Effectiveness of Primary School Co-Curricular Activities in Instilling Democratic Values Among Pupils in Public Primary Schools in Igembe South Sub-County - A Critique Based on John Rawls Theory of Justice

  • Priscilla Mwonjiru Kailikia Chuka University, Kenya
  • John Mwithalii Kamoyo Chuka University, Kenya
  • Fredrick Ogola Chuka University, Kenya
Keywords: Effectiveness, Primary School, co-curricular activities, Democratic Values

Abstract

This study focused on the effectiveness of primary school co-curricular activities in instilling democratic values among pupils in public primary schools in Igembe south sub-county. A critique based on John Rawls theory of justice. The study adopted descriptive survey research design. The target population was 6700 comprising of 5950 standard seven pupils and 750 teachers in public primary schools in Igembe South Sub-County. Simple random sampling was used to select 325 pupils while purposive sampling was used to select 45 teachers forming a total sample of 370 respondents. Data was collected using questionnaires. Collected data was cleaned, coded and entered in the computer for analysis using SPSS version 23. The study used Quantitative and qualitative data. Quantitative data was analyzed using frequencies and percentages. Qualitative data was analyzed thematically. The findings of the study revealed that Primary school co-curriculum activities were found relevant in instilling democratic value of socio-economic equality highlighted in the John Rawls theory of justice. The study further revealed that co-curricular activities promoted democratic value of equal liberty among pupils because they inculcate culture of sharing. Based on this, the study recommended that, head teachers ought to emphasize on the importance of pupils’ participation in co-curriculum activities in the process of curriculum implementation and supervision. This is because the study has exposed that co-curriculum activities are significant in enhancing democratic values.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

1. Bambang, Y. (2019). Developing Democratic Culture through Civic Education. Pertanika Journal of Social Sciences & Humanities, 27(2), 915-924.
2. Canham, P., & Ozigi, A. (1984). An Introduction to the Foundations of Education. London: Macmillan publishers.
3. Carr, P. (2008). Educating for Democracy: With or Without Social Justice. Teacher Education Quarterly, 117-136.
4. Durkheim, E. (1974). Sociology and Philosophy. New York: The Free Press.
5. Farrant, J. S. (2004). Principles and Practice of Education. Singapore: Longman Group.
6. Gandal, M., & Finn,, C. E. (2019). Teaching democracy. Retrieved from https://tavaana.org/sites/default/files/ Freedom%20Paper%20No.%202,%20 Teaching%20Democracy%20-%20PDF%20 -%20English.pdf
7. Karlheinz, D. (2005). The school: A democratic Learning Community. Baden-Württemberg, Germany: Council of Europe.
8. KICD. (2014). KICD starts process to review basic education curriculum. Nairobi: Government Printer.
9. Korir, w. (2015). Impact of Sports on Economic Development in Kenya. International Journal of Advanced Research, 3 (5), 1427-1436.
10. Mimar, T. (2012). The Role of Education in the Societal Development. Journal of Educational and Instructional Studies in the World, 2(4), 38-41.
11. Ministry of Education. (2010). Primary Education Syllabus. KIE: Nairobi.
12. Ndaloh, A. M., Misigo, B. O., Ongeki, M., Kipsoi, E., & Simiyu, C. (2009). Primary Teacher Education. Nairobi Kenya: KF.
13. Republic of Serbia. (2016). Fostering a Democratic School Culture. Belgrade : Ministry of Education, Science and Technological Development of the Republic of Serbia.
14. Sifuna, D. N., & Otiende, J. E. (2006). An Introductory History of Education (2nd ed.). Nairobi: Nairobi University Press.
15. Young, I. M. (2006). Taking the Basic Structure Seriously, Symposium of John Rawls and the Study of Politics. Harvard: Harvard University
Published
2024-05-21
How to Cite
Kailikia, P. M., Kamoyo, J. M., & Ogola, F. (2024). Effectiveness of Primary School Co-Curricular Activities in Instilling Democratic Values Among Pupils in Public Primary Schools in Igembe South Sub-County - A Critique Based on John Rawls Theory of Justice. European Scientific Journal, ESJ, 29, 511. Retrieved from https://eujournal.org/index.php/esj/article/view/18154
Section
ESI Preprints