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dc.contributor.advisorNdichu, Gitau
dc.contributor.authorShitohi, Elvira
dc.date.accessioned2012-05-10T08:30:20Z
dc.date.available2012-05-10T08:30:20Z
dc.date.issued2012-05-10
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/4544
dc.descriptionThe LB 1731.S54en_US
dc.description.abstractThe objective of this study was to investigate into the use of the Radio Component in training In-service Primary Teachers. Specifically this study aimed to: 1. Find out the proportion of in-service teachers who use the radio component as part of their course. 2. Survey into the use of the radio programmes by inservice teachers. 3. Identify the problems the inservice teachers face in the use of the radio during the course. 4. Study the causes of these problems. 5. Investigate the opinions of inservice teachers towards the inservice radio component. 6. Evaluate the extent to which the objectives set by the Inservice Unit for including the radio component in the inservice course are actually being met. 7. Analyze the findings and recommend strategies for the improvement of the radio component for training inservice primary teachers. The research was carried out among the P1 and P2 inservice teachers in their first year of inservice running from December 1991 to December 1994. Kaimosi Teachers' Training College was used as a base for the research although part of the research was done in Nairobi. The type of sampling adopted for the research was stratified proportionate sampling of male and female among P1 and P2 inservice teachers. The main subjects were teachers from six districts, namely Uasin Gishu, West Pokot, Busia, Elgeyo Marakwet, Kakamega and Bungoma. Other subjects included in the study comprise of: b) The head or deputy-head of the radio Section of the Education Media Service at the Kenya Institute of Education. c) The head of the Inservice programme in Kenya. d) The Inservice Course Director at Kaimosi Teachers' Training College. e) Six heads of departments in the subjects currently being taught in the inservice course based at Kaimosi. These included: Professional Studies, Mathematics, English, Kiswahili, Science and Music. To elicit information from the subjects two instruments were used. The 82 inservice teachers selected responded to questionnaires. The rest of the subjects were interviewed both formally and informally. The findings revealed that the majority of inservice teachers (84.1 percent) had at least listened to some inservice broadcasts. The sex variable had no significant bearing on radio use. Both male and female inservice teachers were equally interested in the radio broadcasts; P2 inservice teachers were more keen to listen to radio broadcasts than P1 inservice teachers. Among the problems that interfered with the broadcasts were poor reception and unsuitable airing time. The inservice teachers were also too busy with school activities to have time for the broadcasts. There was inefficient supply of broadcast timetables. No broadcast support materials were sent to the inservice teachers. Inservice broadcasts were nevertheless viewed as worthwhile. The radio teachers served as good examples to be emulated. The mode of content presentation was seen as very good. Various suggestions were made towards increasing the effectiveness in radio use. Among these included, the need for regular evaluation of the inservice radio broadcasts to gauge their success. There was also need for efficiency in the dispatching of broadcast timetables to the schools. Support materials were also recommended to make broadcasts more meaningful. Inservice teachers needed to be set free from teaching in the afternoons so that they could listen to broadcasts.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.subjectTeachers -- inservice training -- Kenya//Correspondence schools and courses -- Kenyaen_US
dc.titleAn investigation into the use of the radio component in training in service primary teachersen_US
dc.typeThesisen_US


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