Influence Of Selected Innovative Teaching Strategies On History And Government Kcse Performance: A Case Of Secondary Schools In Kericho County, Kenya

Abstract

The use of innovative teaching strategy has been identified as one of issues History and Government subject teaching in various secondary schools. Based on the 2016-2019 Kenya Certificate of Secondary Education results the performance of History and Government in Kericho County have been declining. The aim of the investigation was to establish the influence of selected innovative teaching strategies on KCSE history and government performance in secondary schools in Kericho County. The objectives of this study were to establish; the influence of project-based learning, inquiry based, dramatisation, cooperative and use of information and communication technology on History and government performance in secondary schools in Kericho County. The study adopted Bruner (1966) theory. A descriptive survey research design guided the study. The study targeted 230 Head of Departments, 503 History and government teachers and 2340 Learners undertaking History and Government subject. Purposive sampling technique was applied in selection of 69 heads of department and simple random sampling method was used to select 69 Teachers of history and 223 History students. The sample size was 361 respondents. Questionnaires, structured interview and observation schedule was used for data collection. Descriptive statistics were used to analyse data. The data was presented in tabular form using frequencies, percentages and inferential statistics. The study found that project-based learning assisted the students to be independent and able to ask question and teachers were able to give task and assess student with ease. It was strongly correlated with achievement of History and Government. Inquiry based learning was significant on achievement of History and Government. This reduced cramming and increase cognitive development of students. Dramatisation was found to be creative method that made students to be proactive. It also assisted student understanding, socialization and arouse imagination hence influence significantly the achievement of History and Government. Cooperative learning method was also found to be correlated with achievement of History and Government. It motivated students’ leadership, decision-making and communication skills. The integration of ICT as learning tool and method showed that it enriched student with more information. The use of ICT learning positively influenced the achievement of History and Government. The study concluded that project learning, inquiry learning, dramatisation, Cooperative learning and ICT learning assisted significantly the achievement of History and Government. The study recommended that History teacher should integrate more than one innovative learning method since they have different benefit in both knowledge and skill to the learner. It also encourages the school and teacher to consider further training especially in ICT learning technique through seminar and workshop. This would equip history and government teacher to improve lesson delivery and increase performance. It also recommended the government to pay a major role in ensuring provision of teaching resources that would assist in utilization of innovative learning methods.