Integration of Cultural Elements into Upper Primary School Social Science Curriculum Materials and Their Implication for Equitable Education in Oromia Regional State, Ethiopia

Abstract

This study was aimed at investigating the integration of cultural elements into upper primary school social science curriculum materials in Oromia regional state, Ethiopa. To attain this objective, two social science curriculum materials were selected randomly to enhance the generalizability of the findings to the whole population. Thereafter, 364 (50%) different paragraphs were selected by using simple random sampling technique. Quantitative research method, more specifically, content analysis was used as a main research design used for the study. The collected data were analyzed using descriptive statistics like frequency distribution and percentage. The findings revealed that upper primary school  social science curriculum materials  in Oromia region  failed to include cultural elements of the region that are manifested in the forms of material heritages, songs, cultural values, heroes and heroines. Besides, most valuable indigenous cultural elements of the region were failed to be included in social science curriculum materials. Hence, for the better inclusion of cultural elements of the region into social science curriculum materials, curriculum developers at the region need to give a due attention.

Keywords: Culture, Cultural elements, Integration of cultural elements, Social science, Equitable education