Mismatch Between Theory And Practice In Citizenship Education Instructional Practices: A Case Study Of Four Secondary Schools In Vihiga County, Kenya

Abstract

Effective use of recommended instructional practices is considered integral to the successful implementation of Citizenship Education curriculum. However, literature review reveals that little systematic research concerning mismatch between recommended instructional practices and the actual instructional practices for Citizenship Education has been conducted since the 1970s. This necessitated the current research which sought to examine the actual instructional practices in Citizenship Education in Vihiga County, in Kenya and how it differs from policy instructional practices. The study was guided by the following objectives: explore the use of recommended instructional practices in teaching Citizenship Education; examine reasons for use of recommended instructional practices in the teaching and learning of Citizenship Education and find out the challenges faced by teachers and learners in the use of recommended instructional practices in the teaching and learning of Citizenship Education. Jerome Bruner’s Constructivists Theory of Learning was adopted in the study. The target population comprised of all History and Government teachers and students in secondary schools in Vihiga County, of this population, 170 students and 4 teachers of History and Government were selected using the purposive sampling technique to participate in the study. The study adopted qualitative research method, specifically, a multiple case study design. Data generation was done using: observation schedules, interview schedule and focused group discussion guide. Data was analysed inductively through grounded theory technique. The study findings revealed domination of classroom activities over outdoor activities. Secondly, there was a strong influence of contextual factors on the selection and use of instructional practices. Finally, inadequacy in instructional resources was noted to affect the use of recommended instructional practices in Citizenship Education. The study recommends: A curriculum review introducing competence learning that would enhance the use of both classroom and outdoor activities; a re-conceptualization of History and Government teacher training to include teaching of Citizenship Education in different instructional contexts; and an endeavour by both the Government and school administration in availing of adequate instructional resources. The research finding will enable the relevant stakeholders and curriculum developers to make a change in the way the youth are taught thus facilitating the acquisition of skills, aptitudes and values which will enable them to take an active and responsible role in their society.