THESE TITLE: Utilization of Conventional Instructional Resources and Classroom Performance in Secondary Schools in Bungoma County, Kenya
STUDENT NAME: Makari Patrick
SUPERVISORS:
ABSTRACT:
Education is core to national development as it provides the human resource and intellectual capital to drive economies. Attaining this hence requires meaningful and gainful learning through the incorporation of a range of instructional resources that help develop learners skills, attitudes and practical competencies required in the ever changing market economy. However, in spite of the various government interventions to increase access to education, empirical research evidence shows that students continue to perform dismally in both formative and summative evaluation. The purpose of this study was to determine the dynamics existing in the utilization of conventional instructional resources and its influence on classroom performance in secondary schools in Bungoma County. The study endeavored to address the following specific objectives; determine the impact of conventional instructional resources on students classroom performance in secondary schools in Bungoma County, establish the extent teachers utilize conventional instructional resources in teaching, investigate how learners’ level of utilization of conventional instructional resources influences classroom performance and establish factors that affect acquisition and management of conventional instructional resources in secondary school in Bungoma County. The study was guided by the Cognitive Theory of Instruction as propounded by Jean Piaget that emphasizes the significance of instructional resources in the teaching and learning process. The study adopted a descriptive survey design. The target population consisted of teachers and students from public secondary schools in Bungoma County. In order to have a representative sample, this study employed stratified random sampling to select schools. Questionnaires, interview and observation schedules and document analysis were used as data collection instruments. Validity was established through expert opinion. Reliability was established through piloting. Data was analyzed using descriptive and inferential statistics. The findings of the study showed that majority of teachers, students and principals were in agreement that public secondary schools in Bungoma County had inadequate conventional instructional resources. It was also revealed that both students and teachers to a large extent did not utilize conventional instructional resources in enhancement of classroom performance. It was further deduced that funding, number of students and teachers’ ease of use influenced the acquisition of conventional instructional resources in public secondary schools in Bungoma County. From the findings of the study educational stakeholders should improve the quality of instruction through proper identification, selection and utilization of instructional resources. There is need for all stakeholders including the National Government and the Private sector to contribute financially and materially in the provision of conventional instructional materials and resources for utilization in enhancement of classroom performance in public secondary schools in Bungoma County. Educational stakeholders should ensure regular supervision to facilitate effective use of conventional instructional resources in improvement of classroom performance in public secondary schools in Bungoma County.
