Instruction of Citizenship Education in Grade Four Social Studies Curriculum in Kenya

Abstract

The purpose of this study was to explore the instruction of Citizenship Education among teachers in grade four Social studies curriculum. The study adopted qualitative research with a grounded theory design. Data was collected using interviews and document analysis. It was then analysed inductively using grounded theory method of analysis through constant comparative technique. The finding of the study revealed divergence in instruction of Citizenship Education in grade four Social studies curriculum. The study recommends for teacher professional development programmes to equip teachers with requisite pedagogical competencies for effective instruction of Citizenship Education.