MST-Department of Educational Communication and Technology

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    A Module on Visual Communication: A Teachers' Guide
    (Kenyatta University, 1986) Kamanja-Wa-Gathu
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    A survey of the practices followed in teaching reading in Kiswahili in lower primary classes of Maseno Division, Kisumu District
    (Kenyatta University, 1987) Opijah, Allan Lennox
    The intention of this study was to investigate the practices that teachers follow in teaching reading in Kiswahili in the lower primary classes of Maseno Division of Kisumu District. It has been claimed that the teaching of reading (and writing) has deteriorated in our schools and colleges (Ambula, 1986). The survey involved an attempt to determine whether teachers of reading in Kiswahili have the necessary qualifications and experience; and, whether they. prepare schemes of work and lesson plans. It also involved an identification and description of the methods they follow in teaching reading in Kiswahili; the instructional materials they use and the factors that influence their c?oice; the methods they employ in evaluating their pupils in reading in Kiswahili; and the problems they encounter in the instruction of reading in Kiswahili. (xii) Data was collected by way of questionnaire which each selected subject responded to. Thirty(30) teachers from ten(10) schools' (three from each school) were selected out of a total of one hundred and sixty three (163) primary schools in Maseno Division. Four(4) teachers were observed in actual classroom teaching situations. The thirty(30) sample teachers revealed that teachers are aware of, and employ the various methods of teaching reading. They however, do not provide fundamental basic prerequisite activities that would prepare and aid pupils for reading in Kiswahili. It was further revealed that both in terms of quantity and variety, instructional materials that are essential in effective instruction in reading in Kiswahili are inadequate in lower primary classes. The findings also revealed that teachers do not seem to be aware of and hardly make ~se of the various techniques of evaluating reading in Kiswahili. The most prominent methods used to evaluate reading skills are by use of tests and examinations. It was also revealed by the survey that teachers of reading in Kiswahili have to grapple with such problems as lack of textbooks, lack of pupils motivation and interest, mother tongue interference/resistance, pupils' lack of readiness to learn Kiswahili, inadequate instructional materials, poor physical facilities and lack of training on the part of teachers to teach reading in Kiswahili.
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    Strategies and Media for Teaching and Learning Oral Literature in Kenya: A Study
    (Kenyatta University, 1987) Ettyang, E. K. K.
    The main purpose of the study was to investigate the strategies and Media teachers and students used in teaching and learning Oral literature in selected secondary schools in Nakuru District with the view to determining their understanding and utilization of the same. Past studies and various oral literature scholars have emphasized the need to expose the learner to a variety of experiences if the teaching and learning or oral literature has to be complete. This, therefore, calls for the utilization of a variety of strategies and Media. However, no study on strategies and Media and the teaching of oral literature has been carried out. This study, therefore, is aimed at stimulating total but conscious and systematic application of strategies and Media in teaching and learning oral literature in Secondary Schools. The study was conducted in four maintained, four Assisted and four Private Secondary Schools. The target group was Secondary school teachers that handled Literature in English in schools that had registered candidates for the Kenya Certificate of Education examination in the subject, for at least the tast two years. This was hoped would give a clearer picture on strategies and Media applied in the teaching and learning of oral literature. The data was collected using a questionnaire which was completed by 87.5% of the targeted respondents. It had twenty six (closed and open) items which sought the following information: the teachers' qualifications and experience, their major source of oral literature material, understanding and utilization of strategies and Media and how strategies and Media were integrated in the teaching and learning of oral literature. Data collected was analysed using descriptive statistics; - a tally sheet for tneclosed-ended questions was prepared and their frequencies and percentages computed. For open-ended questions, coding frames wer~ developed and the responses classified according to the categories in the coding frames and their frequencies and percentages computed. The findings of the study revealed that the Teachers' understanding of strategies and Media was limited. There was an obvious over dependence on print Media at the expense of other Media. The application of strategies and Media in teaching and learning oral literature was incomplete, unconscious and haphazard. It is therefore recommended that Secondary teachers' training institutions (including the Universities) re-examine their syllabi to see whethertheyoffer the teachers who qualify a chance to acquire a sound understanding and application of strategies and Media in teaching and learning oral literature. Regular Seminars and inservice courses should be organized to give untrained teachers some basics on educational Media and to appraisse all teachers on the latest developments in this area.
