Policy Objectives and Their Influence on Classroom Instructional Practices: Evidence from Kenya’s One Hundred Percent Transition Policy

This study examined how the objectives of Kenya’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.