Factors influencing the choice of Geography in GCE curriculum in private schools in Mombasa and Nairobi

Abstract

The study sought to investigate the factors that influence the choice of geography in GCE curriculum since there are very few students studying geography from form three to advanced level. It covered eleven private schools in Nairobi and three in Mombassa . The investigation involved ten administrators, eighteen geography teachers, and 153 students. Data were collected using three types of questionnaire, one for the administrators who were headteachers, one for the geography teachers and one for the students. The factors influencing the choice of geography were categorized into two, those that were related to the school and the school curriculum and the non-school factors. Descriptive methods and chi-square technique were used to analyse data collected. The analysis of data is presented in both narrative and text.

Findings of the study indicated that the headteachers found problems getting teachers who were well conversant with the GCE curriculum. t The money allocated for the department was very little and the geography curriculum was expensive due to high costs incurred during fieldwork, trips and resources acquisition in the department. The teachers noted that weak students who find difficulties in handling the extensive content of the subject matter purse the subject; this includes the mathematical part of it. Teachers indicated that there was poor coordination between them and the examination bodies; they set examination out of the syllabus and use case studies, which make the subject seem foreign to the students. Other problems in include lack of resources in the department and relatively low support on implementation of the course such as fieldtrips and coursework.

All teachers demanded the need for formal induction to the curriculum in form of inservice courses. Majority of students indicated that they enjoy learning geography and also indicated behaviors of the teacher as one of the reasons they choose the subject. This included the use of teaching resources in class, fieldwork and trips. The role of the parents in opting for the subject was a major factor; however, there was no significance between the careers of the parents and the career aspiration of the students. Careers officers were found to be operating at the level of guidance to university choices only and not courses and advisory as such. In most cases, it was not integrated in the

choosing the geography especially among bright students. Further studies should be done as a follow-up to find out whether these students will pursue geography related careers.

The study recommends that the examining bodies should strive to train local examiners and inspectors, provide a list of suggested books, provision of requisite resources like CDs and DVDs, students to work hard in their studies, participation of parents to be enhanced, and there is need to make a follow-up on the grandaunts to find out if they still pursue geography.