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    Improvisation in the teaching of home management: A case study of selected secondary schools in Kiambu District.
    (Kenyatta University, 1987-09) Thinwa, Elizabeth Njambi
    Although many teachers have claimed that they have been improvising when teaching Home Management, the extent to which they improvise, and the factors that led them to do so, have not been investigated. This study is a survey of the various improvisations which teachers of Home Management have been using when teaching some aspects of the subject. The study is based on data collected using a questionnaire which was administered to teachers from 10 secondary schools in Kiambu District. The results showed that the majority of teachers had the ideas of the type of improvisations but did• not implement them in the classroom. This has not helped to solve the problem of the shortage of teaching facilities for this subject in our schools. Secondly, the study has raised a lot of suggestions on the various improvisations that teachers would use, and also how the subject could be made relevant to the local needs of the learners. Finally, it has surfaced the major problems that teachers of Home Management are facing when teaching the subject. It is hoped that the results of this study will not only become a reference for teachers and inspectors of Home Science, but also will stimulate researchers in the direction proposed by the recommendations of the study.
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    A study of the methods used by teachers in teaching home science in primary schools in central division Nairobi
    (Kenyatta University, 1988) Male, Dorcas Wanjiku; Kithinji, C. T.
    This research was a survey of teaching methods used in the teaching of Home Science in six primary schools in Nairobi. Since the teaching methods are means by which teachers communicate to the learners, the researcher wanted to investigate a variety of teaching methods used in the teaching of Home Science in primary schools. The major objectives were to find out (1) the - resources and facilities used, (2), the academic and professional qualifications of the teachers, (3), the number of in-serviced teachers and (4) the problems that hinder the use of some teaching methods in Home Science. The sample was randomly selected so that one school was taken from Category C schools, two school from Category B, two schools from Category A schools and one school from the Assisted Schools. From each school, teachers of classes 4, 5, 6 and 7 responded to the questionnaires distributed. Teachers teaching classes 5 and 6 were also interviewed and observed when teaching The results of the study revealed that: a) The most popular teaching methods were question and answer, demonstration, discussion, lecture and groupwork. The least methods were use of radio, story telling, dramatization and resource people. b) The te~ching resources and facilities were scarce and in some cases absent. There was no school with a Home Science laboratory. The Kenya Institute of Education (KIE) had not written teachers' and pupils' books for classes 4 and 5. The Institute had only written Teachers' Guide for class 6 and Pupils' Textbook for class 7. c) ,About 92% of the teachers had completed secondary school education and that over 62.5% of the teachers had at least a Primary Teacher Certificate (P1). d) Approximately 88% of the teachers had not received in-service training. e) Problems encountered were many but the major ones were lack of time as teacher had too many lessons per week, lack of teaching/learning resources, and lack of proper guidance from the K.I.E. All these problems implied that the teachers were faced with serious problems which call for urgent solutions from the Ministry of Education, K.I.E., Teachers' Service Commission, Home Economists and the Society at large
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    A survey of instructional methods used in teaching mother tongue in lower primary classes in Emuhaya Division, Kakamega District.
