Pedagogical approaches and their impact on patriotism and national unity: A study of history and government education in Kenyan secondary schools

Abstract

This study investigated the extent to which pedagogical approaches used in the implementation of the secondary school history and government curriculum foster patriotism, national cohesion, and unity among learners in Kenya. This study is grounded in constructivist and social learning theories, which together emphasize active, interactive learning. Constructivism views learners as active participants who build knowledge through experience, dialogue, and critical thinking, supporting learner-centered approaches in history and government education. Social Learning Theory complements this by highlighting how students acquire values and behaviors through observation, imitation, and reinforcement. Combined, these theories provide a strong framework for promoting critical thinking, civic responsibility, and the development of values such as patriotism and national cohesion. Anchored in a pragmatic research paradigm, the study adopted a mixed-methods approach within a descriptive survey design, utilizing a sequential explanatory framework to integrate both quantitative and qualitative data. The study was conducted in 210 secondary schools in Kakamega County, selected through stratified and simple random sampling techniques to ensure representation of school categories. The target population comprised form four students, history and government teachers, and selected education stakeholders. Data were collected using structured questionnaires for students and teachers, semi-structured interviews for key informants, classroom observations, and document analysis of lesson plans and curriculum materials. Instrument validity was ensured through expert review, while reliability was established using pilot testing and statistical measures. Quantitative data were analyzed using descriptive statistics (means, frequencies, and standard deviations) and inferential techniques, including correlation, regression analysis, and Principal Component Analysis (PCA), to determine relationships among variables. Qualitative data were analyzed thematically and used to triangulate and explain quantitative findings. The results indicated that although the History and Government curriculum is inherently designed to promote civic values, its effectiveness largely depends on the pedagogical approaches employed. Teacher-centered methods dominated classroom practice, limiting active student participation and meaningful engagement with civic concepts. In contrast, learner-centered pedagogies such as group discussions, debates, simulations, role-play, and community-based learning were found to significantly enhance students’ understanding and internalization of patriotism, national cohesion, and unity. Regression analysis revealed that pedagogical approaches had a statistically significant, though comparatively weaker and negative influence when poorly implemented, highlighting inconsistencies in instructional quality. The findings further showed that systemic challenges, including inadequate teacher training, limited instructional resources, large class sizes, and exam-oriented teaching culture, hinder the effective use of participatory methods. The study concludes that pedagogy is a critical link between curriculum design and the realization of civic education outcomes. It recommends strengthening continuous professional development for teachers in learner-centered and competency-based pedagogies, revising assessment systems to support civic learning, and improving institutional support to facilitate interactive teaching practices. Enhancing pedagogical effectiveness is essential for positioning history and government education as a transformative tool for fostering national identity, unity, and social cohesion in Kenya.