INTERNATIONAL JOURNAL OF ACADEMICS & RESEARCH (IJARKE)€¦ · Dr. Paul Onsare, University of Kabianga, Kenya Dr. Helen Sang, University of Kabianga, Kenya 1. Introduction UNESCO

INTERNATIONAL JOURNALS OF ACADEMICS & RESEARCH ISSN: 2617-4138 IJARKE Business & Management Journal DOI: 10.32898/ibmj.01/2.1article13

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130 IJARKE PEER REVIEWED JOURNAL Vol. 2, Issue 1 Aug. – Oct. 2019

Availability and Use of Teaching Resources on the Performance of Social

Studies in Public Primary Schools in Kericho County

Stanley Chepkwony Rotich, University of Kabianga, Kenya

Dr. Paul Onsare, University of Kabianga, Kenya

Dr. Helen Sang, University of Kabianga, Kenya

1. Introduction

UNESCO (2000) indicates that the World Education Forum (WEF) in Dakar-Senegal in 2000 adopted as one of the six goals

to promote Education for All (EFA), improving all aspects of the quality of education and ensuring excellence of all so that

recognized and measurable learning outcomes are achieved by all. Following the Jomtien recommendations in 1990, most

governments including Kenya have embarked on measures of providing universal education to enhance education for all children

regardless of their background.

Act of 2013 commits to giving quality education to the citizen that is in line with the set standards and norms of vision 2030.

The curriculum of Kenya education at all levels of study was developed by the Ministry of Education through the Kenya Institute

of Curriculum Development (KICD) to ensure quality education in all schools in Kenya. According to Wanjala (2018), Kenya

currently is trying to introduce a new curriculum of 2-6-3-3-3 to replace the 8-4-4 system that has been in place for the last 32

years. Social Studies being one of the subjects taught in the Kenya Primary Schools, it is the study of people and their

environment according to Kenya Primary Education Social Studies Syllabus 2009. Social Studies cover the Kenyan history, civil

education and current government issues. It is taught right from class one to class eight as it facilitates the learners to understand

the environment in which they live in. The knowledge, skills, desired attitudes and values learnt in Social Studies course are key

in harmonious co-existence of the learners in the society.

Lack of teaching resources affect performance in examinations because teachers and students are not able to expose

themselves to these resources in order to achieve the objectives of learning. Mwathwana et al, (2014) indicated that inadequate

facilities are a primary contributory factor to poor performance. Mwathwana et al, (ibid), stipulated that teaching resources are

INTERNATIONAL JOURNALS OF ACADEMICS & RESEARCH (IJARKE Business & Management Journal)

Abstract

Social study is a core subject offered in the Primary School Educational System in Kenya. This study was sought to assess the

availability and use of teaching resources in the implementation of the primary school curriculum on performance in Social

Studies subject in public primary schools in Belgut Sub-County, Kericho County, Kenya. The specific objectives of this study

was to assess the availability of teaching resources for teaching of Social Studies subject in public primary schools and to

determine the extent of use of the available teaching resources for teaching Social Studies as a subject in public primary

schools. There are 147 public primaries which were the target population for the study. The study was carried out in a sample

of 44 public primary schools in Belgut sub-county which was chosen randomly. Purposive sampling was used to choose 44

head teachers and 103 teachers for the study making a sample of 147 respondents. Interview guide, questionnaires and

observation schedule were used in data collection. The data gathered was analyzed using computer statistical packages version

21.0 using both qualitative and quantitative techniques, presented using descriptive statistics in the form of frequency and

percentage tables. The findings indicated that there were inadequate teaching learning resources, on further investigation

recommended books were adequate but wall maps and globes were inadequate, while most electronic resources were not

available including publications like newspaper or magazine. On usage recommended books and wall maps were used globes

were somehow utilized despite their inadequacy. Usage utility was average whereby some the reasons for low utilization were

sharing and teachers‟ disciplinary issues. But most utilized those available resources despite the inadequacy. This has then

affected significantly on performance, academic performance, attitude and delivery system of lesson. The study concludes that

availability and usage has effect on performance of social studies. It also recommends that government through ministry of

education should increase allocation and release funds on time. Also the community should also be engage with other

stakeholders through corporate social responsibility to participate in provision of teaching resources. It also recommended that

administrators to work hard.