    (1988) Oriedo, Hannington Elly's
    The intention of this study was to investigate the Instructional methods that teachers use in teaching Mother tongue in the Lower Primary classes in Emuhaya Division of Kakamega District~ It has been claimed that the teaching of Mother tongue has deteriorated in our primary schools and teachers training colleges. The survey involved an attempt to determine whether Mother tongue teachers have the necessary training, qualifications and experience, and;. whether they prepare Schemes of work and Lesson plans or not. It also involved an identification and description of the methods they follow in teaching Mother tongue; the methods they employ in evaluating their pupils, the instructional materials they use and the problems they encounter in the teaching of Mother tongue. Data was collected by way of questionnaire and actual observation. Twenty seven (27) lower primary teachers were selected. The teachers were selected from nine (9) randomly selected primary schools out of the eighty six (86) primary schools in Emuhaya Division. The teachers responded to the questionnaire and besides the questionnaire, six (6) of the twenty seven (27) teachers were observed in actual classroom teaching situation. The twenty seven (27) sample teachers revealed that most of the primary school teachers are not properly trained in the methods of teaching Mother tongue. Hence most of them apart from using le.cture method do not employ the other methods of teaching Language (Mother tongue). Most of the teachers also do not provide the ~undamental basic prerequisite activities which prepare and help pupils in learning Mother tongue. It was further revealed that teachers do not seem to be aware of and hardly make use of the various techniques of evaluating Mother tongue. The most prominent methods used to evaluate Mother tongue are by use of tests and examinations. The findings also revealed that instructional materials that are essential for effective teaching of Mother tongue are inadequate both in quantity and variety. It was also revealed by the study that Mother tongue teachers have to grapple with problems such as lack of textbooks, lack of pupil motivation and interest, English and Kiswahili interference, inadequate instructional materials, , poor physical facilities and lack of effective training on the part of teachers who teach Mother tongue.
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    A survey of the factors that affect the teaching and learning of home science in primary schools in Kiambaa Division, Kiambu District.
    (Kenyatta University, 1988) Wang'ombe, Grace Micere
    This study was conducted in Kiambaa Division Division of Kiambu District in the Republic of Kenya. The research design of the study was a descriptive survey (simple survey). The main purpose of this survey was to try and find out the problems that teachers and pupils encounter(ed) in the teaching and learning of Home Science. The research was limited to upper primary classes and only ten schools were randomly selected as research sample. All the teachers of Home Science were required to respond to the teachers' questionnaire. Head teachers from the ten schools were required to respond to an interview schedule. From five of the ten schools, randomly sampled, pupils from standard 6 and standard 8 responded to the pupils' questionnaire. The researcher tried to find out whether the attitude had changed with the new emphasis placed on the subject such that it is now examinable in Kenya certificate of Primary Education examination and is compulsory for both boys and girls. It was also the aim of the researcher to find out whether any negative attitudes, if any, among the teachers and pupils did affect the teaching and learning of these subjects. The researcher collected the information required by means of interviews, questionnaires and casual observations. The researcher then analysed and reported the findings and made appropriate recommendations on the subject. The findings showed that:- 1. Facilities and equipment for effective teaching of Home Science were inadequate. 2. The syllabus for Home Science was too wide to be covered effectively. 3. The attitudes of the teachers and pupils were positively inclined towards Home Science. 4. Very few schools had a functional Home Science Laboratory.
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    A study of the relationship between the acquisition of science process skills and problem solving ability among primary school pupils in urban and rural setting in Kenya.
    (1988) Ogonda, Grace Obodo
    This study was designed to investigate the relationship bet ween the acquisition of science process skills and problem solving ability among standard seven pupils in a rural and an urban environment(Nyakach division of Kisumu district and Nairobi Province). The subjects involved in the study were 528 pupils _ 279 boys and 249 girls. A science process skill teat and a problem solving test designed to measure the acquisition of science process skills and problem solving ability respectively, were administered to these subjects. It was found that a high and positive relationship (r=O.89) existed between the acquisition of science process skills and problem solving ability. It was also observed that urban pupils performed better than rural pupils in both tests. Another observation made was that boys did better than girls in both tests. It was interesting to note that pupils of relatively better educated parents obtained significantly higher scores in both tests than those from less educated parents. The findings of this study indicate the ,need for more use of inquiry method of teaching , especially in the rural areas, and an improved professional input from the area Teacher 'Advisory Center (TAC) Tutors in order to improve the quality of science instruction and have better development of science process skills and problem solving ability among our Kenyan primary school pupils.
