Teachers’ acquisition and use of visual teaching learning materials in public pre-primary schools in Kasarani Division, Nairobi County

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dc.contributor.authorBurugu, John Mariga
dc.date.accessioned2018-09-27T08:01:25Z
dc.date.available2018-09-27T08:01:25Z
dc.date.issued2017-03
dc.descriptionA 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, 2017en_US
dc.description.abstractDespite 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.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18659
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleTeachers’ acquisition and use of visual teaching learning materials in public pre-primary schools in Kasarani Division, Nairobi Countyen_US
dc.typeThesisen_US
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