A study of the methods used by teachers in teaching home science in primary schools in central division Nairobi
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Date
1988
Authors
Male, Dorcas Wanjiku
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
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
Description
Department of Educational Communication and Technology, 92p. 1988