| dc.description.abstract | The purpose of this study was to investigate the influence of interactive teaching
methods on the implementation of life skills curriculum in primary schools in
Igembe South district, Kenya. Four research objectives were developed. This
research adopted a descriptive survey design. The sample comprised of 21
headteachers, 65 teachers and 260 pupils. Data were collected by use of
questionnaires. Data were analysed by use of qualitative and quantitative
techniques. Data revealed that teachers used cooperative learning strategy. For
example teachers allowed pupils to reinforce each other during the lesson; they
teacher ensured there was communication between them and pupils. Findings also
revealed that teachers used group discussions as a strategy in the implementation
of life skills curriculum. For example, teachers posed question to pupils who
discuss and present pupils learning, agreed with the statement. However, majority
teachers did not let pupils share ideas on multi level abilities. Teachers made sure
there was mutual understanding in a problem. Findings also revealed that
teachers used group discussion in the implementation of life skills curriculum.
Teachers taught in groups during life skills lesson, they made sure that pupils
discuss freely issues in life skills. Findings also revealed that use of role-playing
influenced the implementation of life skills curriculum. Findings also revealed
that use of demonstration teaching strategy influenced the implementation of life
skills curriculum. For example, teachers used demonstration in teaching life skills.
The study concluded that teachers used group discussions as a strategy in the
implementation of life skills curriculum. Teachers also made pupils learnt in
groups during life skills lesson. The study also concluded that use of role-playing
influenced the implementation of life skills curriculum. Teachers for example
allowed pupils play roles in a LSE lesson. The study also concluded that use of
demonstration teaching strategy influenced the implementation of life skills
curriculum. Teachers used demonstration in teaching life skills. The use of
demonstration was considered very helpful in the implementation of life skills
curriculum. Based on the findings of this study, it was recommended that teachers
should incorporate various aspects of cooperative learning strategy such as not
putting pupils in cooperative groups, allowing pupils to share ideas in the
classroom, allowing them to speak more often, reinforce each other during the
lesson, ensure communication between them and pupils. It was also recommended
that headteachers as curriculum supervisors in the schools should ensure that
teachers use effective teaching methods that will influence effective
implementation of life skills curriculum. The study suggested that a study on the
relationship between pupils’ attitude towards life skills and implementation of life
skills curriculum should be carried out. A study on the influence of teacher
characteristics on the implementation of life skills curriculum in primary schools
should be carried out and lastly study on challenges facing the implementation of
life skills curriculum should be conducted. | |