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    The factors that influence pupils' performance in home science in the SOS special school in Nairobi (a case study)
    (Kenyatta University, 1988) Kinai, Theresia Kavuli
    The purpose of this study was to investigate the factors that influence pupils’ performance in home science in the SOS Special School in Nairobi. The school was chosen because it caters for children who have special learning needs. This study was timely considering that it was done after the implementation of the 8-4-4 system of education in which home science was made examinable in the KCPE (Tl:e final examination at end of primary school education). The study tries to highlight some of the factors which might have a bearing on pupils' achievement in the subject. The short time available to do the research restricted the study to ,mainly the school factors affecting the home science performance of the destitute and orphaned children living in the SOS children's Village in Nairobi. The researcher visited the SOS Special School and the SOS children's Village to administer the instruments and to make observations. The data collected was recorded, analysed, summarised and presented by use of tables. Interpretation of the data was done and the results were given. The findings of this study- showed that the children came from varied family backgrounds. It was found out that children whose early lives were i!1terrupted by sad (xii) events for example death of their parents and were living in residential care performed poorly when compared to children who had been living with their families. No sex differences were found in home science performance. Findings showed that the home science teachers did not utilize the available resources effectively and that their instructional methods were traditional. It was found out that there was no text book available in which theory and practical work for the whole syllabus was given and that time allocated for home science teaching was insufficient. The study further revealed that some pupils' performance in home science was af5ected by their inability to read, poor language, inability to comprehend theory work and lack of interest in the subject. Despite all these problems it was found out that there were no remedial classes for the slow learners. Findings showed that the pupils had preferences for certain topics in home science particularly the ones which pro-idej knowledge relevant to their lives. There was evidence that the pupils were exposed to manipulative home 3cience skills at tome, but no assistance in academic or intellectual skills in the subject was given./ Based on these findings a number of recommendations were made. The teachers should be supervised and inspected so that they can lmprove their ir:3":2:'Uctional skills. They should attend seninars, workshops 21d in-service courses in home science and in special education so that they acquire the knowledge and pedagogical skills needed to teach children with learning problems. Pupils should be encouraged to like both theory and practical work in home science and to be given plenty of home work which will challenge them to read home science books. All the time allocated for the teaching/learning of home science should be used as fruitfully as possible. Teachers and pupils should be provided with materials and facilities necessary for the teaching/learning of home science.
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    A study of four mathematical operations among standard eight pupils in Kericho District, Kenya.
    (Kenyatta University, 1988) Arap-Koske, James Kibii
    This study sought to find out whether there was a difference in performance in the four basic Mathematical operations namely addition, substraction, multiplication and division as used by standard eight pupils to solve science problems. It also sought to find out whether the observed differences, if any, were related to mathematical abilities among the sampled pupils. The sample of the study consisted of children from standard eight in selected primary schools from Belgut Division in Kericho District. Twelve schools were randomly selected and yielded a total population of 576 pupils (263 girls and 313 boys) with an average age of thirteen years. Although part of the analysis involved the use of the results from all the sampled schools, a further sample of 209 pupils was randomly selected from eleven of the schools. One school was not used in this further analysis because all its pupils except one got classified in the high mathematical ability group when the Mathematics Ability Test was administered to them. The data was collected using two instruments constructed by the researcher. One instrument, refered to as Mathematics Ability Test, was administered to the whole sample and the results of the performance were used to classify the pupils into High and Low Mathematics Ability groups. The second instrument, refered to as Science Achievement Test, was also administered to the whole sample. The results of the performance were used to analyse pupil ability in each of the four basic mathematical operations. The two tests were administered one after the other starting with the Mathematics