INVESTIGATION OF TEACHING THE INTEGRATED TOPICS ON DRUG ABUSE IN SECONDARY SCHOOL CURRICULUM
Journal Title: Problems of Education in the 21st Century - Year 2011, Vol 34, Issue 10
Abstract
The problem of this study was to investigate the teaching of the integrated topics on drug abuse in the secondary school curriculum as a strategy to wipe out the problem of drug abuse among students in Machakos District, Kenya. The specific objectives of the study were to: establish the prevalence of drug abuse at the secondary school level according to gender, locality (urban/rural), boarding or day and religious practice, and establish the effect of teaching integrated topics on prevalence rate of drug abuse. It was also meant to examine which topics on drug abuse are integrated in the secondary school curriculum. A survey study was carried out in Machakos District, Kenya. The subjects of the study were drawn from 24 randomly selected secondary schools. A sample of 774 respondents selected through stratified and simple random sampling techniques were used for the study. The sampling matrix comprised of 24 principals, 280 teachers and 470 students. The study utilized five research instruments: three questionnaires, interview schedule and observation schedule. The data collected was analyzed using frequencies, percentages, mean, mode and median. The main findings of the study were: the prevalence of drug abuse according to gender was Boys’ (11.19%), Girls’ (9.58%) and mixed sex (9.49%) schools. The urban schools had a prevalence of 10.73% whereas it was 9.66% in the rural ones. The prevalence according to status of the schools was: Day (13.84%), Mixed Day and Boarding (12.28%), and Boarding (11.54%). The teaching of the integrated topics on drug abuse had helped schools to reduce the drug menace. The topics on drug abuse were integrated in five subjects in the formal curriculum (English, Kiswahili, Chemistry, Biology and Christian Religious Education), the integrated topics were also taught through the non formal (Clubs and societies meetings) and in the informal (class, assembly and dormitory meetings) curriculum.
Authors and Affiliations
Richard P. Kimiti, David M. Mulwa, Samuel N. Waweru, Stephen Nalelia, Mathew Muindi
Keywords
Related Articles
- EP ID EP35010
- DOI -
- Views 296
- Downloads 0
DIGITAL TEACHING AND LEARNING CONTENT IN NATURAL SCIENCE EDUCATION: EDUCATIONAL USEFULNESS EVALUATION
In recent years teaching and learning problems acquire qualitatively new characteristics. It has been thought for a long time that it is an object of classical pedagogy and further research works are not urgent. Howeve...
EDUCATIONAL STANDPOINTS AND CONSIDERATIONS FOR THE GREEK SOCIALIST’S PLATO DRAKOULIS WORK (1858-1942): THE SCHEMATIZATION OF FEMALE EDUCATION
In the present study, the socialists’ impact upon the educational policy formulation on female education is being studied. The Greek socialist P. Drakoulis’ standpoints are hereby examined as a Case Study. The dynamics o...
INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS
This research analysed future teachers’ perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative rese...
THE CONNECTION BETWEEN SCIENCE EDUCATION RESEARCH AND TEACHING
The relationship between teaching and research is often assumed and just as often ignored. Research should and does influence the teaching (and vice versa), but the gap between the two can at times seem large. Many of us...
DIVERSION IN SEMANTIC SPACE OF FUTURE TEACHERS AND ASSISTANT TEACHERS FOR ROMA COMMUNITY
The contribution is devoted to presenting multicultural education, which reflects influence of increasing diversity at schools. Competences of a teacher in given area are considered incredibly important, especially in a...