Browsing by Author "Mwanzia, Ruth Mutunge"

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CURRICULUM AND ETHICS: A DECONSTRUCTION AND RECONSTRUCTION OF KENYAN EDUCATION SYSTEM
(International Journal of Education and Research, 2019-05-05) Mwanzia, Ruth Mutunge; Wane, Prof. Njoki; Muthaa, Prof. George M.; Muriithi, Dr. Dennis K.
One of the objectives of education is to promote ethical behaviour among learners. The African educational system inculcated ethics among members of society and produced ethically and morally upright individuals for generations. With the introduction of formal education, the responsibility of inculcating ethics to children was taken up by schools. Despite the enormous investment in education over the years and the high academic qualification of graduates leaving the school, the level of impunity, corruption, negative ethnicity and intolerance has remained a major concern among educationists and stakeholders. There is need to investigate the influence of deconstruction and reconstruction of Kenyan education curriculum on ethics among learners. The study established that, deconstruction and reconstruction of curriculum with inclusion of practical-oriented activities in classroom, community based approaches and co-curricular activities would help influence ethics. It is hoped that the findings of this study will provide useful information to curriculum developers, implementers, planners, policy makers and other stakeholders on ways of integrating African indigenous education into contemporary education to influence ethical values.
Education and Ethics: A Deconstruction and Reconstruction of Kenyan Education System
(Chuka University, 2019-09) Mwanzia, Ruth Mutunge
One of the objectives of education is to promote ethical behaviour among learners. The African educational system inculcated ethics among members of society and produced ethically upright individuals for generations. With the introduction of formal education, the responsibility of inculcating ethics to children was taken up by schools. Efforts through reforms have been instituted to help develop ethics among learners. Despite the enormous investment in education over the years and the high academic qualification of graduates leaving the school, the level of impunity, corruption, negative ethnicity and intolerance has remained a major concern among educationists and stakeholders. This study sought to determine the influence of deconstruction and reconstruction of Kenyan education system on ethics among learners through integration of indigenous knowledges. The study adopted Utilitarianism and Post-colonial theories. The study was carried out in universities and communities of Kenya. Cross sectional descriptive survey and correlational research designs were utilized in the study. The target population for the study comprised of 537,211 subjects. A sample size of 384 respondents comprising of 324 students and 60 academic staff participated in the study. Data collection was done using questionnaires and interviews. Validity of research instruments was ascertained through expert judgement by supervisors from the Faculty of Education and Resources Development. Reliability of instruments was estimated by use of Cronbach alpha method where a reliability coefficient of 0.859 was obtained. Descriptive and inferential statistics were used to analyze the data with the aid of Scientific Package for Social Sciences version 25.0. Research hypotheses were tested using regression and correlation analysis at a significance level of α = 0.05. The analyzed data was presented by use of tables and figures. The findings of the study indicated that contemporary curriculum was too broad, theoretical and exam oriented hindering the development of ethics. The study established that, deconstruction and reconstruction of curriculum with inclusion of practical-oriented activities in classroom, community based approaches and co-curricular activities would help influence ethics. On pedagogical approaches, the study established that, deconstruction of teacher centred methods and theoretical approach with reconstruction of learner centred approaches, role modelling and resource persons would influence ethics. On philosophical foundations the study found the need to have foundations anchored on holistic development of learners. The study established that, integrated modes of discipline would encourage participatory approach in inculcating ethics among learners. The study concluded that deconstruction and reconstruction of contemporary curriculum, pedagogical approaches, philosophical foundations and modes of discipline had a significant influence on ethics among learners. Based on the study, the researcher recommends the curriculum, pedagogical approaches, philosophical foundations and modes of discipline to be deconstructed and reconstructed to embrace the African indigenous education and knowledges that would help promote ethical behaviour among learners. It is hoped that the findings of this study will provide useful information to curriculum developers, implementers, planners, policy makers and other stakeholders on ways of integrating African indigenous education into contemporary education to influence ethical values. It is also hoped that the findings of this study will provide a basis for further research on integration of indigenous knowledges into contemporary education to promote ethics.
