ERIC Number: ED249134
Record Type: RIE
Publication Date: 1983
Reference Count: 0
An Examination of History Teaching in Kenya Secondary Schools. African Studies in Curriculum Development and Evaluation No. 114.
The factors that influence the poor performance level of secondary history students in the Kenya Certificate of Education Exam were examined. Six schools were randomly selected to participate in the study. A sample of 86 students and 15 teachers from forms III and IV history classes completed attitude questionnaires. Results include the following. Eighty percent of the teachers are dissatisfied with current methods of teaching history. Over 60 percent of the teachers want a compulsory diploma for all history teachers, more history textbooks, and a revision of the present syllabus. Seventy-nine percent of the students said that history learned in forms I and II increased their interest; 88 percent revealed that their parents' attitudes toward history are positive; 66 percent want to study about South Africa; 50 percent said more resources are needed. Both teachers and students want a new history syllabus that would emphasize a variety of teaching and learning strategies. The report concludes that in order for teachers to cope with this new syllabus, more inservice teacher education is needed. In addition, a new type of history examination which evaluates deep-level objectives must be developed. (RM)
Descriptors: Comparative Education, Course Content, Curriculum Development, Curriculum Problems, Educational Needs, Educational Research, Foreign Countries, History Instruction, Parent Attitudes, Relevance (Education), Secondary Education, Student Attitudes, Student Interests, Teacher Attitudes, Teacher Education, Teaching Methods, Textbooks
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Kenya Inst. of Education, Nairobi.; Nancy Renfro Studies, Austin, TX.; German Agency for Technical Co-Operation, Nairobi (Kenya).
Authoring Institution: African Curriculum Organisation.
Note: Postgraduate Diploma, University of Nairobi.