Subject choice in humanities and its implications on Kenya certificate of secondary education examination candidature in public schools: Laikipia County, Kenya.
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Date
2023-04
Authors
Ndung’u, Peter Mwangi
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta university
Abstract
Humanities were group three subjects offered as optional at form three and four of secondary education in Kenya. Learners were obliged to choose at least one humanities subject for preparation of KCSE examination and future career path. Humanities subjects experienced inconsistencies in number and gender composition of KCSE examination candidature. Therefore, the purpose of the study was to assess subject choice in humanities and its implications on KCSE examination candidature in public secondary schools in Laikipia County. The study was guided by the following specific objectives: to determine teachers support of subject choice and its implications on KCSE examination candidature, to ascertain schools support of subject choice and its implications on KCSE examination candidature, to establish learners support of subject choice and its implications on KCSE examination candidature. Rational choice theory was used to guide the research. Descriptive survey research design was applied with a target population of 94 principals, 282 humanities subject teachers, and 6,800 form 4 humanities students. A representative sample was selected where simple random sampling method was used to sample 20 schools, purposive sampling method used to select 20 principals and 60 humanities subject teachers whereas stratified random sampling method was used to sample 120 humanities students where Slovin’s formula was applied. Data was collected using questionnaires for teachers and learners, and interview guide questions for principals. Reliability of the instrument was measured using Spearman rank correlation coefficient where p was 0.91 while item content validity index was 0.62. Quantitative data was analyzed using descriptive and inferential statistics where Microsoft Excel and statistical package of social sciences (SPSS) program was employed then presented in form of graphs, charts, chi square tables, percentages, Z score and frequency distribution tables while qualitative data was analyzed thematically where verbatim were reported. The findings revealed that in teacher support of subject choice, preservice training was found to have qualified teachers in their professional practice, teachers enjoyed teaching humanities subjects and their application of activity based strategies was very good. In schools support of subject choice, schools were fairly enriched with right instructional resources, maintained better performance culture by setting future performance targets guided by past achievements, more professionally trained career teachers with few career guidance sessions and had CRE being compulsory, choice was between history and geography. In learners support of subject choice, learner’ mostly adopted revision through past exam questions that quizzed their knowledge acquisition in studies and their attitudes toward humanities subjects was positive, although gender perception minimally supported their choice of humanities subjects. The study concluded that teachers support, schools support and learners support was found to have shaped learners decisions on choice of humanities subjects which had implications on KCSE exam candidature. The study recommended regular in-service training for teachers, formulation of a flexible policy framework on subject choice, developing a workable support system that continues to foster positive attitude in humanities subjects.
Description
A research thesis submitted in partial fulfilment of the requirements for the award of the degree of masters of education (educational research, Evaluation and assessment) in the school of education and lifelong learning of Kenyatta university, April, 2023
Keywords
humanities, Kenya certificate of secondary education examination, public schools, Laikipia County, Kenya