FACTORS INFLUENCING THE USE OF MEDIA IN TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOLS IN KAKAMEGA EAST SUB-COUNTY, KENYA

Authors

  • Mark W. Muvango Department of Educational Communication, Technology and Curriculum Studies, Maseno University, Kenya
  • F. C. Indoshi Department of Educational Communication, Technology and Curriculum Studies, Maseno University, Kenya
  • M. O. Okwara Dr., School of Education and Social Sciences Bondo University, Kenya

DOI:

https://doi.org/10.46827/ejes.v0i0.2321

Keywords:

media, instructional, teaching and learning English, secondary schools

Abstract

Instructional media helped learners to conceptualize abstract concepts. It has been established that appropriate use of instructional media enhanced teaching and learning of English. However, in Kakamega East Sub-County, English registered declining performance in the Kenya Certificate of Secondary Education (KCSE) examinations. The blame had been on inappropriate and non-use of instructional media. The purpose of this study was to assess the factors influencing use of instructional media in teaching and learning of English in secondary schools in Kakamega East Sub-County, Kenya. Specific objective of the study was to establish: Availability of media for use in teaching and learning of English. The study revealed that teaching while incorporating the appropriate instructional media was significant for successful instructional process. The study was based on descriptive survey design. Romiszowski (1992) Conceptual Framework was used to establish the factors influencing media use in teaching and learning of English. The study population consisted of 23 head teachers, 46 teachers of English, and 1500 Form Two students. Saturated sampling technique was used to select a sample of 20 head teachers and 40 teachers of English. Simple random sampling technique was used to select a sample of 500 Form Two students. Piloting of instruments was done on 10% of the population. Research instruments were questionnaire, document analysis guide, observation schedule and interview schedule. Content validity was attained by presenting research instruments to three sets of experts. Quantitative data was collected from the closed questionnaire items which were tallied and presented using frequency counts, percentages and means. Qualitative data was transcribed and organized into categories, sub categories and themes based on the study objectives. The findings of this study showed that there was inadequate provision of educational media in schools from which teachers can use for teaching English. The study therefore recommended that the Ministry of Education, school administrators and the teachers be encouraged to purchase, produce, develop and provide relevant instructional media. The school to liaise with local resource centres for borrowing instructional resources.

 

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References

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Published

2019-03-11

Issue

Vol 5, No 11 (2019)

Section

Articles

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