Key words: Teaching Resources, Academic Performance, Belgut Sub-County Primary Schools, Kericho County, Kenya


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essential part of any education and added that lack of teaching resources affect good performance in both primary and secondary

schools. Teachings resources in this case include classroom size, text books, library, lCT facilities and visual aids. Though

Mwathwana et al, (ibid) reports on the general performance, they did not zero in on Social Studies as a subject specifically. This

study therefore seeks to bridge this gap by investigating the availability, use and effect of teaching resources in public primary

schools on performance of Social Studies as a subject.

2. Statement of the Problem

Social Studies subject as included in the Kenya Primary Syllabus plays a crucial function in providing the learners with

required skills in determining their career choices and preparing them for their future roles in the society. Poor performance in this

subject limits the learners‟ ability of being equipped with skills and knowledge needed to join courses at the high levels of learning

thus ultimately denying them good job opportunities.

Pupils‟ performance in particularly Social Studies subject is heavily dependent on the availability of the teaching resources and

commitment of both learners and teachers in the use of such resources (Eshiwani, 2001). Twoli (2007) asserts that for effective

teaching to take place, the teacher needs a range of teaching resources to cater for variations in learners in a classroom set up.

According to Tuimur and Chemwei (2015) further assert that teaching resources assist in stimulating the learners thus arousing

their concentration during the teaching process. In the government‟s commitment to giving free and affordable education for all

her citizen, the Kenyan government has endeavored to employ more teachers in public schools, provide teaching resources and

even pay tuition fees for the learners.

3. Research Objective

The main objective of this study was to assess the availability and use of teaching resources on the performance of Social

Studies subject in public primary schools in Belgut Sub-County, Kericho County, Kenya.

4. Literature Review

4.1 Theoretical Literature Review

The theoretical framework is provided by resource based view theory. Wernerfelt in the year 1984 introduced the resource-

based-view of the schools (RBV) and the same was refined by Barney and Tyler (1991). The concept was borrowed from Penrose

(1959) research. This theory postulates that a firm (school) is a source of numerous resources and capabilities that are different in

nature.

Resources are either tangible or intangible in nature. Barney (2001) observes that the RBV formulates the firm/ school to be a

bundle of resources, in other words, it is these resources and the way that they are combined that distinguishes firms from each

other. It is essentially an inside-out approach of analyzing the school implying that the starting point of the analysis is the internal

environment of the school.

As Barney (2001) contends, resources such as capital, equipment, and the skills of individual employees, patents, finance, and

talented teachers form the necessary inputs into school academic process. This theory relates to the area of study in that it tries to

explain how school with valuable, rare, inimitable, and well organized teaching resources at their disposal may have a competitive

edge over the others and enjoy superior pupil‟s performance. The theory explains how schools can manage their teaching

resources in a way to better or improve their performance.

Head teachers become helpful in supervising the work done in the school creating environment which is conducive, acquiring

learning materials such that teachers get easy time with the learners whereby, uplifting the academic standards of the school as

reflected in the academic performance.

4.2 Discussion of Key Variables

4.2.1 Availability of Teaching/learning Resources

Material resources include textbooks, charts, maps, audio-visual and electronic instructional materials such as radio, tape

recorder, television and video tape recorder. Other category of material resources consists of paper supplies and writing materials

such as pens, eraser, exercise books, crayon, chalk, drawing books, notebooks, pencil, ruler, slate, workbooks and so on (Atkinson,

2000).

Availability of teaching and learning resources (TLR) enhances the effectiveness of schools as these are basic things that can

bring about good academic performance in the students. Maicibi (2003) opined that all institutions or organization are made up of

human beings (workers) and other non-human resources. He further asserts that when the right quantity and quality of human


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resources are brought together, it can manipulate other resources towards realizing institutional goals and objectives.

According Owoeye and Yala (2010), the chief purpose of a school library is to make available to the pupil at his or her easy

convenience all books, periodicals and other reproduced materials which are of interest and value which are not provided as basic

or supplementary textbooks. They further noted that as a resource the library occupies a central and primary place in any school

system as it supports all functions of the school.

