Curriculum, students’ behavior, public secondary schools, Embakasi Division, Nairobi City County, Kenya
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Date
2024-06
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Kenyatta University
Abstract
Hidden curriculum supports the building of positive student behaviour in public secondary schools. This study was motivated by the rising inappropriate student behaviour in learning institutions where students have become unruly, disrespectful to school authority, engaging in bullying of fellow students, destruction of properties, drug abuse and theft. The objectives of the study were: to find out how traditional teaching methodology determines students' behaviour; to establish how collaborative teaching methodology determines students' behaviour; to investigate how mosaic teaching methodology determines students' behaviour and; to establish how teacher professionalism determines students' behaviour in1public1secondary schools1in1Embakasi Division, Nairobi City County, Kenya. Social cognitive theory of learning guided the study. An explanatory research design was used in the investigation with a target population consisting of 2,800 students from seven public secondary schools in the Embakasi Division. A total of five schools were purposively identified where stratified random sampling allowed the grouping of schools according to their similarity. Yamane sample size formula was used to derive a sample of 333 which was distributed equally from the population. Systematic random sampling enabled the identification of students from schools. Questionnaires and observations were used in data collection. Validity was used to enhance the instrument through the use of content validity, expert opinion and face validity. Reliability enabled the improvement of the instrument through the analysis of internal consistency using Cronbach alpha. Quantitative analysis was done using descriptive and multiple linear regression while qualitative data was analysed using content analysis. Tables, percentages, mean and standard deviation was used in the presentation of data. Anonymity, confidentiality and seeking of consent were adhered in the study. The findings showed that hidden curriculum significantly determined student behaviour in Embakasi Division, Nairobi City County. Traditional teaching methodology had significant positive relationship with student behaviour, collaborative teaching method had weak positive significant relationship with student behaviour, mosaic teaching methodology had a moderate positive relationship with student behaviour and teacher's professionalism had weak, positive significant relationship with student behaviour. The study concluded that traditional teaching had a significant determination of student behaviour, the collaborative method had a negative insignificant effect on student behaviour and the mosaic method had a significant effect on student behaviour. It was concluded that the professionalism of teachers had a significant influence on the behaviour of pupils at public secondary schools in Embakasi Division, Nairobi County. The study recommended that traditional teaching methodology should be improved to capture students' learning needs for more engagement. Consideration should be made in collaborative methods for more structured discussions and participation of all group members. It was recommended that mosaic teaching methodology be enhanced through resource allocation for the improvement of physical facilities such as libraries and laboratories.
Description
A research project submitted in partial fulfilment of the degree of master of education (curriculum development) in the school of education and lifelong learning of Kenyatta University, June 2024
Supervisor: Elizabeth Katam