Educational Foundations

Permanent URI for this collectionhttps://repository.chuka.ac.ke/handle/chuka/271

Browse

Recent Submissions

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    Inculcation of Societal Norms in School System in Meru County, Kenya: An Afrocentric Perspective
    (Chuka University, 2019-09) Kirugua, Joseph Muriungi
    Modern societies have entrusted schools as key socializing agents. The school system is expected to inculcate positive societal norms into the learners. However, cases of negative behaviors that do not conform to acceptable norms have been on the increase despite numerous interventions by government through policy reforms which causes a lot of concern among scholars and stakeholders. This study sought to examine the application of Afrocentric education perspective to enhance societal norms among secondary school learners in Meru County of Kenya. The objectives of the study were to establish the influence of Afrocentric curricular activities, Afrocentric teaching methodology, Afrocentric evaluation methods and Afrocentric corrective measures on societal norms among secondary school learners in Kenya. The study adopted descriptive research design and correlational research design. The target population for this study was 86,700 subjects comprised of students and teachers in secondary schools in Meru County. The sample size was 384 respondents comprised of 100 teachers and 284 students in Meru County, Kenya. Purposive sampling technique was used to select schools and Heads of Department and simple random sampling was used to select teachers and students from the selected schools. The study utilized questionnaires and interview schedules to collect data. Instruments were piloted in four schools in Tharaka Nithi County. Research instruments were validated for content and construct validity by supervisors. Reliability of the instruments was tested using Cronbach’s Alpha co-efficient. A Cronbach’s coefficient of 0.749 was obtained and the tools were deemed reliable. Data was analyzed by use of descriptive and inferential statistics. Statistical Package for Social Sciences (SPSS) version 25.0 for Windows was used in the study to analyze data. Descriptive statistics used included mean, percentages, standard deviation and coefficient of variation. Inferential statistics used for data analysis was correlational analysis and linear regression analysis. Hypothesis of the study were tested using linear regression analysis at α = 0.05 level of significance and the analyzed data was presented in tables. The study established that integration of African traditional music and dance, social, moral and sex education into the contemporary school system enhances societal norms. The study also established that application of Afrocentric teaching methodology by active participation of learners, use of peer teaching, having specific approved experts involved in teaching and mentoring learners throughout the learning process promote societal norms among learners. The study established that evaluating the character of the learner and the level of engagement during the learning process enhance societal norms among secondary school learners. The study found that reprimands, verbal warnings and use of deterrents as corrective measures improve societal norms among learners. From the findings of the study, the researcher concluded that integration of Afrocentric education perspective into the contemporary school system would positively influence societal norms among secondary school learners. Based on the findings of this study, the researcher recommends that there is need to integrate traditional African music and dance, social, moral and sex education; use of peer teaching; character evaluation of the learners and use of deterrents as corrective measures into the contemporary school system in Kenya to enhance societal norms. The findings of this study would be useful to secondary school administrators, the ministry of education policy makers, curriculum implementers and other stakeholders to come up with policies that would promote integration of desirable societal norms among learners in secondary schools in Kenya.
  • Thumbnail Image
    Item
    Kenyan Education System And Self-Reliance: A Decolonizing Perspective
    (Chuka University, 2019-09) Murungi, James Mwenda
    Education is meant to develop capacity and enhance productivity among members of society. African indigenous education systems inculcated self-reliance among members of society and every individual had a specific role. The colonial education system introduced and emphasized aspects of employment, resulting in job seekers and unemployment. In an effort to address growing mismatch between expectations by graduates and societal employment provisions, the government has undertaken reforms in the education system to promote self-reliance. Despite these efforts there has been growing concerns on the effectiveness of the current education system to inculcate self-reliance among graduates. This study sought to investigate the influence of decolonizing the Kenyan education system on self-reliance among students. The study was carried out in the universities in Kenya. This study utilized the descriptive survey and the correlational research designs. The target population for this study was 537,211 subjects made up of 520,893 students, and 16,318 Academic staff members in chartered public and private universities in Kenya. A sample size of 384 respondents made up of 60 members of academic staff and 324 fourth year bachelor of education students was selected to participate in the study. Data collection was done using questionnaires and interview schedules. The validity of the instruments was enhanced through the expert judgment of the researcher‟s supervisors, peers and other experts. Reliability of the instruments was tested by use of the Cronbach‟s Alpha co-efficient. An internal consistency co-efficient of α = 0.862 was obtained. Descriptive statistics were used for measures of central tendencies including mean, standard deviation and coefficient of variation. Inferential statistics through correlation analysis using the Pearson„s coefficient of correlation was used to measure the degree of influence of each independent variable (Decolonizing curriculum, Decolonizing pedagogical approaches, Decolonizing school environment and Decolonizing evaluation) on self-reliance. To test hypothesis, linear and multiple regression models were used to test significance of relationship between independent and dependent variables. Qualitative data from interviews was organized into themes, categories and patterns pertinent to the study. This study established that the contemporary curriculum influences self-reliance to a moderate extent and that integration of subjects that develop practical skills and nurture creativity would promote self-reliance to a large extent. It was found that the contemporary pedagogical approaches do not promote self-reliance. Changing the role of the student from a passive learner to a reflective thinker and problem solver as well as laying emphasis on practical rather than theoretical learning would enhance self-reliance. The contemporary school environment was found to have little influence on self-reliance and that an enhanced environment where teachers play the role of mentors, coaches and trainers would promote self-reliance. Embracing evaluation that measures problem solving skills and creativity rather than memory would promote self-reliance. It was concluded that Decolonizing curriculum, decolonizing pedagogical approaches, decolonizing school environment and decolonizing evaluation had significant influence on self-reliance among students in the Kenyan education system. Based on the findings of this study, the researcher recommends integration of aspect of African indigenous curriculum, pedagogical approaches, school environment and evaluation into the contemporary Kenyan education in order to promote self-reliance among students. It is hoped that the findings of this study will be useful to educational planners, policy makers, curriculum implementers and other stakeholders in promoting self-reliance among graduates from educational institutions.