Teachers’ acquisition and use of visual teaching learning materials in public pre-primary schools in Kasarani Division, Nairobi County
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Date
2017-03
Authors
Burugu, John Mariga
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Despite the efforts of teachers to improve acquisition and use of visual
teaching-learning materials, the teachers face challenges that are not
scholarly documented in Kasarani Sub-County. The purpose of this study
was to investigate the teacher challenges on acquisition and use of visual
teaching–learning materials in public pre-primary schools in Kasarani Sub-
County in Nairobi. This study was significant to teachers, curriculum
developers and policy makers. In the course of carrying out this study, the
researcher encountered some challenges including lack of cooperation from
respondents. However, the study was done in Kasarani Sub-County
because studies to determine teacher challenges in acquiring and use of
visual teaching-learning materials are limited. This study was guided by
Dales (1954) theory of instruction. The independent variables include
challenges experienced by teachers while acquiring materials as well as
limitations to usage of materials. The indicators of independent variables
include requisition, improvisation, selection, distribution and application of
materials. The dependent variable is the acquisition of visual teachinglearning
materials. Previous studies indicate that the scope is in primary
schools and secondary schools and little has been covered in pre-primary
schools which this study sought to investigate in Kasarani Sub-County.
This study utilised descriptive survey research design that facilitated use of
qualitative and quantitative data collection approaches. The researcher
targeted 54 teachers in all 18 pre-primary schools out of which simple
random sampling technique was used to obtain a sample size of 15
teachers. The researcher used questionnaires to obtain data from the
sampled teachers. Both qualitative and quantitative data obtained from the
teacher questionnaire were analysed descriptively. Quantitative data
yielded descriptive information in form of means and percentages and
presented in frequency tables. Moreover, content of qualitative data were
analysed and presented thematically. The findings of the study revealed
that many teachers in Kasarani are overwhelmed in improvising the
materials. The findings have also revealed that the schools do not have
action plans for acquisition and use of teaching and learning materials.
Other challenges encountered include high costs, lack of storage space, low
knowledge and experience among teachers. The study has found that
teachers propose for proper budgeting, training, involvement of all
stakeholders, capacity building and improvement of pedagogy as possible
processes that will help in limiting the challenges encountered by teachers.
The study concludes that many teachers face both manipulative and nonmanipulative
challenges that limit their ability to acquire and use visual
teaching and learning materials. The study recommends for capacity
building in schools to improve the acquisition and use of visual teachinglearning
materials.
Description
A research project submitted in partial fulfillment of requirements for the award of the degree of master of education (ECE) in school of education, Kenyatta University. March, 2017