHOOLS IN BOMET COUNTY, KENYA

Abstract

Total Quality Management (TQM) can enhance science education through effective resource mobilization. However, the achievements in Integrated Science in junior schools in Bomet County, Kenya, remain below expectations. In the 2023 Kenya Primary School Education Assessment (KPSEA), 59.92% of learners scored at the "Approaching Expectations" or "Below Expectations" levels. Similarly, the 2025 Kenya Junior School Education Assessment (KJSEA) recorded a county mean score of 31.63%, indicating a low mastery of the required competencies. This study investigated how Resource Mobilization TQM practices influence learners' academic achievement in Integrated Science in junior schools across Bomet County, Kenya. Deming’s Total Quality Management Theory and Hattie’s Visible Learning Theory guided the study. A pragmatist research philosophy was adopted alongside a mixed-methods concurrent triangulation design that integrated cross-sectional surveys with descriptive phenomenology approaches. The target population consisted of five Sub-County Directors of Education (SCDEs), 541 Grade Nine parents' representatives, 541 Heads of Institutions (HOIs), 541 Integrated Science Facilitators (ISFs), and 20,025 Grade Nine learners, giving a total of 21,653 participants. Using Yamane's formula, a quantitative sample of 230 Heads of Institutions was selected through proportionate stratified random sampling. The qualitative phase involved five SCDEs, 23 Grade Nine parents' representatives interviewed until data saturation, and 36 classroom observations involving 36 Integrated Science Facilitators and 2,756 Grade Nine learners. Overall, the study involved 3,050 participants. Data were gathered using questionnaires, interview guides, observation checklists, and document analysis schedules. Instrument validity was verified through face and content validity checks, while reliability for the HOI questionnaire was confirmed using Cronbach’s alpha (α = .88). Credibility was enhanced through methodological triangulation, whereas dependability was ensured through detailed procedural documentation following a pilot study conducted in 23 Junior Schools in Kericho County. Quantitative data were analyzed using descriptive statistics and simple linear regression (α= .05) in SPSS version 27. Qualitative data were analyzed using thematic and content analysis in NVivo version 14. Descriptive results showed an aggregate mean of 3.84 (SD = 0.74), indicating that HOIs agreed that resource mobilization practices were active in their schools. Resource Mobilization TQM practices significantly improved learners' performance (R2 = .168, β= .410, p < .001), explaining 16.8% of the variance in achievement scores. Qualitative results revealed that stakeholder collaboration increased the supply of science labs, equipment, and learning materials. However, overcrowded classrooms, insufficient ICT infrastructure, and poor resource maintenance still hindered teaching. The study concludes that planned resource mobilization is vital for improving Integrated Science scores. It recommends that key partners- the Ministry of Education, Bomet County Government, Boards of Management, NG-CDF, parents, school heads, and development partners—jointly invest in labs, ICT facilities, learning materials, and resource upkeep.