The purpose of this study was to investigate the use of teaching and learning resources on the performance of English Language in lower Primary Schools in Baringo central Sub-County, Baringo County, Kenya.
The objectives of the study were to establish whether the availability of qualified teachers of lower primary English, affects English performance; to find out whether the class size affects performance in lower primary; to find out whether the availability of English textbooks affects English performance in lower primary schools and to examine whether the availability and use of teaching aids in lower primary affects English language performance.
The study used descriptive survey research design. The study was carried out in Baringo Central Sub-County, Baringo County. The study was grounded on the learning theory. The target population was 3,200 pupils 39 Head teachers and 39 Subject teachers. The sample comprised 273 pupils, 39 Head teachers and 39 subject teachers. Purposive and simple random sampling was employed to sample the respondents. The research instruments were pre-tested in Baringo North Sub-County with a selected pilot sample identical to the actual sample that was used for the study to check any deficiencies in the research instruments.
Data was collected using questionnaires and interviews and analyzed using descriptive statistics in particular measure of central tendency and the results were analyzed with the aid of Spreadsheets and Word processing software. The study concluded that most pupils had limited/ insufficient access to learning materials, most teachers are overloaded and lack English language specialization. The findings are expected to assist head teachers and policy makers to establish equipped resource centers with a variety of English related learning resources.
Table of Contents
1. Introduction
1.2 Statement of the Problem
1.3 The Purpose of the Study
1.4 Objectives of the study
1.5 Research questions
1. 8 Theoretical Framework
Conceptual Framework
English Textbooks
Other Learning English Resources
Borrowing materials
Availability of English teaching materials
Summary of the Main findings
Conclusions
Recommendations
Research Objectives and Themes
The primary objective of this study is to investigate the availability and utilization of teaching and learning resources and their impact on English language performance among lower primary school pupils in Baringo Central Sub-County, Kenya, to address declining academic performance.
- Availability and effectiveness of teaching and learning resources.
- Influence of teacher qualifications and workload on English performance.
- Impact of class size on learner outcomes.
- Access to textbooks and supplementary instructional materials.
- Integration of teaching aids into the curriculum.
Excerpt from the Book
1. Introduction
Globally teaching/learning of English language as a second language to pupils in lower primary is for the noble reason that learners will be able to communicate effectively and build a future career. In Norway, in the first year of primary school, the students spend most of their time playing educational games, learning social structures, the alphabet, basic additional and subtraction, and Basic English skills. In grade 2 through to grade seven, they are introduced to the learning of English language.
In the African view “English is like American dollars; you can use them once in China, UK and Spain, but you cannot go there with shillings or Rwandan Francs. This is the same with English in comparison to other languages; it is a global one” Mathias, Education Minister, Ruanda also insisted that teaching in the child’s mother tongue is not only a local issue but a universally accepted practice. The Rwanda Education Board (REB) allows English at lower primary level only as a subject; this is in agreement with the Kenyan language policy.
When Kenya attained her political independence in 1963, English was recognized as the official language of communication in the country. Since then, English has continued to occupy a dominant position in both the curriculum and public life in Kenya (Robert, 2000). The Gachathi Commission (1976) cited by Henry (1985) recommended English to be taught as a subject, taking over as a language of instruction from the fourth year of primary school at which it remains a subject.
Summary of Chapters
Introduction: Provides a global and local context for English language learning, establishing the educational policies in Kenya and the perceived problem of poor performance in lower primary schools.
1.2 Statement of the Problem: Details the decline in English performance in Baringo Central Sub-County and identifies critical gaps in resource availability and instructional foundation.
1.3 The Purpose of the Study: Explicitly states the goal to examine the link between teaching resources and learner performance in English within the specific geographic scope.
1.4 Objectives of the study: Outlines the specific goals, including assessing the impact of teacher qualifications, class size, textbooks, and teaching aids on student performance.
1.5 Research questions: Lists the specific inquiries guiding the data collection process regarding the effectiveness of various classroom resources.
1. 8 Theoretical Framework: Discusses the application of Vygotsky’s and Brunner’s learning theories to explain how social interaction and concrete experience foster language acquisition.
Conceptual Framework: Illustrates the relationship between independent variables (resources, class size) and the dependent variable (English performance).
English Textbooks: Analyzes the quantitative data regarding pupil access to essential English textbooks in the surveyed schools.
Other Learning English Resources: Reviews the usage of supplementary aids like wall charts, radios, and television in the classroom environment.
Borrowing materials: Investigates the institutional policies regarding pupil access to library materials for homework and private study.
Availability of English teaching materials: Examines teacher access to necessary pedagogical tools and the frequency of their utilization.
Summary of the Main findings: Synthesizes the core research findings, highlighting teacher overload, lack of resources, and the impact of these factors on student achievement.
Conclusions: Summarizes the study’s findings, emphasizing the critical need for improved resource allocation and teacher specialization.
Recommendations: Offers actionable advice for the government, schools, and stakeholders to improve English language performance through better funding and management.
Keywords
English language, Lower primary, Teaching resources, Performance, Baringo Central, Educational curriculum, Language acquisition, Textbooks, Teaching aids, Class size, Teacher qualifications, Learning theories, Pedagogical management, Literacy, Instructional materials
Frequently Asked Questions
What is the primary focus of this research study?
The study investigates the relationship between the availability and use of teaching/learning resources and the performance of pupils in English language at the lower primary level in Baringo Central Sub-County, Kenya.
What are the central thematic areas covered in the document?
The core themes include resource accessibility (textbooks, teaching aids), the impact of class size, teacher qualifications, workload issues, and the implementation of educational policies in local primary schools.
What is the primary research objective?
The primary objective is to determine how specific educational inputs, such as teacher training, textbooks, and physical teaching aids, contribute to or hinder student success in English language assessments.
Which research methodology was utilized for this study?
The study employed a mixed-methods approach, utilizing both quantitative and qualitative data collection through descriptive survey and ex-post facto research designs.
What topics are discussed in the main body of the work?
The main body covers the theoretical framework (Vygotsky and Brunner), the conceptual framework, findings on textbook possession, the use of audiovisual aids, borrowing policies, and availability of teaching materials.
What are the defining keywords for this research?
Key terms include English language performance, lower primary education, teaching resources, Baringo Central, pedagogical strategies, and curriculum implementation.
How does the lack of library borrowing impact the students?
The research concludes that restrictive borrowing policies prevent students from accessing reference materials for homework, which directly impacts their ability to practice and master English outside the classroom.
Why are teachers in the study area considered to be potentially less effective?
The study notes that teachers are often overloaded with subjects, lack specialization in English, and are not provided with sufficient opportunities for professional seminars, leading to limited classroom innovation.
What role does the 'Koech report' play in the study?
The report is cited to provide the foundational rationale for English language curriculum goals, emphasizing that primary school is the critical period for planting formal learning skills.
- Citation du texte
- Dr. Joshua Gichaba Manduku (Auteur), Clement Nyawara (Auteur), Joseph Kosgey (Auteur), 2017, Teaching and learning resources. Implications on availability and use in the performance of the English language in Kenya, Munich, GRIN Verlag, https://www.grin.com/document/366609