The study found out that the academic performance of learners in the study area was dependent on the availability of the

teaching resources in schools. The achievements of students in WASCE were related to the resources available for teaching. The

researcher further asserted that teaching resources have great influence on the learners‟ academic achievements due to the roles

played by such teaching resources in the study of abstract lessons. In a summary of his study Momoh (2010) concluded that

inadequacy of teaching resources leads to poor academic performance among learners thus compromising the objective of quality

education as stipulated in the curriculum goals.

Bizimana and Orodho (2014) in the study of teaching and learning resource availability and teachers‟ effective classroom

management and content delivery done in secondary schools in Huye district, Rwanda. It was based on as sample of 619

respondents using descriptive survey research design found positive correlation between the availability of teaching learning

resource and the class room management and content delivery. Many studies that have been conducted based on the availability of

teaching and learning resources have shown that teaching resources are not adequate in most schools to facilitate smooth learning

process.

Lyons (2012) maintains that learning process has a series of activities that includes the use of right teaching resources besides

employment of right skills by teachers in order to meet the requirement of the curriculum. Adequate and effective use of the

teaching resources is very important in attaining quality education because they are the primary teaching resources and

consequently improves the school‟s academic performance.

Okongo, Ngao, Rop and Nyongesa (2015) researched on effect of availability of teaching and learning resource on

implementation of inclusive education in pre-school centers within Nyamira North sub-county, Nyamira County, Kenya. The

study used a sample of 134 pre-school teachers, 40 head teachers and 12 education officers from 40 pre-school centers in Nyamira

North Sub County. The study found out that there was inadequacy of teaching resources in the County based on 78 percentage of

respondent. It recommended that teaching and learning resource for Special Needs Education (SNE) should be well funded and

provide by the government for inclusive education to be conducted with a preschool center.

The Government of Kenya since 2003 has come up with measures to reduce variation of teaching resources through the Kenya

education support program and schools‟ infrastructure and material program each pupil in primary school is allocated with some

amounts of money each year for purchase of these materials.

4.2.2 Use of the Available Teaching Resources

According to Adeyemi and Adu (2010), it is widely accepted that education is one of the leading instruments for promoting

economic development as it encompasses some processes individuals go through to help them develop and utilize their potentials.

Further according to Adeoye and Papoola (2011), for learning to take place, learners must have access to necessary information

materials and resources. They have to interact with tangible and intangible resources to ensure some level of performance.

Mwathwana, (2014) in his study found out that the availability and adequacy of learning materials is linked with the performance

of the students. Lack of adequate learning resources will thus affect the performance in any course. On the other hand, learners

that are exposed to sufficient learning resources are bound to perform better in their examinations.

The availability of resource is linked to usage unless the workforce is not motivated. Atieno (2014) conducted a study on

influence of teaching and learning resources on students‟ performance in free day secondary education Embakasi district, Kenya.

The study was based on a sample of 6 principals, 18 class teachers and 240 students. It utilized descriptive research design and

found out that the day secondary schools outstretched resources could not be sufficient to the schools. It added that government

should look into increasing funds to enable these school acquire enough teaching resource; improve human resource and physical

facilities. This aspect contributed to poor performance in the free day secondary schools in Kenya.

Teaching/Learning resources (TLR) play a paramount role in the teaching and learning process and inevitably the student‟s

academic performance. This calls for provision of adequate TLR in Free Day Secondary Schools (FDSS). The FDSS are faced

with a mirage of problems which include inadequate provision of TLR as a result of poor planning and also FDSE program

embarked on existing TLR in schools with increased enrolment since inception in 2008. The impact of FDSE resulted into the

intended increase on enrolment on its first year of implementation and this immediately led to constrain on existing TLR such as

teachers, classrooms, teaching and learning materials (Gatende, 2010). There has been a public outcry about poor performance in

FDSE, especially in Nairobi County which has a total of 81 public secondary schools of which 59 are FDSS. In a world of

international competition, academic performance in Embakasi has been on the decline characterized by poor performance in the


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Kenya Certificate of Secondary Education.

5. Research Methodology

Descriptive research design was used to explore the variable of the research in Belgut Sub-County primary schools in Kenya.

