Teachers’ and Pupils’ Attitude towards Teaching and Learning of Social Studies in Public Primary Schools in Lang’ata, Nairobi City County, Kenya
Kibara, Anne Wangithi
MetadataShow full item record
Social Studies prepares individuals by equipping them with knowledge about the culture and ways of life of their society, its problems, its values and its hopes for the future. Since the introduction of Social Studies as part of the Schools‟ Curriculum in 1968 in Africa, the subject has grown through a collection of specific Geography, History and Civics topics. In Kenya, the Mombasa Conference of 1968 highlighted the role of Social Studies in effective problem-solving and hence its incorporation in the school curriculum. However, the importance of Social Studies has not been fully utilized, given that teacher‟ and pupils‟ attitude could influence effective skills and knowledge to initiate and support pupils to grow and develop positive morals. The purpose of this study was to examine teachers‟ and pupils‟ attitude towards teaching and learning of Social Studies in public primary schools in Lang‟ata, Nairobi County, Kenya. Specific objectives of the study were to: investigate the attitude of teachers and pupils toward the teaching and learning of Social Studies; establish factors influencing the attitude of teachers‟ and pupils‟ attitude towards the teaching and learning of Social Studies; establish if there are any gender differences in the attitude of teachers and pupils towards Social Studies and establish the views of teachers and pupils about the role of Social Studies in the curriculum. The findings could help headteachers and teachers develop strategies to improve their pupils‟ attitude towards Social Studies and appreciate its role in career and national development. The study used the functionalist theory of attitude formation and change. Descriptive research design was used, combining both quantitative and qualitative methods. The study targeted five schools, with a sample size of 140, in which 125 were Standard Eight pupils, 10 Social Studies teachers and five Headteachers. Analysis of collected data was done using descriptive statistics as well as inferential statistical method. Specifically, qualitative and quantitative analyses were employed and results presented in inform of tables and graphs. The study established that although teachers cited their interest in teaching Social Studies and its value as an important subject, disparities were observed on pupils‟ responses. Pupils felt that Social Studies was not given as much emphasis like other subjects, and this had an effect on their general attitude towards Social Studies as a career subject. In addition, the study found out that availability of teaching resources was a major factor influencing their attitude towards Social Studies. The gender disparities leaned towards male, given that majority of the pupils felt that boys had more interest in Social Studies than girls. The study concluded that teacher-pupil factors all combined translate into positive or negative outcomes that determined attitude towards Social Studies. Moreover, gender aspects were predictors of teachers‟ attitude towards pupils‟ attitudinal change in learning Social Studies. The study recommended that teachers should rethink the methods used in teaching Social Studies and ensure sufficient teaching resources are provided. The study recommended further research areas, including studies that could examine how teacher professional development and pedagogical content knowledge, influence attitude change in teaching and learning of Social Studies.