Afrocentric Teaching Methodology and Societal Norms among Secondary School Learners in Meru County, Kenya


The society expects the schooling process to transmit desirable societal norms among learners. Thus cases of undesirable behaviors among the learners have compelled society members to question the effectiveness of teaching methodology used in school system to socialize learners. This study sought to examine the application of Afrocentric teaching methodology to enhance societal norms among secondary school learners in Meru County, Kenya. The study used exploratory descriptive research approach and correlation design. Questionnaires and interview schedules were used to collect data. Data was analyzed using descriptive statistics and the inferential statistics used for data analysis was Linear Regression Analysis. The study established that integrating Afrocentric teaching methodology had a fair positive correlation with societal norms which implied that integration of Afrocentric teaching methodology into the contemporary Kenyan school system significantly influences societal norms among secondary school learners at 5% level of significance. The findings of this study will provide vital knowledge regarding societal norms besides providing a basis for further research. The researcher recommended that there is need to integrate Afrocentric teaching methodology into the contemporary school system for maximum enhancement of societal norms.

Dr. Joseph Muriungi Kirugua