The Sub-County has a total target population of 147 public primary head-teachers and 1029 teachers where a sample of 44 public

primary head-teachers and 103 teachers were sampled using stratified sampling technique. The sampled teachers were given

questionnaires, head-teacher was interview and the research conducted observation to the 44 public primary schools visited. The

questionnaires were analyzed using descriptive statistics as well as observation schedule while content analysis was used in the

interviews.

6. Results and Discussion of Key Findings

6.1 Results and Presentation on Availability of Teaching Resources

The study population composed of 44 public primary schools within Belgut Sub-County. The result from 95 respondents who

were teacher in the 44 primary school was analyzed as well as a 44 observation schedules and interview schedules from each

school. The results were discussed on availability and adequacy of teaching resources from the three instrument questionnaires,

interview schedule and observation checklist as shown in the sections below.

6.1.1 Results of Questionnaires on Availability of Teaching Resources

On the question of “Does your school have enough teaching resource for social studies?” The following information was

obtained as shown in the table below.

Table 1 Does Your School Have Enough Teaching Resource

Does your school have enough teaching

resource

Frequency Percent

No 64 67.4

Yes 31 32.6

Total 95 100.0

Sixty-four with 67.4% of the total respondents argued that teaching material were not enough while 31 respondents

representing 32.6% of the respondents argued that there were enough.

It then means most public primary schools did not have enough teaching resources. The scarcity of teaching resources affects

service delivery of learning as well as it has the ability to affect the academic performance.

Responding to the questions “if, no does it affect your pupils‟ performance in social studies?”

Table 2 Effect of Lack of Enough Teaching on Social Studies

Lack of Enough Teaching Resource

on Social Study

Frequency Percent

No 38 40.0

Yes 57 60.0

Total 95 100.0

According to table 2 the effect lack of enough teaching resources on performance of social studies 57 respondents out of 103

representing 60% of the total respondents agreed and 38 respondents out of 103 representing 40% of the total respondents

disagrees. Based on the data it indicates that lack of enough teaching resources for teaching social studies have significant effect

on the performance of social studies.


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Table 3 Availability of Social Study Teaching Materials from Teacher’s Questionnaires

Type of Teaching Resource Available Not Available Total

Respondents

Globes 71(74.7%) 24(25.3%) 95(100%)

Film strips 10(10.5%) 85(89.5%) 95(100%)

Slide projectors 28(29.5%) 67(70.5%) 95(100%)

Graphs / Charts 15(15.8%) 80(84.2%) 95(100%)

Still pictures 21(22.1%) 74(77.9%) 95(100%)

Video tapes recorders 25(26.3%) 70(73.7%) 95(100%)

Wall maps 95(100%) 0(0%) 95(100%)

Recommended books 95(100%) 0(0%) 95(100%)

Internet 0(0%) 95(100%) 95(100%)

Magazines/ Newspapers 0(0%) 95(100%) 95(100%)

The results analyses from the questionnaires given to teachers in the 44 primary schools were presented in table 3. A response

of 71 teachers argued that globes were available representing 74.7% of total 95 respondents. Globes are available teaching

resource in teaching social study.

Films trips was responded to be 10 respondent argued that it was available which is 10.5% of total of 95 respondents while 85

teachers argued that they were not available. Those who respondent that films strips were not available were 85 out of 95

respondents making a percentage of 89.5% of total respondents. This results shows scarcity of film strips as a teaching resource.

Slides projectors enable teachers to present concept using technology. The number that respondent that they were available were

28 out of 95 representing 29.5% of the total respondents. Those who alluded that they slide were not available were 67

representing 70.5% of the total of 95 respondents who answered the teachers‟ questionnaire. This then mean that slide projectors

are somewhat available to some of the school though they are few.

Concerning the graphs or charts, 15 respondents from 95 total respondents claimed to be available representing 15.8% of the

total respondents while 80 representing 84.2% claimed that they were not available. Graphs or charts are essential in presenting

data and from the findings it showed that few schools had graphs or charts. Still pictures are essential in creative thinking and

assist in conceptualization of learning especially the physical features like mountains, rivers and social activities among other

social study concepts. According to the results 22.1% of total respondents who were 21 out of 95 respondents showed that still

pictures were available and 74 of the 95 respondents argued that they were not available representing 77.9% of the total

respondents. The results indicated that still pictures were available in little number of schools.

