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dc.contributor.advisorNgare, Grace Warnue
dc.contributor.advisorWango, Geoffrey
dc.contributor.authorNdirangu, Agnes Njoki
dc.date.accessioned2013-11-06T08:11:38Z
dc.date.available2013-11-06T08:11:38Z
dc.date.issued2013-11-06
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/7567
dc.description.abstractThis study explored the gender factors facing implementation of the Life Skills Education in secondary schools in Nairobi East District. Data was analysed in the light of Bandura's (1977) social learning theory and Pearson's (2002) theory on gender relations. The study employed a descriptive research design whose sample comprised of principals of secondary schools, teachers, students and Ministry of Education officials in the PDE's office. Both quantitative and qualitative data was collected using a structured questionnaire, observation, interviews and focus group discussions. Findings indicate that there are gender limitations in selecting life skills' teachers in schools and life skills were mainly taught by female teachers. Teachers indicated that they were uncomfortable teaching sensitive topics to students of the opposite sex and that the syllabus was not fully covered. The majority of female students did not like sharing their problems with boys and preferred their fellow girls. This suggests that, there are gender barriers in the teaching of life skills in schools. In addition, findings revealed that principals of schools did not facilitate teachers' attendance of seminars and workshops to enhance their skills. Based on these findings, the study recommends gender-specific teaching of life skills. Further investigation should therefore be conducted on the attitude of teachers towards teaching life skills in schools. Lastly, more studies should be conducted on the impact of life skills education in secondary schools in Kenya.en_US
dc.language.isoenen_US
dc.titleGender Factors in Implementation of life Skills Education in Secondary Schools in Nairobi, Kenyaen_US
dc.typeThesisen_US


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