Chege, Regina Wangari2025-03-102025-03-102024-11https://ir-library.ku.ac.ke/handle/123456789/29752A Research Thesis Submitted in Partial Fulfillment for the Award of the Degree of Master of Education (Education Technology) in the School Of Education and Lifelong Learning, Kenyatta University, November, 2024 Supervisors; 1.Moses G. Kariuki 2.Sophia M. NdethiuIntegration of instructional video resources in teaching English language plays a great role in facilitating students acquisition of knowledge, skills and retention of learnt knowledge. The purpose of this study was to assess the use of video instructional resources in teaching English speaking skills in selected public secondary schools in Kiambu County, Kenya. The study was guided by the following objectives: Find out language teachers competencies in integrating video resources, the extent of technical and leadership support available, to investigate teachers and learner s perception on use of video resources, and to establish availability of video resources for English language teaching in secondary schools. .This study adopted a descriptive survey design. Kikuyu Sub-County was selected as it provides an ideal area of study as it has all categories of secondary schools distributed across; secondly the Sub-County has registered poor performance in English K.C.S.E examinations for a number of years. There are 16 public secondary schools in the Sub-County. Stratified simple random sampling was used to obtain a school sample of 7 schools for the study. The study involved 7 heads of departments of English from the selected schools, 20 teachers of English and 190 form three students as the respondents for this study. The methods of data collection were; questionnaires, observation guide and interview guides. The data collected were analysed using both qualitative and quantitative procedures. Quantitative data was analysed using SPSS version 24.0. Qualitative data were analysed and presented in form of theme, discussions, and explanations and in narrative form. Results indicated that many teachers (72.2%) had been trained to use video resources in teaching English during pre-service course. However, that majority 77.8% of English teachers had not received in-service training in the use of video resources; an implication that English teachers require more training on the use of video resources in teaching English. Results of the study also showed that majority 66.7% indicated the school administration supported audio-visual training in school implying that school management is very important in the development and deployment of multimedia resources in school. Technical support was also highly regarded in the integration of video resources. Regarding teachers and learners perception on use of video resources, majority of teachers agreed that use of video resources enables easy learning of English language. Many learners also agreed that video resources had helped them improve writing, reading, speaking and listening skills. Learners indicated that video content was relatively available for use during learning. From the findings five recommendations were made. The first being that English language teachers should be attending workshops and seminars on the current trends of education. Second, the schools administrations should strive to recruit technical experts to help teachers with smooth integration of videos. Thirdly, teachers should be sponsored to per-take capacity building courses on how best they can use videos when teaching. Forth, learners should be encouraged to use watch videos which could boost the acquisition of the skills and subsequently post better KCSE grades for English. Lastly, The government should help in equipping schools with adequate video resources for easy access by learners and teachers in schools.enThesis