Implementation of Geography Curriculum in Public Secondary Schools in Kilifi County, Kenya
Kemunto, Beatrice Mose
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Since geography aims at enabling the learner to have knowledge about the natural human environment and sustainable development, adequate preparation of the student is the subject is essential. This study aimed at establishing how geography is being implemented in public secondary schools. The study was conducted in Ganze Sub-County of Kilifi County, Kenya. The study targeted 10 public schools which had presented candidates for KCSE. This includes boarding school for girls and another one for boys, 3 missed day boarding and 5 mixed day secondary schools. The study respondents were 10 principals and 26 geography teachers. For the observation, all the ten schools were used. Stratified random sampling technique was used to select 10 secondary schools. Questionnaires and interview guides were used as research tools for collecting data. Piloting was done to determine the validity and reliability of the research tools. The collected data first edited coded and summarized based on the specific categories for analysis. The data was analyzed using descriptive statistics such as frequencies, percentages, mean and standard deviation. Frequency tables, bar graphs and pie charts were used to analyze the data. The study findings showed that 96.2% of the teachers interviewed were not involved even though they believed teacher’s role is important in curriculum implementation. The study revealed that such teaching and learning resources as textbooks, teacher’s guides, photographs, maps were available in schools but were inadequate. Challenges which were collected include incomplete syllabus coverage, inadequate teaching and learning resources, lack of knowledge on how marking is done, inadequate tie allocated to geography despite its wide syllabus. The study concludes that poor management in schools by the principals demoralized the students and geography teachers. The study recommends that fieldwork should be adequately budgeted for change of methodology. Teachers should be invited and trained to be KNEC examiners.