Audio-Visual Resources Influence on Performance of Students in Art and Design in Secondary Schools in Kakamega County, Kenya.
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Date
2023
Authors
Muteshi, Ruth
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Art and Design (AD) is one of the elective subjects taught in secondary schools in Kenya. In the electives, the learners are presumed to perform exemplary well but that has not been the case in the secondary school in Kenya, Kakamega County included. Documentary evidence from KNEC report 2019;2018;2017;2016; indicates that the subject has had an unimpressive performance of scoring below tertiary level entry requirement. To curb this, one remedy explored among others is the use of Audio-Visual resources (AV) in the instruction process that has proven to enhance understanding, innovation and creativity among learners. These are key aspects in AD subject that can enable learners to improve in performance. The purpose of the study was therefore to investigate the influence of AV resources on students‘ performance in AD in secondary schools in Kakamega county, Kenya. To achieve this, this study was guided by the following specific objectives; establish the type of AV resources used in the instruction of Art and Design, establish the extent to which AV resources are used in the instruction of Art and Design, assess the influence of AV resources on the performance of students in Art and Design and establish gender difference in Art and Design academic performance when students are taught using AV resources. The cognitive load theory provided the theoretical guideline for this study. The research methodology used was mixed method for gathering the qualitative and quantitative data. The design was quasi-experiment of the Solomon four non-equivalent control group. Schools were purposively sampled, grouped in strata then randomly sampled to make up the four secondary schools consisting of two boys‘ and girls. Sixty form two AD students, four teachers, and two principals made up the study's respondent. The experiment group was taught using the AV resources while the control group was taught using the traditional method. Both groups were pre-tested prior to intervention and later post-tested. The gathering tools included: tests, teachers‘ questionnaires, interviews, and a checklist. The data was analyzed using both descriptive and inferential statistics. The differences between the group means were analyzed using the t-test, and the Chi-Square technique. The statistical significance was tested at α = 0.05. The finding of this revealed that AV resources there was a significant difference in performance between the experimental groups and control groups with students of the experimental group obtaining higher scores than the control group. When gender in performance was compared, it revealed no statistical significance. The study further revealed that available AV resources in schools were included chalkboards, charts, textbooks, and very little modern AV resources such as computers, projectors, laptops, smartphones, and cameras. The schools also had electricity and internet infrastructure. Despite having these resources, there was low level of utilization in the instruction of AD. Based on the findings, the study recommended adequate funding for the acquisition of modern AV resources and their accessories such as internet and power, refine teachers‘ pedagogical skills through regular retooling on new trends in classroom instruction such as use of AV resources in order to realize acquisition of 21st century in learners and Formulate policies and measures that confines teachers towards utilization of AV resources in the classroom instruction.
Description
A Thesis Submitted in Partial Fulfillment for the Award of Masters of Education (Education, Communication and Technology) to the School Education and Lifelong Learning of Kenyatta University, November, 2023.
Keywords
Audio-Visual Resources, Influence, Performance of Students, Art and Design, Secondary Schools, Kakamega County, Kenya