Instructional resources play an important role in the implementation of the English curriculum. They contribute towards adequate syllabus coverage and are known to facilitate learners’ conceptualization of abstract ideas. This study assessed the influence of instructional resources on the implementation of the English curriculum in public primary schools in Jarajilla Division, Garissa County, Kenya. The study was guided by the resource-based view, the Modern Cognitive and the Curriculum Implementation Theories. It applied mixed methods approach and explanatory sequential design which involved collecting, analyzing and mixing both quantitative and qualitative methods. Questionnaires were used to collect data from pupils whereas interview schedules were used to collect data from teachers and head teachers. Data analysis began by identifying common themes from the respondents’ description of their experiences. Qualitative data was analyzed thematically along the objectives and presented in narrative forms whereas quantitative data was analyzed descriptively using frequencies, percentages, mean and standard deviation as well as inferentially using ANOVA Test Analysis. The study established that instructional resources positively influenced implementation of English curriculum in public primary schools. It thus recommended that schools should ensure availability of suitable, relevant and appropriate teaching and learning resources. Also, the Ministry of Education should provide adequate funding coupled with timely disbursement to enable school administrators procure resources for implementation of English curriculum.
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