Influence of Instructional Strategies used by Teachers in Implementation of Life Skills Education Curriculum on Academic Performance in Public Primary Schools in Matinyani Sub-County, Kitui County, Kenya
(International Journal for Innovation Education and Research, 2017-06) Mwanzia, Ruth Mutunge; Kimeli, Jepkorir Bornace
The purpose of this study was to evaluate the influence of instructional strategies used by teachers in implementation of life skills education curriculum on academic performance in public primary schools in Matinyani Sub-County, Kitui County Kenya. Descriptive survey research design was adopted for this study. The target population was 27 head teachers and 81 class teachers in Matinyani sub-county. Simple random sampling method was used to select 81 class teachers and purposive sampling was used to select 27 head teachers to get a representative sample of 108 respondents. Questionnaires and interviews were used to collect data. Data was analyzed using statistical package for social sciences (SPSS) version 21.0 and presented in tables and charts. The findings were that most of the primary school teachers do not use participatory instructional strategies in teaching life skills education and this affects the overall academic performance of the pupils. The ministry of education should ensure implementation of life skills education curriculum in order to promote participatory learning. The findings of this study will shed light to all educational stakeholders in promoting quality education.
Reconstructionist Analysis On the Relevance of Secondary School Curriculum Content in Promoting National Cohesion Among Students in Machakos Town Sub-county, Kenya
(2015) Mwanzia, Ruth Mutunge; Muthaa, George Mungiria; Ogola, Fredrick Onyango
Education is the primary means of promoting national cohesion, international cooperation as well as socio-economic development. Through school curriculum, education enables a country to achieve its needs and aspirations. Despite the comprehensive school curriculum, the country is faced with ethnic divisions, religious intolerance and violence and this raises concern on relevance of the school curriculum content in promoting national cohesion. The objective of this study was to investigate the relevance of secondary school curriculum content in promoting national cohesion. The study was based on the ideals and principles of a school curriculum as advocated by reconstructionism philosophy. Descriptive survey research design was adopted for the study. A sample size of four hundred and nine (409) respondents comprising of three hundred and sixty (360) student leaders, Forty eight (48) teachers and Sub-County Quality Assurance and Standards Officer (QASO) was used for the study. Purposive sampling was adopted to select the respondents. Questionnaires and interview schedule were used for data collection. The study established that the secondary school curriculum content gave the students little opportunity to reflect critically on issues affecting national cohesion which is attributed to lack of practical skills on issues related to national cohesion. The study recommends a review on secondary school curriculum content to reflect on emerging issues on national cohesion and integration. The findings of the study will provide critical information to all the educational stakeholders on the important role that the secondary school curriculum content plays in promoting harmonious living in the society.
Reconstructionist Analysis on the Relevance of Secondary School Learning Opportunities in Promoting National Cohesion Among Students in Machakos Town Sub-County, Kenya
(2016) Mwanzia, Ruth Mutunge; Mwangi, Simon Nyagah
The study investigated the relevance of secondary school learning opportunities in promoting national cohesion. The study was based on the ideals and principles of a school curriculum as advocated by Brameld Theodore on reconstructionism philosophy. Descriptive survey research design was adopted for the study. A sample size of four hundred and nine (409) respondents comprising of three hundred and sixty (360) student leaders, Forty eight (48) teachers and Sub-County Quality Assurance and Standards Officer (QASO) was used for the study. Purposive sampling was adopted to select the respondents. Questionnaires and interview schedule were used for data collection. The study established that the secondary school learning opportunities do not to adequately capture learner related peculiarities such as aptitude, interests and regional diversities. It thus recommended a review on secondary school learning opportunities to reflect the emerging issues on national cohesion and integration. The findings of the study will provide information to educational stakeholders on the vital role that the secondary school learning opportunities plays in promoting national cohesion.