The activities of integrity clubs in regard to enhancing values among students in public secondary schools in Nairobi City County, Kenya

Fredrick Mainda Nyang’au; John Oyula Shiundu; Teresia Akinyi Okoth

doi:10.51867/ajernet.6.4.34

Authors

Fredrick Mainda Nyang’au
fredmainda@gmail.com
Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0009-0007-3069-8373
John Oyula Shiundu Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-5034-8863
Teresia Akinyi Okoth Masinde Muliro University of Science and Technology, Kenya

Keywords:

Accountability, Behavioural Theory, Ethics and Anti-Corruption Commission, Integrity Clubs, Indiscipline, Moral Education, Parallel Convergent

Abstract

The implementation of Integrity Clubs in secondary schools by the Ethics and Anti-Corruption Commission (EACC) in 2011 has helped moral education in Kenya. Such clubs are intended to foster integrity, accountability, patriotism, and respect among learners, but incidences of indiscipline, including strikes, drug abuse, and theft, are still common, which begs the question of whether or not these clubs are achieving success. This study considered the importance of Integrity Clubs in inculcating moral values in students in the public secondary schools in Nairobi County guided by the Behavioral Theory. The intended audience included students and teachers and school administrators, EACC and Ministry of Education officials. The stratified, purposive, and random sampling was used to select the sample size of 448 participants. The researcher employed a parallel convergent mixed-methods design, where convergent interpretation was applied in conjunction with parallel interpretation, in which data were collected through questionnaires, interviews, focus group discussions, and reviews of documents. Statistically, quantitative data were analyzed, whereas qualitative data were thematically coded. Results indicated that Integrity Clubs have potential positive effects on moral development in all aspects of debate, community services, peer mentoring, and value-based campaigns but are hampered by factors including poor implementation, low teacher participation, inefficient resources, and poor administration. Those schools that are supported and institutionalized showed more engagement and ethical growth among students. Findings of the study are that the effectiveness of Integrity Clubs can be made stronger through strengthening institutional commitment, structured programming and capacity building for club patrons, and incorporation within the school culture. The findings have significant policy implications for the educators, policymakers, and the EACC on how to incorporate value-based education in the Kenyan secondary schools.

Dimensions

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