A study of home science resources, their availability and use by teachers and pupils in upper primary classes in Thika municipality
Burugu, Rachel Wanjeri
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This research was a survey of Home Science resources used by teachers and pupils in upper primary classes of ten schools in Thika Municipality. Since instructional resources enhance understanding and retention of content, the researcher wanted to investigate the availability and use of Home Science resources by teachers and pupils in upper primary classes. The major objectives were to find out (1) the various types of resources that are available for teaching and learning Home Science in primary Schools, (2) how these resources are acquired and utilized, (3) whether the available resources are supplied in sufficient numbers, (4) how the resources areas maintained and stored, (5) whether improvisation of resources that are not easily accessible or are very expensive for the schools to purchase is done by teachers and pupils, (6) whether teachers use the community resources around the school for the teaching of Home Science and (7) the problems Home Science teachers encounter in the acquisition of instructional resources. The sample was randomly selected to that five schools were taken from Kenyatta zone and five schools from Madaraka zone. From each school, teachers of classes five, six and seven responded to the questionnaires distributed. Teachers teaching classes five, six and seven from six randomly selected schools were observed when teaching. The intention was to find out whether and how those teachers used Home Science instructional resources. The results of the study revealed that: (1) The major teaching resources used in teaching Home Science were books, which were books, which were both the officially recommended by the Kenya Institute of Education and not officially recommended by the K.I.E. The other teaching resources used were realia such as radios, foodstuffs, equipment, Kitchen utensils and pieces of cloth. (2) Majority of instructional resources used were bought and others made by both teachers and pupils. (3) Majority of teachers do not visit T.A.C. or meet with fellow Home Science teachers to share ideas on production and use of Home Science resources. (4) About 40 of the teachers stored their teaching and learning resources in the school store although other storage systems such as classroom cupboards and Home Science rooms were used by some teachers. (5) Majority of the teachers used exercise books to keep records of the Home science resources. (6) Problems encountered in the acquisition of teaching and learning resources were many but the major ones were lack of time, lack of funds and lack of proper guidance from the Ministry of Education, for example on which resource people to invite and which places to take pupils to on study trips. All these problems implied that with the wide syllabus, use of intensive teaching resources as ministry of Education intended would affect the syllabus coverage negatively.