Conceptualisation and instruction of Citizenship Education in grade four Social Studies Curriculum in Kenya

Abstract

Kenya has adopted an integrated approach to Citizenship Education. However, success of this approach remains low with recent studies recording increase in cases of moral decadence. The purpose of this study was to explore conceptualisation and instruction of Citizenship Education among curriculum designers and teachers in grade four Social Studies curriculum. Specifically, this study sought to: analyse appropriateness of aims and goals of Citizenship Education; determine suitability of scope and sequence of Citizenship Education content; examine effectiveness of instructional methods used in Citizenship Education; evaluate assessment procedures for Citizenship Education; and develop a curriculum model for instruction of Citizenship Education. Hunkin’s decision making curriculum model was adopted as a theoretical framework for this study. Based on a relativist–interpretivist paradigm, this study adopted a qualitative approach that used a grounded theory research design. Curriculum officers who worked at the level of curriculum development (curriculum designers at KICD) and instruction (teachers in Vihiga County) were targeted. Both purposive and theoretical sampling techniques were used to select participants. The sample consisted of 12 curriculum designers and 18 teachers of Social Studies. Data was collected using both online and offline approaches. Specifically, interviews and document analysis were used to generate qualitative data. The data was analysed inductively using grounded theory method of analysis through the constant comparative technique. Findings revealed contradictions in the conceptualisation and instruction of Citizenship Education in grade four Social Studies curriculum. For instance, whereas the learning area was conceptualised as having broad aims and goals; inclusive and activity-based scope and sequence of content; learner centred instructional methods and practical assessment procedures, its instruction was: narrow in aims and goals; elitist and knowledge-based in scope and sequence of content; teacher-centred in instruction and theoretical in assessment procedures. The study concludes in formulation of Transmission, Transactional and Reflection model of Citizenship Education process. It further recommends for: proportionate recruitment of teachers in line with teacher/ student ratio; equipment of teachers with more content in Citizenship Education; availing of required resources and facilities for instruction; extra teacher in-service programmes on practical forms of assessment and adoption of the Transmission, Transactional and Reflection model of Citizenship Education process. The study also provides insights on policy formulation, practice, and research on Citizenship Education in Kenya. It thus sets stage for re-conceptualisation and instruction of the learning area to address existing moral decadence.