Use of instructional media in teaching of Kiswahili language in public primary teachers’ colleges in Kenya
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Instructional media has gained prominence in the recent past, especially given that the process of teaching is currently gravitating towards constructivist learning where the teacher is no longer the sole source of knowledge. The purpose of this study was to investigate the use of instructional media in teaching of Kiswahili in public primary teachers’ training colleges (PTTCs) in Kenya. Objectives of the study were to: establish the availability of instructional media used in teaching of Kiswahili in public PTTCs, investigate the criteria used to select the instructional media in teaching of Kiswahili in public PTTCs, establish to what extent tutors utilize the instructional media in teaching of Kiswahili in public PTTCs and explore the challenges associated with the instructional media in teaching of Kiswahili in public PTTCs. The study adopted the Bates’ ACTIONS (Access, Cost, Teaching, Interactivity, Organizational, Novelty and Speed) model that helped in conceptualizing the utilization of instructional media in teaching of Kiswahili. The model has two aspects: on the one hand access, teaching, interactivity and cost are normally evaluated at the individual level. On the other hand, the organizational issues such as novelty and speed are normally evaluated at the organizational level. Descriptive survey design using a combination of quantitative and qualitative techniques was used. The study targeted four selected public PTTCs in Kenya. The participants were purposively sampled making a sample size of 47 respondents. The data was collected using the questionnaire, interview and focus group discussion. Qualitative data drawn from the interview and focus group discussion was analyzed using the deductive method and the relevant themes were generated. Content validity was determined by piloting and expert judgment. Reliability was determined by use of Split-half technique of internal consistency. Quantitative data was coded and entered into computer code sheet, while qualitative data was categorized into themes, coded and keyed into computer code sheet. Data was analyzed by use of descriptive statistics whereby frequencies, percentages, tables, and graphs were used. The studys’ findings established that tutors only used the resources that were availed to them such as textbooks even though they preferred technologically-enhanced resources such as computers, laptops, which were not adequate. It was also established that availability and selection of instructional media influenced utilization in teaching Kiswahili subject in public PTTCs. Three categories of instructional media were available but so inadequate to enhance effective selection and utilization. The researcher therefore, recommended regular capacity building to tutors in the PTTCs. Also the researcher recommended further studies to be done to establish the most effective technologically-enhanced instructional media that could be used in training Kiswahili language teachers. Similar studies should be carried out in private PTTCs to improve on the utilization of instructional media in teaching of Kiswahili in PTTCs.