Social Sciences Curricula Implementation and Community Secondary Schools Students’ Acquisition of Life Skills in Mbeya Region, Tanzania

Mwachande, Itiha O. (2024) Social Sciences Curricula Implementation and Community Secondary Schools Students’ Acquisition of Life Skills in Mbeya Region, Tanzania. Doctoral thesis, The Open University of Tanzania.

PDF - Submitted Version Download (5MB)

Abstract

This study assessed social sciences curricula implementation and community secondary schools students‘ acquisition of life skills in Mbeya region, Tanzania. The objectives of the study were to examine stakeholders‘ perceptions on social sciences curricula implementation and community secondary schools students‘ acquisition of life skills, assess how social science curricula can be employed to enhance students‘ acquisition of life skills, identify the challenges associated with social science curricula implementation and examine the best practices to implement social science curricula and students‘ acquisition of life skills in the schools. The study employed an interpretivism research philosophy, a qualitative research approach, the critical pedagogy theory, and a case study research design. This study had 65 participants consisting of 10 heads of schools, 5 district secondary school education officers, 20 social science subject teachers, 20 head prefects from selected secondary schools, and 10 parents from the schools‘ board members. Data was gathered through interviews, observations, documentary reviews, and focus group discussions. Data was analysed by transcribing field results as acquired by the respective tools, sorting and synthesizing it into categories, and themes. The results established theoretical practices and a mismatch between social science curricula implementation and students‘ acquisition of life skills. The curricula implementation involved implementers like teachers, parents and students. Additionally, the results indicated that there was poor infrastructure that hampered effective implementation of the curricula. The findings indicated that there was a need to adopt a participatory approach to the teaching and learning processes. The study concludes that students‘ acquisition of life skills was not effective. It recommends a review of social science curricula implementation and improvement of school infrastructure on life skills that students should acquire. The NECTA should review form two pass marks for joining form three. Keywords: life skills, social sciences curricula, implementation, stakeholders

Actions (login required)

View Item