A study of the methods used by teachers in teaching home science in primary schools in central division Nairobi

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dc.contributor.advisorKithinji, C. T.
dc.contributor.authorMale, Dorcas Wanjiku
dc.date.accessioned2015-04-23T12:42:29Z
dc.date.available2015-04-23T12:42:29Z
dc.date.issued1988
dc.descriptionDepartment of Educational Communication and Technology, 92p. 1988en_US
dc.description.abstractThis research was a survey of teaching methods used in the teaching of Home Science in six primary schools in Nairobi. Since the teaching methods are means by which teachers communicate to the learners, the researcher wanted to investigate a variety of teaching methods used in the teaching of Home Science in primary schools. The major objectives were to find out (1) the - resources and facilities used, (2), the academic and professional qualifications of the teachers, (3), the number of in-serviced teachers and (4) the problems that hinder the use of some teaching methods in Home Science. The sample was randomly selected so that one school was taken from Category C schools, two school from Category B, two schools from Category A schools and one school from the Assisted Schools. From each school, teachers of classes 4, 5, 6 and 7 responded to the questionnaires distributed. Teachers teaching classes 5 and 6 were also interviewed and observed when teaching The results of the study revealed that: a) The most popular teaching methods were question and answer, demonstration, discussion, lecture and groupwork. The least methods were use of radio, story telling, dramatization and resource people. b) The te~ching resources and facilities were scarce and in some cases absent. There was no school with a Home Science laboratory. The Kenya Institute of Education (KIE) had not written teachers' and pupils' books for classes 4 and 5. The Institute had only written Teachers' Guide for class 6 and Pupils' Textbook for class 7. c) ,About 92% of the teachers had completed secondary school education and that over 62.5% of the teachers had at least a Primary Teacher Certificate (P1). d) Approximately 88% of the teachers had not received in-service training. e) Problems encountered were many but the major ones were lack of time as teacher had too many lessons per week, lack of teaching/learning resources, and lack of proper guidance from the K.I.E. All these problems implied that the teachers were faced with serious problems which call for urgent solutions from the Ministry of Education, K.I.E., Teachers' Service Commission, Home Economists and the Society at largeen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12520
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleA study of the methods used by teachers in teaching home science in primary schools in central division Nairobien_US
dc.typeThesisen_US
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