Ability Test. Each test had a separate answer sheet. The instruments were scored manually awarding points for correct responses and zero for incorrect ones. Pupils scoring 15 points out of a total of 20 points in the Mathematics Ability Test were placed as High Mathematics Ability group. Those who scored below 15 points in the test were placed as Low Mathematics Ability group. Scores per operation (+, -, x and 7) from the Science Achievement Test were separately recorded for each pupil. The scores from the Science Achievement Test were analysed by application of statistical techniques. One-way analysis of variance and two-way analysis of variance were carried out and results used to accept or reject the appropriate null hypotheses. To find out which operations significantly contributed to the performance in the Science Achievement Test, Honestly significant Difference (HSD) Test was carried out using the means from group performance in the four operations. From the results, the researcher made the conclusions-hat pupils perform differently among the mathematical operations appearing in the Science problems. The difference in performance is not affected by the mathematical ability of the child. More precisely, pupils classified as high or low mathematical achievers showed that they perform differently in the basic operations. It was also concluded that pupil ability in multiplication was better than the ability in either division or subtraction for the sample of pupils. Therefore, when teaching mathematics and science, there is need for teachers to treat performance in separate operations as separate mathematical abilities. This will make it easier to provide adequate groundwork and constant remedial teaching on these operations.
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    A study of the relationship between Kenyan secondary school pupils' achievement motivation and educational /0ccupational levels of their parents
    (Kenyatta University, 1989) Mutinda, Ezekiel
    This thesis was a study of the relationship between the Kenyan Secondary School Pupils' achievement motivation (Abbreviated nAch - need for achievement) and the parental education and occupation. The need for such a study was given impetus by the lack of such kind of data in the developing countries, especially Kenya. The study examined and tested four research null hypotheses:- (i) There is no significant relationship between the father's educational level (ELF) and the respondent's nAch (need-far-achievement) score. (i i ) There is no significant relationship between the mother's educational level (ELM) and the res~ondent's nAch score. (iii) There is no significant relationship between the father's occupational level and the respondent's nAch score. (i v ) There is no significant relationship between the mother's occupational level and the respondent's nAch score. The respondent's for this study consisted of a total of 305 Form III pupils from nine (9) in Kwale and Mombasa Districts of Kenya Table 3.1). In each school, the selected pupils were given tests in achievement motivation in form of pictures for them to writes stories about (Appendix D). A questionnaire for obtaining information on parental education and occupation was also administered to the pupils (Appendix A). x ) The stories were scored for achievement motivation following a standard scoring procedure (called 'scoring system C') to obtain achievement motivation (nAch) scores. Parents were classified into four educational and occupational level each, given arbitrary scores 1 to 4. These score (for parental levels) were then correlated, using the Pearson production moment correlation coefficient method, with the nAch scores of the pupils. The results of this correlation were staggering. The correlation between the father's education and the pupils' nAch scores was positive, low and significant (r=O.l20, P(O.05) and that with the mother's education was positive and significant too (r=O.l30, P~O.05) showing that nAch of pupils increases with parents' education. The father's occupation was insiqnificantly correlated with the pupils' need for achievement (r=O.070, P~O.05) while that of the mothers was both positively and significantly correlated with the nAch scores (r=O.l5, p~O.n5 again showing an increase of nAch of children with the occupation of mothers. One-way analysis of variance (A OVA), performed on the pupils' mean nAch scores for the parental educational and occupational levels showed that the differences between these mean nAch scores within the levels were statistically significant. From the above findings, it is recommended that a programme of counselling on career choices for the pupils and training for achievement motivation for the parents, be xi organised so that parents can be trained on how to raise the level of achievement motivation in their children by setting standards of excellence for their children. This may be useful not only in improving their childrens' academic achievement but also in enabling them to succeed later in life.
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    A study of the relationship between Kenyan secondary school pupils' achievement motivation and educational /0ccupationall levels of their parents.
