Abstract: Studies have been undertaken on constraints towards effective teaching and learning of social studies, which have revealed that Ministry of Education and teachers are impaired in enhancing social studies instruction in their areas of jurisdiction. Despite this, no significant study has been conducted in teachers’ preparedness, regarding training in content integration in social studies instruction. This study was carried out in 2010 to establish teachers’ preparedness in content integration in social studies instruction in primary schools, Ndhiwa Sub-County. The study examined social studies teachers and head teachers’ necessary training and skills to implement integrated social studies instruction. Innovation and implementation theoretical framework was used employed in the study. Further, descriptive research design was adopted, where simple random sampling technique was used to obtain a study sample of 40 primary schools comprising 20 schools head teachers and 80 classroom teachers. The research instruments used included questionnaires for head teachers and social study teachers. The study made use of interviews to collect data, which were then analyzed using Statistical Programme for Social Sciences (SPSS). A Pilot study was carried out in Homa-Bay County to ascertain the validity. The test-retest technique was employed to confirm the reliability of the instruments. The results were presented in the form of frequencies, percentages and bar graphs. The study established that majority of the teachers were well trained on teaching social studies as an integrated discipline. However, it was established that there is perception and attitude among teachers that linking sub-topic and/or topics is challenging in social studies instruction. Further, it was revealed that there is lack of necessary and continuing in-service training of social studies teachers. From the findings it is recommended that teachers and head teachers strive to update their teaching skills through in-service courses to enrich their skills and enable them efficiently deliver in integrated social studies teaching.
Keywords: Content integration; Effective teaching; Adequacy of training, Social studies.
Title: ADEQUACY OF TEACHERS’ TRAINING FOR EFFICIENT DELIVERY OF INSTRUCTION IN THE INTEGRATED APPROACH IN SOCIAL STUDIES: A CASE OF NDHIWA SUB COUNTY PRIMARY SCHOOLS, KENYA
Author: Okoth O. Willys, Mukwa Chris, Agumba M. Ndalo
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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