Learning Theories and Curriculum: Analysis of Kenya Secondary School English Syllabus

Abstract

Curriculum developer are to a large extend influenced by learning theories to determine the design of their curriculum. This paper therefore, sets out to analyze how various learning theories such as cognitive constructivism, behaviourism, and social constructivism among other theories have influenced the design and the development of the key aspects of Kenya Secondary School Syllabus. The paper recommends that for the effective implementation of this syllabus, the curriculum evaluators should revise their mode of evaluation to include alternative assessment in their assessment procedures and the curriculum developers should organize seminar and workshops for teachers to sensitize them on the best way to implement the syllabus.