Enhancing National Cohesion through Primary Social Studies Learning Experiences in Kenya





Cohesion, Integration, Social Constructivist Theory, Social Studies, Society


The purpose of this study was to explore the effectiveness of educational experiences contained within the basic Social Studies curriculum that help foster the development of unity and harmony in Kenya. The study utilized a descriptive survey design for its format. The research focused on a sample population consisting of 467 primary schools in order to target the heads of those schools (467), as well as all social studies teachers (4,832) and students (98,600) from classes five, six, seven, and eight, as well as 40 Curriculum Support Officers. A technique known as proportionate stratified randomization was utilized to select 47 schools from six different sub-counties, along with four teachers and students from each of those schools. For the purpose of data collection, we made use of things like questionnaires, interview guides, observation schedules, conversations with focus groups, and document analysis. Approaches both qualitative and quantitative were utilized in the study of the data. According to the results of the research, the subject matter taught in Kenya's Social Studies classrooms plays a critical role in fostering the country's national cohesiveness and integration. It was also discovered that the curriculum for social studies provides students with the knowledge, skills, and values necessary for a harmonious life in society. This, in turn, fosters a sense of oneness and unity among the students who are enrolled in the program. As a result of these findings, it was proposed that the curriculum should be revised, that teachers should be taught, and that civic involvement should be promoted in order to increase the impact that social studies education has.


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How to Cite

Ruto, Z. J., Shiundu, J. O., & Simiyu, A. M. (2023). Enhancing National Cohesion through Primary Social Studies Learning Experiences in Kenya. African Journal of Empirical Research, 4(2), 796–806. https://doi.org/10.51867/ajernet.4.2.81