A video tape recorder is a technology that would allow recording of events and even lesson that can be reused in class.

According to the results 25 respondent out of 95 with percentage of 26.3% of the total respondents suggested that they were

available and 70 respondents with 73.7% of total of 95 respondent suggested that they were not available. This result indicated

that video tape recorders are available in few schools.

Considering wall maps that are essential especial in provision of feature found in Kenya, African and the world. The results

indicated that 95 out 95 respondents which 100% of total respondent claimed that they have wall maps. It informed the study that

all the school had wall maps for purpose of teaching social studies. It was also found that 100% representing all the 95

respondents alluded to have recommended books for teaching social studies. It is essential that desired books are available for

teaching for ease of referencing and further studies.

Internet technology is one of the essential modern edge technology that enable students to interact with the world. The study

findings indicated that 100% representing all the responded argued that they were not available in their respective schools. ICT

integration in teaching in developed nation has assisted teaching especially science and social studies.

The research also found that all the 95 respondents representing 100% did not suggest that magazine nor newspapers were not

available in their respective schools. Social study enlightens the pupils to understand the past as well as present social,

geographical and cultural aspects.

It is evidential that slides projectors, graphs or charts, still pictures, video tapes recorders, internet and magazines or

newspapers were significantly not available. From the data obtained it means that globes, wall maps and recommended books are

the most available resources. Primary schools around the region did not embrace technology since all technology related teaching

resource which were internet, video table and slides projectors were not available to a greater extend. In teachers‟ questionnaire

pertaining to the question “Who provides the books and other social studies teaching material in your school”, was answered as

follows. Where 1 implied does not provide, 2 provides in small extent, 3 provides moderately, 4 provides in great extent and 5

provides in greater extent.


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6.1.2 Results of the Interview Schedule on Availability of Teaching Resources

The response to question one “in your opinion do you like the way teachers of social studies teach social studies curriculum in

your school”. Head teacher school 1 argued that “The teachers in my school do love teaching social studies though challenges

have affected their teaching.” Head teacher school 5 alluded that “teachers teaching social studies are always affected by lack

enough teaching resource especially in rolling out the new curriculum which dependent on the teaching resource since its

competence based.”

Further response indicated that 64% of the 44 Head teachers argued that they were satisfied with the teaching technique of

social studies teachers and 36% indicated that they were not satisfied. The responses that mainly pointed out on dissatisfaction

were on the aspect of teachers who are affected by social and economic issue. For instance, head teacher school 26 argued “some

social studies teachers‟ don‟t teach properly and most of the times they disappear even at the middle of lesson claiming that they

have issue to solve.” In the response 6.8% argued that they have reported the matter to County Education Offices based there

conducted. Head teacher school 13, head teacher school 34 and head teacher 39 has reported poor teaching methods based on

other factors outside schools that has lead them not to conduct their duties. Besides this incidence the other cause of dissatisfaction

is lack of necessary teaching resources which was highest resources.

In responses to question two “how often do you meet the social study panel?” Most of head teacher argued monthly basis who

were 54%, weekly were 24% and once a term was 22% of the head teachers of the schools. The frequency was related to the

resource availability and most of the teacher often cited lack of enough teaching resources.

Response to question five “Are the teaching resources adequate?” The results from the head teachers showed that there were

inadequate resources. Head teacher school 3 argued that “teaching materials are inadequate based on the funds allocation. Head

teacher school 10 added that “teachers have improvised and shared the available teaching resources so that they are able to

deliver their lesson.” Head teacher school 12 noted that “Some the resources available are wall maps; atlases and textbooks but

we are in need of electronic technology based resources”.

Further response from Head teacher school 22 was that “The school is not supported by community so it has to dependent

entirely on budget limited resource making few resources available for teaching.” Other head teacher had similar information

some resources are not sufficient or not available at all. Those who were of contrary opinion were few which included Head

Teacher School 2, Head Teacher School 7, Head Teacher School 21 and Head Teacher School 24 who cited that their schools

had enough books, wall maps, atlases and laptop project which include laptops for standard one, a projector were available but not

used. Though Head Teacher School 7 argument cited that Finlay‟s Tea Company assisted in equipping their schools and Head

Teacher School 2 claimed that they got sufficient funds from the parents who contribute enough fees to support the school in

accessing all available teaching resources. The government allocation in public primary schools was found not to be sufficient in

ensuring sustainable learning as noted by head teacher school 25, head teacher school 3 and head teacher school 41.