    (1989) Kitiyo, Ezekiel Mutindai
    This thesis was a study of the relationship between the Kenyan Secondary School Pupils' achievement motivation (Abbreviated nAch - need for achievement) and the parental education and occupation. The need for such a study was given impetus by the lack of such kind of data in the developing countries, especially Kenya. The study examined and tested four research null hypotheses:- (i) There is no significant relationship between the father's educational level (ELF) and the respondent's nAch (need-far-achievement) score. (i i ) There is no significant relationship between the mother's educational level (ELM) and the res~ondent's nAch score. (iii) There is no significant relationship between the father's occupational level and the respondent's nAch score. (i v ) There is no significant relationship between the mother's occupational level and the respondent's nAch score. The respondent's for this study consisted of a total of 305 Form III pupils from nine (9) in Kwale and Mombasa Districts of Kenya Table 3.1). In each school, the selected pupils were given tests in achievement motivation in form of pictures for them to writes stories about (Appendix D). A questionnaire for obtaining information on parental education and occupation was also administered to the pupils (Appendix A). The stories were scored for achievement motivation following a standard scoring procedure (called 'scoring system C') to obtain achievement motivation (nAch) scores. Parents were classified into four educational and occupational level each, given arbitrary scores 1 to 4. These score (for parental levels) were then correlated, using the Pearson production moment correlation coefficient method, with the nAch scores of the pupils. The results of this correlation were staggering. The correlation between the father's education and the pupils' nAch scores was positive, low and significantThe correlation between the father's education and the pupils' nAch scores was positive, low and significant (r=O.l20, P(O.05) and that with the mother's education was positive and significant too (r=O.l30, P~O.05) showing that nAch of pupils increases with parents' education. The father's occupation was insiqnificantly correlated with the pupils' need for achievement (r=O.070, P~O.05) while that of the mothers was both positively and significantly correlated with the nAch scores (r=O.l5, p~O.n5 again showing an increase of nAch of children with the occupation of mothers. One-way analysis of variance (A OVA), performed on the pupils' mean nAch scores for the parental educational and occupational levels showed that the differences between these mean nAch scores within the levels were statistically significant. From the above findings, it is recommended that a programme of counselling on career choices for the pupils and training for achievement motivation for the parents, be xi organised so that parents can be trained on how to raise the level of achievement motivation in their children by setting standards of excellence for their children. This may be useful not only in improving their childrens' academic achievement but also in enabling them to succeed organised so that parents can be trained on how to raise the level of achievement motivation in their children by setting standards of excellence for their children. This may be useful not only in improving their childrens' academic achievement but also in enabling them to succeed later in life.
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    Acquisition and use of teaching AIDS in home science education: a survey of selected secondary schools in Nairobi, Kenya
    (1989-08) Otieno, Rose Bujehela
    This study was a survey of how teaching aids are acquired and used in the teaching of Home Science education in secondary schools in Nairobi Province, Kenya. The main objectives of this study were to find out the types of teaching aids used in Home Science in secondary schools' and how they are acquired and used for the teaching of the subject. Data was collected by means of teachers' and students' questionnaires, headteachers' interview schedule and classroom observation schedule for Home Science teachers. The population for the study consisted of secondary schools offering Home Science in the 8-4-4 System of Education in Nairobi Province. A sample of ten maintained and assisted secondary schools were randomly selected from the province. Twenty five form one students and the same numbers of form three students in each school, responded to the students' questionnaire. In all, 410 students participated in this study. Two teachers from each school responded to the teachers' questionnaire and were also observed in the use of teaching aids. Eight headteachers and two deputy headteachers were interviewed. De~criptive statistics mainly tables and percentages were used in data analysis and presentation. According to' the findings, all the Home Science' teachers were females of high academic and professional calibre. Despite their qualifications, these teachers did not use as many teaching aids as had been expected. Many teaching aids such as projectors were missing in most of the schools. Schools had few teacher-made and student-made teaching aids. The Ministry of Education supplied very few teaching aids to schools. Most teaching aids were purchased by tne schools. While cost, durability and simplicity were given priority when choosing teaching aids, attractiveness and size were not considered by most Home Science teachers. Results revealed that the teaching aids that teachers used most were textbooks, diagrams, chalkboards and pens. Among other recommendations, the researcher suggested regular in-service training for Home (xiii) Science teachers so that new knowledge in preparation and use of teaching aids could be made available to teachers. Regular appraisal of teaching aids is therefore necessary. Alternative sources especially community-based materials should be sought. The establishment of resource centres was recommended so that a cluster of schools could be served by such centres. There is also need for further" research in areas related to teaching aids in Home Science,for example, teachers' attitudes towards preparation and use of teaching aids.
