A Wager on Curriculum Delivery: Examining Effects of Sports Betting on Students’ Learning Process in Public Secondary Schools in Mumias- East Subcounty, Kenya

Abstract

Effective curriculum delivery is the vital link that connects the goals of a national curriculum and realization of the intended outcomes. However, this can be challenging when other factors, such as betting are equally competing for the learners’ attention. This study was conducted to investigate the effects of students’ involvement in sports betting on learning process among secondary schools in Mumias-East Sub-County, Kenya. The study examined five aspects of the learning process, namely; class attendance, concentration in class, completion of assignments, conducting personal studies and academic performance. A causal-comparative design was used. Respondents included 369 students, 206 parents and 21 class teachers obtained by stratified random sampling. Data was obtained by use of questionnaires. Results of a t-test revealed a significant difference in means of the learning process scores between students involved in betting and those who did not bet, with t (367) = -9.994 and p<0.001 at α= 0.05. Students involved in betting had lower of concentration in class, were more distracted from doing personal studies, had higher failure to complete school assignments on time, and a more declining academic performance than those who did not bet. However, sports betting had no effect on school attendance. The study recommends that schools should establish strategies to address betting involvement among students as well as phone and internet access and use; that the government should reinforce gambling regulation and legislation to curb betting involvement by school-going students; that there be inclusion of betting awareness in school curriculum; and that awareness campaigns be done among the public on the proliferation of sports betting and its implications on students and entire society.