It is then apparent that the inadequacy of resources has affect service delivery in most of the school in the region. The funds

allocated by the government are insufficient in offering up to state technology in most public schools. This explains why private

primary school performance more than the public. Resources available are limited and do not provide further knowledge than

what is available in books and few materials.

6.1.3 Results of Observation Checklist on Availability of Teaching Resources

The observation checklist was used to record and confirm the availability and use of teaching resources in classes, staff room,

library and head teacher‟s office. The observation was made within the 44 schools.

Table 4 Available Teaching Materials

Teaching Materials Available Percentage

Globes 33 75%

Film Strip 5 11%

Slides Projector 13 29%

Graphs 7 16%

Still Picture 10 22%

Video tapes recorder 12 26%

Wall maps 44 100%

Recommended books 44 100%

Internet/ Newsletters 0 0%

According to table 4 observation checklist results globes were available in 33 schools out of 44 visited which represent 75% of


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school in the region. The results indicate 5 schools out of 95 visited had film strip representing 11% of the schools.

Slides were found in 13 schools out of 44 schools visited representing 29% of the schools. Graphs or chats were found in 7

schools out of 44 schools observed which 16% of the schools are. A percentage of 26% school had video tapes recorder where the

data come from 12 out of 44 schools observed. Recommended reading material and wall maps had 100% available in the 44

primary school visited.

6.1.4 Discussion on Availability of Teaching Resources

The results from the questionnaire indicated that there was inadequacy of teaching resource. It also indicated despite the

availability ones they are not sufficient for teaching social studies. Some basic available teaching resources were globes, wall

maps and recommended books. Electronic teaching resources were found to be either insufficient or not available at all which

included internet, video tape and slide projector. On the other hand, other teaching resources like still picture, graphs, magazine

and newspapers were not available or inadequate. This concurred with Omatayo et al (2008) where teaching resources were not

available for teaching. Omatayo et al (2008) added that teaching resources availability has cost the quality of education especially

in higher levels. In related research Momoh (2010) also found the same results. Despite the unavailability resources the

government has ensured that textbooks are available through the FPE programmes as well as some few resources in some school.

Wall maps and globes were available but not enough and found that this was also related to government delay of disbursing the

finance.

Interview results further revealed that schools that had support from sponsors like multination tea companies had better than

other schools. Head teacher from school 7 is an example of school supported by Finlays. Other supported schools by parents are

School 2, school 19 and school 34. These schools did better in school development as well on school resources. There was a links

of this schools with what was observed. According to Bizimana and Orodho (2014) learning resources assisted in managing class

and ensuring content delivery. This was after finding that some schools have support either by private entities or parents. The

observation concurred with Bizimana and Orodho (2014) that inadequacy constrains the resources and lead to sharing and low

utilization of the resources available. There need to not only ensure availability but also adequacy of the teaching resources.

6.2 Result and Presentation on Used of Social Studies Teaching Resources

The second objective clearly sought to find the usage of social studies teaching resources. In this section questionnaires were

used and interview since the research was limited in time to observe all the 44 schools. The questions for usage of social studies

teaching resource were both examined in the questionnaire and the interview of 44 head teacher from all the public primary school

visited. The results and presentation on the use of social studies teaching resources were provided as follows;

6.2.1 Results of Questionnaires on Used of Social Studies Resources

Use and frequency of usage were investigated since resource could be available but underutilized. The data analysis was

obtained as follows;

Table 5 Use of Social Study Teaching Resources

Type of Teaching Resource Used Not Used Total number of respondents

Globes 48(50.5%) 47(49.5%) 95(100%)

Film strips 0(0%) 95(100%) 95(100%)

Slide projectors 24(25.3%) 71(74.7%) 95(100%)

Graphs / Charts 8(8.4%) 87(91.6%) 95(100%)

Still pictures 0(0%) 95(100%) 95(100%)

Video tapes recorders 24(25.3%) 71(74.7%) 95(100%)

