Exploring Utilization of Instructional Materials as a Strategy in Improving Literacy and Numeracy Skills among Public Lower Primary Schools in Four Selected Districts in Kenya

Abstract

Instructional materials have remained significantly important in enhancing the quality of education and are associated with student learning. Yet little is known about how teachers actually utilize the instructional materials to help pupils learn. The study on which this paper is based focused on utilization of instructional materials as a strategy to improve pupils’ literacy and numeracy skills. The purpose of the study was to explore teachers’ utilization of instructional materials to improve pupils’ literacy and numeracy skills among public lower primary schools. The study was carried out in four selected Districts in Kenya: Kitui, Gatanga, Transmara and Migori. A sample of 68 head teachers, 68 teachers and 1,364 pupils was selected using purposive sampling technique. Four instruments were utilized: interview guide, questionnaires, classroom observation guide and a checklist. The results showed inadequacy of instructional materials and that teachers utilize instructional materials to improve pupils’ literacy and numeracy skills through lesson preparation and as sources of exercises for the pupils. The study recommended the need to provide adequate funds for instructional materials