Influence of interactive teaching methods on life skills curriculum implementation in public primary schools in Igembe South district, Kenya

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.