|dc.description.abstract||This study investigated the availability, acquisition and utilization of teaching - learning resources of English language in Buuri Division of Imenti North District Kenya.
Buuri Division has been attaining low mean scores in the Kenya Certificate of Primary Education (KCPE) for the last six years. The Division has also taken the last positions during the same period in the District.
Although there may have been several factors that might have contributed to a low mean score in this division, this research mainly focused on whether T-L resources of English language were available, how they were acquired and whether they were actually utilized in the T-L process of English language.
The target population of this study was all the 40 primary schools in this division. The research employed stratified random sampling techniques in order to come up with the sample. Eight schools out of the 34 schools that is 25% of all the schools formed the sample. Twelve teachers and six head teachers were involved. The sample also comprised of one hundred twenty pupils drawn from standard seven and eight pupils.
Data was collected by use of a questionnaire for pupils and teachers, an interview schedule for head teachers and observation checklist for schools. Data was analyzed by tallying, coding, tabulation and use of frequency tables. The results were reported in percentages.
The findings of the study indicate that textbooks were the major T-L resource that was available in primary schools. Although other T-L resources were available in the KNLS and TAC, Resource Persons and realization, they were rarely used m the Teaching and Learning of English language. Research also found out that acquisition of other teaching - Learning resources was a challenge to most schools. This is because of lack of finances, understaffing, limited time and heavy workload that hindered effective improvisation of T - L resources. The available T-L resources were also not effectively utilized. Observation made on the learners interaction with the T-L resources showed that there was little interaction. In addition, teachers' awareness level of the importance of T-L resources of English language was found to be very low. Similarly, the study found out that there was scarcity of storage facilities in schools. Most schools store their T-L resources either in the Head teachers' offices or in the staffroom.
In view of these findings, it was concluded that the low performance in terms of mean score and position of Buuri Division in the District may be due to unavailability, inaccessibility and ineffective utilization of T-L resources of English language.
Finally, it was recommended that urgent measures should be taken to acquire varieties of T-L resources of English language other than textbooks. All stake holders should be involved. Similarly, urgent steps should be taken to create more awareness among teachers of English language on the importance of T-L resources in the teaching and learning process through regular workshops, seminars or in service courses dealing with Teaching - Learning resources.||en_US