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.
