Implementation of Curriculum and Its Contribution to Awareness of Climate Change Among Teachers and Learners in Secondary Schools in Githunguri Sub-County, Kiambu County, Kenya

This study sought to the extent to which implementation of the curriculum contributed to awareness of climate change among teachers and students in secondary schools in Githunguri Sub-county of Kiambu County in Kenya. To achieve the set objectives, the study adopted a descriptive survey research design. The study adopted purposive, stratified and simple random sampling techniques to compose a representative sample. Using stratified sampling technique, schools were divided into either boys, girls or mixed before selecting a sample of 10 schools. From the sampled schools, stratified sampling was used to divide teachers into departments before employing simple random sampling technique to select a sample of 8 teachers from each of the sampled schools making a total sample of 80 teachers. Purposive sampling technique was used to select form four students before employing simple random sampling to select a sample of 10 students from each of the schools making a total of 100 students as part of the sample. Purposive sampling was also used to select a sample of 8 subjects for content analysis. Purposive sampling technique was also employed to select 8 respondents from the curriculum developer in Kenya. The study used a thematic area content analysis template to undertake content analysis on sampled subjects. Data from teachers and students was obtained using different questionnaires for each of the categories. An interview guide was used to collect data from sampled Kenya Institute of Curriculum Development officers. Quantitative data collected was analysed using inferential statistics while qualitative data was analysed through descriptions and narratives. Statistical Package for Social Science and Minitab programs were utilised to enhance quality analysis. On the relationship between implementation of curriculum and awareness among teachers, the chi-square value was greater than the significant value, 0.794>0.659, and therefore the relationship was not significant. Results of this study were likely to be beneficial in policy, practical and theoretical dimensions. Key Words: Climate Change, Curriculum implementation CITATION: Implementation of curriculum and its contribution to awareness of climate change among teachers and learners in secondary schools in Githunguri Sub-County, Kiambu County, Kenya. The Strategic Journal of Business & Change Management, 6 (3), 703 – 715.

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