Availability, acqusition and use of teaching / learning resources of English language in primary schools in Kiambaa division
Author(s)Njiiri, Winfred Nyamatu
KeywordsEnglish Language--Study and teaching
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AbstractThe PE 1065.N52
This is a simple survey on the availability, utilization and acquisition of resources in the teaching of English Language in primary schools. Main emphasis was to establish which of the resources were available and accessible to the pupils and teachers, their selection and use, how they were acquired, whether teachers were inserviced in the use of resources and whether there were problems in usage. This study was done in some primary schools in Kiambaa Division Kiambu District. Out of 47 schools only six were randomly selected and studied in detail. Due to lack of time the researcher could not study a bigger sample. Three research instruments were used to gather data. A questionnaire for teachers of English whose aim was to collect information on the importance teachers attach to the use of resources and how they use the available resources. English teachers in standard seven and eight randomly selected form Kiambaa Division filled the questionnaire. An observation schedule was used to collect information on how teachers and pupils use resources in the teaching/learning situation. Six lessons were observed by the researcher to counter check information obtained from the questionnaire. A checklist was compiled to indicate the available resources in the schools studied. It was found that teachers teaching English had taught if for a period ranging from three years to over 10 years. Therefore they were experienced and majority were aged below forty years. A limited range of resources were available like the Primary English, the chalkboard and a few supplementary books. A few resources were improvised like maps, diagrams, charts and posters. As a result, few of those resources were accessible to learners. Lack of finances and materials for improvisation of resources contributed to inaccessibility of resources to the pupils. Topic of study, lesson objectives, age of the learners, teachers guide, recommendations and availability of materials were some of the criteria teachers cited for selection of teaching and learning resources. The study also found that resources were bought by the school and parents and that teachers improvised resources and some were donations. Some teachers attended inservice courses which they found helpful in showing them the use of resources. Majority of teachers relied heavily on the teachers guide and the chalk board. Teachers either used the individual model or group but indicated that it was difficult when they wanted to use supplementary books as those were few. Community resources were not being utilized at all. The newspapers/magazines were neither available to the teachers nor pupils. Learners had absolutely no information on the Kenya Library Service (KNLS). Various recommendations were made for educational policy and practice in Kenya and a few research suggestions made on the basis of the findings.