TEACHER’S VIEWS ON THE RELEVANCE OF SECONDARY SCHOOL ENGLISH CURRICULUM: IMPLICATIONS FOR POLICY, PRACTICE AND THEORY

Autor

  • Carolyn D. Kivihya Department of Educational Communication, Technology and Curriculum, School of Education, Maseno University, Kenya
  • Francis C. Indoshi Department of Educational Communication, Technology and Curriculum, School of Education, Maseno University, Kenya
  • Samuel O. Oyoo Department of Educational Communication, Technology and Curriculum, School of Education, Maseno University, Kenya

DOI:

https://doi.org/10.46827/ejsss.v9i6.1694

Słowa kluczowe:

relevance, objectives, content, resources, curriculum

Abstrakt

The English curriculum in schools in Kenya is prepared by the Kenya Institute of Curriculum Development (KICD). This institute mainly relies on input from curriculum experts at the national level, denying classroom teachers the opportunity to express their views in developing a quality education system for its learners. This results in misinterpretations of curriculum intentions consequently impacting on learner achievement in annual English national examinations. The curriculum in use for teaching English in Kenya was last reviewed in 2002. Given the educational changes that have taken place over the years, the curriculum may have become obsolete. The purpose of this study was to assess teachers’ views on the relevance of the English curriculum. The study was guided by three objectives: establish relevance objectives of the English curriculum, determine the relevance of the content of the English curriculum and determine the relevance of suggested resources of the English curriculum. This study was carried out among teachers of English in secondary schools using a descriptive research design. A sample of 180 teachers of English was used. The study used a questionnaire with Likert-type questions as the main instrument for data collection. Qualitative data analysis established that the objectives on reading and listening and speaking skills, content on reading and writing skills, and nine of the suggested resources scored low means when compared to the composite mean. This was an indication that the objectives, content and suggested resources of the English curriculum had discrepancies which ought to be addressed in order to align and make the curriculum relevant to the current needs of learners.

 

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Biogramy autorów

  • Carolyn D. Kivihya - Department of Educational Communication, Technology and Curriculum, School of Education, Maseno University, Kenya

    Carolyn Dayo Kivihya holds a Bachelor of Education (Arts) Degree from Moi University (1996-2000) and a Master of Education in Curriculum and Instruction from Masinde Muliro University of Science and Technology (2008-2010) and has submitted her PhD thesis in Curriculum Studies at Maseno University for examination. Dayo is currently a Lecturer in the Department of Curriculum and Pedagogy at Kibabii University, with 10 years of university teaching experience and has interests in curriculum and instruction. Dayo is linked to Google Scholar under Kibabii University.

  • Francis C. Indoshi - Department of Educational Communication, Technology and Curriculum, School of Education, Maseno University, Kenya

    Professor Francis C. Indoshi obtained B.Ed (Arts) and M.Phil (Curriculum Development) from Moi University and a PhD (Curriculum Studies) from Maseno University since November, 2013. He has taught Curriculum and Instruction courses in the Department of Educational Communication, Technology and Curriculum Studies at Maseno University for the last 29 years. Professor Indoshi is a member of the Kenya National Academy of Sciences (KNAS), Association of Third World Studies (ATWS), the Organization of Social Science Research in Eastern Africa (OSSREA), Society of Educational Research and Evaluation in Kenya (SEREK) and the East African Environmental Network (EAEN). He has attended and contributed to several learned conferences. His research interest is in the field of curriculum and instruction. As a researcher, Professor Indoshi has published over 73 articles in refereed journals. Professor Indoshi has over the years of his academic career supervised to completion 19 PhD and 39 M.Ed students. He has served as external examiner in various universities including Nairobi, Egerton, Masinde Muliro, Moi, Laikipia, Kaimosi Friends and Dar es Salaam. He has also served as an external assessor/panelist in shortlisting/interviewer of candidates for promotion to academic positions in various universities including The University of Zambia (2022), Kibabii University (2021), Kaimosi Friends University College (2017 & 2021) and Bomet University (2020). He has also served as a member and chair of boards of management of various educational institutions in Kenya. As co-ordinator of Teaching Practice Centre (2001-2003) and Chairman of the Department of Educational Communication, Technology and Curriculum Studies (2004- 2020), Professor Indoshi has spearheaded significant reforms in teacher education policies and programmes in the department. Prof. Indoshi is linked to Google Scholar.

  • Samuel O. Oyoo - Department of Educational Communication, Technology and Curriculum, School of Education, Maseno University, Kenya

    Professor (Dr.) Samuel Ouma Oyoo, a Senior Lecturer in Science Education holds a Bachelor of Education Honours Degree from the University of Nottingham, United Kingdom (1998-1999), a Master of Education with Distinction in Science Education from the University of Leeds, England, United Kingdom (1999-2000) and a PhD (Science Education) from Monash University, Melbourne, Australia (2001-2004). Dr. Oyoo has offered university service from 2006 to date and has also served as an Editorial Board member: Research in Science Education (RISE), Associate Editor: Teachers and Teaching: Theory and Practice (TTTP), ISATT (International Study Association on Teachers and Teaching) w.e.f. 2004, currently serving as the National Representative for Kenya. He has won several research grants, scholarships and excellent awards due to his interest in Science Education Research. Dr. Oyoo has published over 18 papers in refereed journals and over 10 refereed conference publications. ORCID Google Scholar

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Pobrania

Opublikowane

2024-04-30

Numer

Tom 9 Nr 6 (2024)

Dział

Articles