Problems encountered in the teaching of home science by radio in primary schools in Rangata division, Nairobi
Wambutta, Rose Adhiambo
MetadataShow full item record
The purpose of this study was to find out the problems encountered in the teaching of Home Science by radio in Primary Schools in Langata Division of Nairobi, Kenya. The design of the research was to study a simple survey. The sample of the study was twelve (12) primary schools that were drawn from twenty (20) primary schools. Primary schools were selected based on the fact that they offer Home Science Radio lessons. The twelve (12) primary schools were randomly selected for study. The subjects of the study Home Science teachers from the twelve primary schools and the producer of the Primary Home Science Radio Broadcasts. To elicit information from the subjects, the researcher used 3 instruments. These were Teachers' questionnaire, observation schedule and interview schedule. The data collected was analysed and the results presented in tables, which depict frequency distribution and percentages of the responses where applicable. The results were also discussed immediately after each item. The research findings of the study showed that: (1) The primary Home Science teachers were mainly females. (2) Support materials for use during Radio Broadcasts are hardly received by teachers and this poses a problem. (3) The number of pupils in radio broadcast class was unusually large. (4) Most teachers do not supervise home science radio broadcasts. (1) The majority of the teachers were not aware of the existence of tape copying services at Educational Media Service. (5) The majority of the schools receive a copy of broadcast timetables. Some recommendations were made which were expected to be useful in reducing the problems encountered by the home science teachers when using the Radio for teaching Home Science in Primary schools. These were: (1) In-service courses should be conducted more frequently to enlighten teachers on how to handle home science radio broadcasts. (2) The teachers should avoid combining too large classes such as ninety (90) pupils during radio lessons so as to ensure that effective learning takes place. (3) The head teachers of primary schools should ensure that teachers supervise their classes during radio lessons. (4) The Educational media Service should ensure that schools receive broadcast timetables early enough for teachers to synchronize them with their regular school timetables. (5) The Educational Media Service should make sure that all radio lessons are accompanied by support materials. These recommendations are not exhaustive, however, it is hoped that they are important. Finally, an effort was made to give suggestions for further research topics in Radio Broadcasts to schools.