ABSTRACT
Social Studies is one of subjects offered in primary schools in Kenya. The subject aims at providing the learners with knowledge, skills, desired attitudes and values necessary in preparing them to live appropriately in physical and social environments. The current modes of teaching Social Studies in public primary schools are not inculcating the critical knowledge, skills and competences to the pupils in order to prepare them to achieve vision 2030.This raises great concern to education stakeholders due to declining KCPE results realized. The purpose of this study was to establish the influence of curriculum components on learning outcomes in Social Studies among pupils in public primary schools in Githunguri Sub-County, Kenya. The four objectives of the study sought to: determine the utilization of instructional materials, teaching pedagogies, pupils‟ attitudes and assessment strategies and their influence on pupils learning outcomes in Social Studies. The study used correlation research design. Target population constituted of 5,228 (228 teachers and 5000 pupils). The sample size was 20 Social Studies teachers selected using simple random sampling and 40 pupils using purposive sampling. Data was collected using questionnaires from Social Studies teachers and, structured interview for pupils‟ standard seven and eight pupils. Pilot study was carried out to establish instruments reliability. Test-retest method was used to reliability of both teachers and pupils‟ questionnaire. These instruments were given to educational experts in school of education; Kenyatta University to assess and improve content validity. Qualitative data was organized in themes and interpreted based on research objectives. Quantitative data was analyzed and coded with aid of computer software Statistical Package for Social Sciences (SPSS) then presented inform of regression analysis tables, cross tabulation, percentages and frequency distribution tables. The study found that there was significant, positive relationship between teaching pedagogies with R value of 0.526, pupils‟ attitude with R value of 0.559and assessment strategies with R value of 0.565.The study therefore conclude that wide utilization of instructional materials, use of appropriate teaching pedagogies, pupils attitude and appropriate assessment strategies in teaching and learning process promote academic excellence in Social Studies in public primary school in Githunguri Sub-county. The findings of this study will provide curriculum developers with vital information on instruction of Social Studies as a subject. The study recommends sensitization Social Studies teacher to very innovative and use ICT; in utilization of instructional materials and teaching pedagogies in teaching, cultivate positive pupil attitude and use of suitable assessment strategies