Audio-Visual Media Instructional Use and Its Effect on Reading Competences among Grade Two Pupils in Tharaka Nithi County, Kenya
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Date
2024-10
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Abstract
The main purpose of this study was to evaluate audio visual media instructional use and its effect on
reading competences among grade two pupils in Maara sub county, Tharaka Nithi County, Kenya. The
study sought to identify the audio-visual resources available for teaching and learning reading
competences, investigate extent to which teachers use the available audio-visual media, examine the
challenges faced by teachers and learners in use of audiovisual media in teaching and learning reading
competences and assess the learners reading abilities. The French Bell system Theory and a descriptive
survey design were adopted in this study. Simple random and purposive sampling techniques were used
to select 330 learners, 30 head teachers and 30 teachers, making a sample size of 390 respondents. The
research instruments were questionnaires, interviews schedules, reading examination for grade two
learners and classroom observation. Piloting of the research instruments was done in one public primary
schools. The reliability of the research instruments was measured using a Cronbach's Alpha statitistic.
The collected data was analyzed using Statistical package for Social Sciences (SPSS) and presented
using tables, percentages frequencies and other descriptive statistics. Descriptive statistics revealed that
schools have limited computers (average 2.90 per school) with a low student-to-computer ratio (1:10).
Tablets are more prevalent (average 19.17 per school), but functionality issues reduce their
effectiveness. Projectors and mobile phones are more commonly available but are still not sufficiently
utilized in classroom learning. The data on the competence of learners to read appears to be
symmetrically distributed with the competence of learners tapering off at the tail ends. This implies that
most of the learners on average could read between 21-69 words per minute. However, there are
significant disparities in reading abilities among learners, with a notable percentage performing below
expectations. This disparity highlights the need for targeted interventions to support learners who are
struggling and to bridge the competence gap across different schools. The reliability statistics for
variables testing on teacher’s attitude in the use of Audio-visual media, for variables testing on
challenges in the use of audio-visual media and for variables testing on the classroom observation
performance indicators, were 0.969, 0.981 and 0.944 respectively. The reliability statistics on all the
research instruments was 0.990. A Cronbach's Alpha of 0.70 (70%) or higher reveals a strong internal
consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends the government to integrate digital learning in schools and ensure schools are fully
equipped with an access to electricity and network connectivity. Ministry of Education to develop
teachers’ capacity on the use of digital devices. The study also recommends the Kenya institute of
Curriculum Development to develop a curriculum in line with competency based curriculum provided in
digital devices. Lastly curriculum support officers and head teachers to support teachers to make use of
available audio visual resources for teaching and learning
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Citation
Kiende, K. B., Ondigi, S. R., Chomba, M. B., & M’Mwamba, P. (Year). Audio-Visual Media Instructional Use and Its Effect on Reading Competences Among Grade Two Pupils in Tharaka Nithi County, Kenya