Availability and Utilization of Selected Instructional Resources for English Imaginative Composition Writing In Public Secondary Schools in Busia County, Kenya
| dc.contributor.author | Mepukori, Ruth Silantoi | |
| dc.date.accessioned | 2025-02-26T06:30:05Z | |
| dc.date.available | 2025-02-26T06:30:05Z | |
| dc.date.issued | 2024-11 | |
| dc.description | A Research Thesis Submitted In Partial Fulfilment for the Award of the Degree of Master of Education (Language Education) in the School of Education and Lifelong Learning, Kenyatta University, November, 2024 Supervisors: 1. Adelheid Marie Bwire 3. Hamisi O. Babusa | |
| dc.description.abstract | Instructional resources are essential in the composition instruction process. They enhance students’ creativity, contribute to better learning outcomes and cater for diverse individual students’ needs. The availability and utilization of variety instructional resources are essential for effective composition writing instruction. These resources, which include textbooks, visual aids and writing prompts, play a crucial role in enhancing students’ writing abilities. Investigating the availability and use of selected teaching resources for English imaginative composition writing in public secondary schools in Busia County, Kenya, was the aim of this study. The objectives of the study sought to; assess the available instructional resources in the teaching and learning of composition writing; to determine the criteria considered by teachers when selecting instructional materials for composition writing skills; to find out how the available instructional resources were utilized in the teaching and learning of composition writing by teachers and students and to investigate the challenges that teachers and students faced during the utilization of instructional resources in composition writing. Richard Mayer’s Cognitive Theory of Multimedia Learning (1999) provided the framework for this study. The study design used was a descriptive survey. 300 students, 18 teachers and 7 HODs participated in the study. To choose schools for the study, County and Sub-county, simple random sampling was employed. Purposive sampling was used to choose Extra-county schools and Heads of Language department. Teachers of English and students were randomly sampled. The study employed a mixed-method research methodology. Data was gathered using teacher and student questionnaires, interview and classroom observation schedules. Piloting was done in two schools and was employed to find out the validity and reliability of the instruments, identify potential challenges like the time frame required to fill questionnaires and locate where research protocols may or may not be followed. Students and teachers were asked to complete questionnaires to provide information about the kind of educational resource they used. Data was analyzed using the Statistical Package for Social Sciences (SPSS) software version 21.0 which included responses from the questionnaires, interview schedule and classroom observation schedule. The data revealed that traditional resources such as textbooks, dictionary, writing prompts and charts largely dominated classrooms and had more popularity in terms of use as opposed to the audio-visual resources which were negligible and the few available, were under-utilized. Audio-visual resources were largely unavailable. On utilization, the study found that a major setback was inadequate resources and heavy reliance on traditional materials such as the course books. The study revealed that some teachers were limited in knowledge of IT skills and therefore found it cumbersome to use IT based resources. The study recommended that teachers ought to be trained and be encouraged to explore innovative approaches that incorporate visual aids that go beyond the use of traditional course books. Efforts should be made to address the challenge of inadequate resources by providing teachers with additional materials and tools for composition writing instruction that embrace both utilization of audio-visual resources and IT based resources. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29654 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Availability and Utilization of Selected Instructional Resources for English Imaginative Composition Writing In Public Secondary Schools in Busia County, Kenya | |
| dc.type | Thesis |