Cross-curriculum Teaching and Learning in the Secondary School: Geography, History, Religious Education and Mathematics in Kenya’s Competency Based Curriculum

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dc.contributor.authorMwangangi, Leonard
dc.date.accessioned2024-04-04T07:22:25Z
dc.date.available2024-04-04T07:22:25Z
dc.date.issued2024-03
dc.descriptionArticleen_US
dc.description.abstractInadequate learners’ engagement in Geography, History, Religious Education, and Mathematics (GHREM) can lead to a lack of knowledge and appreciation for the importance of these learning areas in various careers. This has the potential to have far-reaching implications for a country’s need for well-educated graduates in Geography, History, Religious Education, and Mathematics to ensure socioeconomic, cultural, and political development. The implication is that there will be a lack of personnel to take up a career in these learning areas in the future. This study looked into the importance of GHREM in the National Curriculum as well as their relationship. The study relied on library research and a qualitative research design to examine published articles related to the research objectives from 1945 to 2023. From the over 100 articles accessed, this investigation purposefully sampled 25 published articles. Content analysis was used to validate the articles. Data was collected through documentation and analyzed through content analysis. The analysis of 25 related articles revealed that the GHREM learning areas are interconnected and interdependent. Geography teaches learners about their surroundings and helps them understand them. History helps learners understand the evolution of various human endeavors. Religious education helps learners understand various religions and their practices while also promoting tolerance and respect for diversity, as well as ethical and moral behavior. Mathematics introduces learners to concepts such as numbers, algebra, geometry, and statistics, while also encouraging abstract thinking and problem-solving abilities. These learning areas are related because they are all required for learners to understand and interpret their surroundings, as well as to succeed in a variety of careers. Overall, each learning area helps to develop a well-rounded education that prepares learners for careers and beyond. According to the study’s findings, these learning areas should be integrated across the curriculum.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.citationMwangangi, L., Ondigi, S., & Puotier, Z. (2024). Cross-curriculum Teaching and Learning in the Secondary School: Geography, History, Religious Education and Mathematics in Kenya’s Competency Based Curriculum. Msingi Journal, 8(1), 1-14. https://doi.org/10.33886/mj.v8i1.456en_US
dc.identifier.issn2663-1032
dc.identifier.otherhttps://doi.org/10.33886/mj.v8i1.456
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27791
dc.language.isoenen_US
dc.publisherKenyatta universityen_US
dc.subjectGeographyen_US
dc.subjectHistoryen_US
dc.subjectReligious Educationen_US
dc.subjectMathematicsen_US
dc.subjectCBCen_US
dc.subjectGHREM Educationen_US
dc.titleCross-curriculum Teaching and Learning in the Secondary School: Geography, History, Religious Education and Mathematics in Kenya’s Competency Based Curriculumen_US
dc.typeThesisen_US
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