An Evaluation of the Implementation of Integrated Creative Arts Curriculum In Primary Teacher Training Colleges In Kenya
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Date
2013-08-08
Authors
Gathigia, Kunyiha Hellen
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Abstract
ABSTRACT
The current Primary Teacher Education (PTE) curriculum was first introduced in 1986 as a result of The 1981 Report of the Presidential Working Party on the Second University in Kenya. In 2004 the PTE curriculum was reviewed and this resulted in new learning areas (KIE 2006). For
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example Music, Art and Craft and some aspects of Drama (Performing Arts) were amalgamated into one study area called Creative Arts. The purpose of the study was to evaluate the implementation of Integrated Creative Arts (ICA) curriculum in Primary Teacher Training Colleges (PTTCs) in Kenya. The study focused on the following objectives: To find out the lecturers perceptions on the objectives of integrating creative arts curriculum in primary teacher training colleges; To assess the teaching /learning resources available in the implementation of integrated creative arts curriculum in primary teacher training college; To find out how integrated creative arts curriculum is being implemented in primary teacher training colleges; To evaluate the extent to which the integrated creative arts curriculum has met the needs and expectations of students in primary teacher training colleges. The results of the research should inform decision-making process, particularly curriculum development, on issues relating to the introduction of new curriculum and the monitoring since the curriculum was not piloted. This study used a survey design. The target population of this study consisted of 18 public PTTCs in Kenya, 126 ICA lecturers, 18 Deans of Curriculum (DOCs) and 4140 second year creative arts students in PTTCs. Purposive sampling was used to select 7 PTTCs. The sample of the study consisted of 35 ICA lecturers, 7 DOCs, and 175 2nd year ICA students. The study employed 3 types of instruments: Questionnaire; Observation schedule; and Interview schedule. The researcher after piloting and revising the instruments administered the instruments in phases as follows. Phase one: the questionnaire was administered to the lecturers and students of ICA in their respective colleges. Phase two: the researcher interviewed DOCs. Phase three: the researcher observed the availability and adequacy of resources. Descriptive statistics was used to analyze and interpret the data. The descriptive statistics calculated included frequencies and percentages. The researcher used Statistical Package for Social Sciences to analyze the data. the findings of the study are; Due to resistance towards change, lecturers and DOC disagreed with most of the objectives of integrating creative arts curriculum in PTTCs; although text books were available, they were not adequate in all the colleges; Other teaching and learning resources used included drawings, painting, video, posters, and samples of art works, radio, charts and newspapers; although there are many methods used by lecturers to implement the ICA curriculum in PTTCs, lecture method was the most popular. The study recommends that: The college management should make it a point of duty to avail art rooms, workshops and music rooms in all PTTCs with adequate provision of equipment, and tools this will make teaching and learning of the subject to be meaningful, as the students will have the opportunity to be engaging in practical works, which is the major aspect of the curriculum; Instructional materials should be provided and their usage be made compulsory in PTTCs. This will create interest in the students and make learning to be permanent among other recommendations.
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Department of Educational Management Policy & Curriculum Studies