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    Analysis of factors influencing effective implementation of home science curriculum in Kenyan secondary schools: a case study of Nairobi and Murang'a districts
    (Kenyatta University, 1989-09) Rombo, Dorothy Owino; Gitau, N.; Digolo, P.O.
    Home Science is one of the practical subjects which recently acquired it's long overdue emphasis in the Kenyan School CUrriculum. Raising of funds for the construction of Home Science Workshop is a common activity in many Schools, both Primary and Secondary. For some Schools it is an old subject which has broadened dimensions in the 8.4.4 System, for others it is totally new. This Study aimed at analysing factors that influence the effective implementation of . ) Home Science Curriculum in Nairobi. and Muranga Schools. Specifically the Study aimed at fulfilling the following objectives;
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    A study of the utilization of learning resources in the teaching of Christian Religious Education in secondary schools of Embu in Kenya.
    (1990) Gacegoh, Juliet Njeri
    The purpose of this study was to investigate in depth the utilisation of learning resources in the teaching of Christian Religious Education (CRE). The emphasis of the study was to establish which resources were available in schools, how the schools acquired these resources, the problems the schools encountered in the acquisition of these resources, how the teachers selected these resources, the types of resources used in the actual teaching, the purpose for which learning resources were used, the problems teachers encount~red in the use of resources and the quality of CRE basic textbooks. A total of 19 Secondary Schools were selected from 51 schools in Embu District. This selection was done from a stratified random sample where the schools were divided into 3 strata, that is Government maintained, Harambee assisted and Private, after which the blindfolding technique wus adopted. The sample consisted of 52 CRE teachers, 18 heads of CRE departments, 4 Curriculum developers, 2 CRE Inspectors and 2 CRE advisers. A total of 23 live CRE lessons from 12 Secondary Schools were observed. Data was obtained by means of questionnaires, interview schedule, lesson observation schedule and an instr~ment used for analyzing textbooks. DatA obtained in the study revealed that, there was an acute shortage of resources especially audio-visual resources in schools. This was mainly due to lack of funds. It was also found that, both parents and schools were responsible for purchase of learning resources. Some schools got their resources either through borrowing or donations. schools. Further findings revealed that CRE teachers and the heads of CRE departments played a significant role in the There was very little improvisation by selection of learning resources. Course objectives, nature of subject content, coverage of syllabus and time available were the main criteria in the selection of learning resources. In the actual teaching of the subject, it was found that the majority of the teachers used textbooks and chalkboard. Very few of the teachers used audio-visual and community resources. The teachers used these resources for the purpose of introducing and summarizing the lessons, while the students used these resources for the purpose of writing notes. Teachers found it difficult to use the few available resources in the actual teaching of the subject. They complained that the syllabus was too wide; they lacked support from the educational officers as to what resources to use and that the classes had large numbers of students. Further findings indicated that, although the two xiii basic textbooks were of high quality in some respects, they seemed to be of low quality in other respects. On the basis of the findings and conclusions, recommendations were made for educational policy and practice in Kenya. For further research, there is a need to conduct study to find out the relationship between the student's performance in eRE and the use of learning resources. These recommendations were meant to serve as a base for the improved utilisation of eRE learning resources in Secondary Schools.
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