Challenges of Acquiring Non-Projected Media Resources for Teaching in Secondary Schools in Kenya.

Abstract

This study sought to analyze the constraints in acquisition and use of non-projected media resources in teaching Geography in public secondary schools in Koibatek S. A sample of 70 Geography teachers, 35 head teachers and 314 students were sampled using purposive and stratified random sampling. Data collection was done by use of questionnaires, observation and content analysis. Data was analysed using descriptive statistical methods. The results were then presented in pie charts, graphs and tables. The study established that most schools had non-projected resources, though a limited supply and were rarely used. However, some schools lacked some important resources such as Geography rooms, facilities for fieldwork, weather station and library services. Constraints emanating from heavy workload, heavy curriculum and inept administration were found to undermine to effective use of these resources in teaching Geography. The study has recommended for an urgent review of curriculum and increased supervision to ensure that curriculum is hilly implemented, and refresher courses be given to teachers on the use of these resources There have been concerns over declining performance in Geography at national examination, especially areas that test students’ knowledge of field work, map work and physical Geography. Coincidentally these are the areas where non-projected media resources are most used. Yet few studies done in Geography have not adequately examined the non-projected media resources despite their critical role in the teaching of Geography.