Use of Conventional Teaching Resources in Secondary Schools in Bungoma County, Kenya

Patrick Makari ,Stanley Mutsotso ,Edwin Masibo

doi:10.7176/rhss/9-22-06

Abstract

Education is core to national development as it provides the human resource and intellectual capital to drive economies. Attaining this hence requires meaningful and gainful learning through the incorporation of a range of instructional resources that help develop learners skills, attitudes and practical competencies required in the ever changing market economy. However, in spite of the various government interventions to increase access to education, empirical research evidence shows that students continue to perform dismally in both formative and summative evaluation. The paper therefore sought to determine the dynamics existing in the utilization of conventional teaching resources in secondary schools in Bungoma County. The paper was guided by the Cognitive Theory of Instructional as propounded by Jean Piaget that emphasizes the significance of instructional resources in the teaching and learning process. The paper adopted a descriptive survey design. The target population consisted of teachers and students from public secondary schools in Bungoma County. In order to have a representative sample, this paper employed stratified random sampling to select schools. Questionnaires, interview and observation schedules and document analysis were used as data collection instruments. Validity was established through expert opinion. Reliability was established through piloting. Data was analyzed using inferential and descriptive statistics. The findings showed that majority of teachers, students and principals were of the opinion that public secondary schools in Bungoma County had inadequate conventional instructional resources. It was further deduced that funding, number of students and teachers’ ease of use influenced the acquisition of conventional instructional resources in public secondary schools in Bungoma County. From the findings it was recommended that educational stakeholders should improve the quality of instructional through proper identification, selection and utilization of instructional resources. There is need for all stakeholders including the County Government, National Government and the Private sector to contribute financially and materially in the provision of conventional instructional materials and resources. Keywords: Convectional, education, teaching resources, teaching resources, utilization, DOI : 10.7176/RHSS/9-22-06 Publication date: November 30 th 2019

Highlights

Education consists of two major components namely inputs and outputs. (Coombs, 1970)
The analyzed data enlisted that majority of teachers were in agreement with a mean of 2.05 and standard deviation of 1.02604 that the utilization of the internet as a teaching/learning resource was below the www.iiste.org average mean usage of 3 and most schools should be linked with the internet network to spur the use of the internet in the teaching/learning processes in public secondary schools in Bungoma County
1.1.2 CONCLUSION It was conclude that majority of the students asserted that their teachers had frequently assigned them with both class and take away assignments and this enhanced their utilization of the available conventional resources

Summary

Introduction

Education consists of two major components namely inputs and outputs. (Coombs, 1970). Instructional resources enrich, support and help implementation of educational programmes in schools by fostering an interaction between teachers, educational stakeholders and other members of the community It was the duty of educational stakeholders to provide students with a wide range of conventional instructional resources at varying levels of diversity of appeal and the presentation of different points of view (MOEST, 2004). The Kenyan government commitment to attain millennium development goals by 2030 required substantial and long term increase in the provision of teaching and instructional resources These mean adoption of measures that argument national budget by partnering with the private sector in the funding of education. The report by Kamunge (1988) opined that the construction of public day secondary schools as a way of expanding quality day secondary education, despite all government efforts, planning and provision for conventional instructional resources has remained a challenge in today’s FSE with low learning outcomes over the years.

Group Teaching

Findings

Usage of internet in teaching