Efficiency In The Use Of Instructional Resources In Public Primary Schools: A Case Of Kapseret Zone, Wareng District, Kenya

ABSTRACT

This study focused on the efficiency in the use of instructional resources in public primary schools. Instructional resources which are educational inputs are of vital importance to the teaching-learning process. They help reduce abstraction and make discovered facts glued firmly to the memory of students. However, there is an outcry in the adequacy and use of these resources in primary schools. The purpose of this study therefore, was to examine the efficiency in the use of instructional resources in public primary schools in Kapseret zone, Wareng District. The study findings will be significant to the Ministry of Education policy-makers, headteachers, teachers, planners and other stakeholders in various ways. The study was based on Dale‟s Theory of instruction which acknowledges the use of materials in the teaching process. A descriptive survey design was used in conducting the study. The target population comprised 18 public primary schools, 213 teachers, 7138 pupils and all the 18 headteachers. The study sampled 5 schools using purposive sampling techniques following the category of public primary schools. From these an equal number of twenty (20) pupils per school were selected using simple random sampling techniques from classes 2, 4, 6 and 8. Two (2) teachers per school were selected using the same technique. All the five (5) headteachers from the sample schools were included. This gave a total of twenty (20) teachers, five (5) headteachers and a hundred (100) pupils for the study. Both quantitative and qualitative data were collected using questionnaires for teachers and pupils and interview schedule for the headteachers. Quantitative data were coded and analyzed using Scientific Package of Social Science (SPSS) to derive frequencies and percentages. Data were then presented in tables and graphics. Qualitative data were analyzed by arranging responses into meaningful categories according to research objectives and questions inferences, recommendations and conclusion were drawn based on the findings. The study established that not all the required instructional resources were available for use by both teachers and pupils in public primary schools. Book to pupils‟ ratio was conforming to current ratio of 1:1 per subject per class. Chalkboard and textbooks were widely used. Other instructional resources were not utilized. Inadequacy of instructional resources in some schools compromises equity in access to resources by pupils. It is recommended that there is need to in-service headteachers and teachers on the variety of teaching/learning resources available for use. The government should review the recommended ratio of books. There is need for the government to train/induct school Instructional Material Selection Committee (SIMSC) on the procurement procedures to ensure adequacy of resources and finally close supervision, monitoring and evaluation should be done to ensure appropriate utilization of funds. Lastly, it is recommended that, further research should be undertaken on a wider area such a district for wider generalization and comparison of findings. Further research should be done on utilization of other resources like human and physical resources. Finally, a similar research should be undertaken to involve other stakeholders who were omitted by this study.