Teaching Strategies and Pupils’ Response to Learning in Luz Academy in Machakos County, Kenya

ABSTRACT This study investigated teaching strategies and pupils’ response to learning in Luz Academy in Machakos County, Kenya. The study was based on the following objectives: to determine the teaching strategies used in the school under study; to determine the level of pupil’s response to learning in the school under study; and to determine if there is a significant relationship between the teaching strategies used and the level of pupils’ response to learning in the school under study. The study employed descriptive correlational design; Respondents of the study were teachers and pupils selected from Luz Academy primary school. 78 respondents participated in the study. Data was collected using researcher devised questionnaires and observation checlists and analyzed using frequency counts for the demographic characteristics of the respondents. Using frequency counts, demographic characteristic of the pupils were established whereby the female respondents dominated with 51% while the male were represented by 49%. Data in regard to age group showed that majority of the respondents were within the age category of 10-11 years represented by 43°h while in regard to class level, majority of the respondents were in P.6 represented by 55%. Results got from the demographic characteristics of the teachers revealed that majority of the respondents were female 62% whereas the male contributed 38%, lOO% of the respondents were within the age group of 20-39 years, 50% of the respondents were certificate holders while 78% had work experience of 1-5 years. On further analysis, the finding revealed that collaborative method of teaching was very satisfactory with an average mean score of (mean=3.56) while on pupils’ response to learning, the finding indicated an average mean score of (mean=2.52) and was interpreted as satisfactory. The study also established that teaching strategies used are not correlated with the level of pupils’ response to learning (r=0.341, Sig=0.214) hence the null hypothesis was accepted. It was concluded that lecture method of teaching is still dominant in this primary school probably because the teachers lacked experience and had low education level that limited them to only what they know and what they could deliver. Role playing was also noted as not been widely practiced in the school probably because of the large number of pupils that de-motivate the teachers. It was recommended that teachers be empowered to shift their teaching practices towards more learner-centered approaches and periodic in service training was seen as the only way of rejuvenating the teachers.

TABLE OF CONTENTS

DECLARATION A ii

DECLARATION B iii

DEDICATION iv

ACKNOWLEDGEMENT v

ABSTRACT vi

INTRODUCTION

• I Background of the Study

I . 1 Historical Perspective 1

• 1 .2 Theoretical Perspective 3

.1 .3 Conceptual Perspective 4

1.1.4 Contextual 4

1 .2 Statement of the problem 5

1 .3 Purpose of the study 6

1.4 Research Objectives 6

1 .5 Research Questions 6

16 Hypotheses 7

I.7Scope 7

1 .8 Significance of the study 7

ChAPTER TWO 9

LITERATURE REVIEW 9

2.0 Introduction 9

VII

2.1 Theoretical Review and Conceptual framework 9

2.1.1 Theoretical Perspective 9

2.2 Related Literature Review 12

2.2.1 Teaching strategies 12

2.2.2 Pupils’ Response to Learning 15

2.2.3 Empirical Studies on Teaching strategies And Pupils’ Response To Learning 18

2.3 Summary of Gaps Identified from the Related Studies 20

CHAPTER THREE 21

METHODOLOGY 21

3.0 introduction 21

3.1 Research Design 21

3.2 Research Population 21

3.3 Sample Size 22

3.4 Sampling Procedure 22

3.5 Research Instrument 23

3.6 Validity and Reliability of the Instruments 24

3.7 Data Gathering Procedures 25

3.8 Data Analysis 26

3.9 Ethical Considerations 27

CIIAPTER FOUR 29

PRESENTATION, ANALYSIS AND INTEPRETATION OF DATA 29

4.0 Introduction 29

VIII

4.1 Demographic characteristics of the respondents 29

4.2 Type of Teaching strategies 34

4.3 Relationship between the Teaching strategies Used and the Level of Pupils’

Response to Learning 40

CHAPTER FIVE 44

DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS 44

5.0 Introduction 44

5.1 Discussions 44

5.2 Conclusions 49

5.3 Recommendation 51

5.4 Areas of Future Research 53

REFERENCES 54

APPENDIX IA 58

TRANSMITTAL LETTER FROM THE COLLEGE OF HIGHER DEGREES

ANI) RESEARCH 58

APPENDIX 18 59

TRANSMITTAL LETTER FOR THE RESPONDENTS 59

APPENDIX II 60

CLEARANCE FROM ETHICS COMMITTEE 60

APPENDIX III 61

INFORMED CONSENT 61

APPENDIX IVA 62

RESEARCH INSTRUMENT 62