PERCEPTIONS OF TEACHERS ON MEDIA USE IN TEACHING AND LEARNING OF ENGLISH IN PUBLIC 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 School of Education and Social Sciences, Jaramongi Odinga University of Science and Technology, Kenya
  • David Okoti School of Education, Catholic University of East Africa (CUEA), Kenya

DOI:

https://doi.org/10.46827/ejes.v0i0.2945

Keywords:

media use/teaching aids, learning outcome

Abstract

Media enhanced interest of learners enlivened the classroom and improved learning outcome. Despite use of media in teaching and learning, English language registered dismal performance in the Kenya Certificate of Secondary Education (KCSE) examinations in Kakamega East Sub-County, Kenya. The decline was attributed to inappropriate and non-use of media in the curriculum. The purpose of the study was to establish perceptions of teachers on media use in teaching and learning of English language in public secondary schools in Kakamega East Sub-County. Specific objective of the study was to establish: perceptions of teachers on media use in teaching and learning of English language. The study revealed that teaching while incorporating appropriate media enhanced academic performance in the curriculum. The study used descriptive survey design. Romiszowski (1992) Conceptual Framework was used to establish perceptions of teachers on media use in teaching and learning of English language. 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 experts in Department of Educational Communication Technology and Curriculum Studies. Quantitative data was collected from closed questionnaire items which were tallied and presented using frequency counts, percentages and means. Qualitative data was transcribed and organized into categories, subcategories and themes. The findings of the study showed that media use enabled learners to conceptualize abstract concepts and increased rate of retention in the curriculum. The study therefore recommended that teachers should use media appropriately to improve learning outcome in teaching and learning of English language.

 

Article visualizations:

Hit counter

DOI

References

Ambuko, B. (2008). Selection and use of Media in Teaching Kiswahili in secondary schools in Emuhaya District. Unpublished M. Ed Thesis, Maseno University.

Akinpelu, J., A. (1991). An Introduction to Philosophy of Education. London: Macmillan Education Ltd.

Biggs, J. (2003). Teaching for quality learning at University. London: Cromwell Press.

Curzon, L. (2002). Teaching in Further Education (6th Ed). London: Continuum.

Curzon, L. (2003). Teaching in Further Education: An Outline of Principles and Practice (6th Ed). London: Continuum

Dahama, P., & Bhatnagar, P. (1992). Education and Communication for Development (2nd Ed). London: IBN Publishing Co.

David, C., & Rebecca, L. (1990). Simulation, Gaming and Language Learning. Newbury: House Publishers.

George, B. (1995). Curriculum Development. London: Macmillan Education Ltd.

Glenda, M. (2005). Critical Reading in The Content Areas (1st Ed). New York: McGraw-Hill/Dushkin.

John, B. (2004). Teaching for Quality Learning at University (2nd Ed). London: Cromwell Press.

Kenya National Examinations Council (2000). Candidates Overall Performance Report for 2000. Nairobi: KNEC.

Mwangi, P., Kisirikoi, W., Gichema, W., & Mukunga, M. (2004). Excelling in English. An Integrated Approach. Form Two Teachers’ Guide. Nairobi: Kenya Literature Bureau.

Muijs, D., & Reynold, D. (2001). Effective Teaching. London: Sage Publications.

Nsubuga, K. (2000). The Teacher as a Professional. Kampala: MK Publishers (U) Ltd.

Raimes, A. (1983). Techniques in Teaching a Foreign Language. Canada: University Press.

Republic of Kenya (2006). Secondary English, Teacher’s Handbook. Nairobi: Government Printer.

Republic of Kenya (2002). Secondary Education Syllabus (Vol. 1): Nairobi. KIE.

Runaku, R. (1996). An Introduction to Curriculum Studies in History. Matsapha: Green Shoots Publishers.

Smaldino, S., E., Lowther, D., & Russell, J. (2008). Instructional Technology and Media for Learning. Upper Saddle River, NJ: Pearson.

Downloads

Published

2020-03-23

Issue

Vol 7, No 1 (2020)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).