Wall maps 72(75.8%) 23(24.2%) 95(100%)

Recommended books 71(74.7%) 24(25.5%) 95(100%)

Internet 0(0%) 95(100%) 95(100%)

Magazines/ Newspapers 0(0%) 95(100%) 95(100%)

The result from table 5 indicated that 48 respondent representing 50.5% of the 95 respondent used teaching resources

remaining with 47 respondent representing 39.5% of the respondents did not use the resource. It was found that globes besides

been available they are not significantly used. None used film strips in their classes. In 95 respondents 24 utilized slides pictures

which are 25.3% and 71 did not use representing 74.7% of the respondents. Graphs/ charts indicated that 8 used in teaching

representing 8.4% of 95 respondents while 87 did not use representing 91.6% of 95 respondents. Sill picture were not utilized at

all. Video tapes recorders were utilized by 24 teachers representing 25.5% of 95 respondents. Those who did not used were 71

representing 74.7% of 95 respondents. Internet, magazines and newspaper were not utilized at all. Slides, film strips, graphs, still

pictures, video tapes recorders and internet were not in greater extend.


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Table 6 Usage Frequency of Teaching Resources

Frequency of

Usage

5(F) 4(O) 3(M) 2 (R) 1 (N) Mean

Globes 24(25.3%) 43(50.5%) 0(0.0%) 8(8.4%) 24(25.3%) 3.61

Film strips 0(0.0%) 0(0.0%) 0(0.0%) 8(8.4%) 87(91.6%) 1.25

Slide projectors 8(8.4%) 16(16.8%) 0(0.0%) 0(0.0%) 71(74.7%) 1.84

Graphs / Charts 24(25.3%) 0(0.0%) 8(8.4%) 8(8.4%) 55(57.9%) 2.26

Still pictures 0(0.0%) 16(16.8%) 0(0.0%) 0(0.0%) 79(83.2%) 1.51

Video tapes

recorders

0(0.0%) 0(0.0%) 24(25.3%) 0(0.0%) 71(74.7%) 1.51

Wall maps 48(50.5%) 39(41.1%) 8(8.4%) 0(0.0%) 0(0.0%) 4.42

Recommended

books

63(66.3%) 32(33.7%) 0(0.0%) 0(0.0%) 0(0.0%) 4.66

Internet 0(0.0%) 0(0.0%) 0(0.0%) 0(0.0%) 95(100%) 1.00

Magazines/

Newspapers

0(0.0%) 0(0.0%) 0(0.0%) 0(0.0%) 95(100%) 1.00

Table 6 indicated the frequency of usage of teaching materials. The data indicated that 24 out of 95 teachers representing

25.4% of respondents frequently used globes, 48 out of 95 teachers representing 50.5% of total respondents occasionally used

globes, and 8 out of 95 rarely representing 8.4% of total respondents rarely used globes, while 15 out of 95 representing 15.8% of

the respondents did not use globes. The mean of 3.61 indicated that teachers occasionally used globes in teaching social studies.

In response to film strips 8 out of 95 teachers rarely used while 87 out of 95 teachers did not use it at all representing 8.4% and

91.6% respectively. The mean of 1.25 indicated that films were not use as teaching tool for social studies.

In slides projectors frequent user‟s 8 out of 95 teachers which are 8.4% of total respondents, 16 out of 95 teachers which is

16.8% of total respondents occasionally used. While 71 out of 95 teachers which is 74.7% of total respondents have never used

projectors for teaching. The mean of 1.84 indicated that projectors are rarely used for teaching social studies.

The results revealed that 24 out of 95 teachers signifying 25.3% of total respondents claimed to frequently use graphs or charts

for teaching social studies. 8 out of 95 teachers signifying 8.4% of total respondents moderately used. 8 out of 95 teachers

signifying 8.4% of total respondents rarely used. While 55 out of 95 teachers signifying 57.9% of total respondents never used it.

A mean of 2.26 signified that teachers rarely used graph or charts in teaching social studies.

Still pictures were occasionally used by 16 out of 95 teachers representing 16.8% of total respondents‟ while 79 out of 95

teachers representing 83.2% of total respondents never use it. The mean results of 1.51 indicated that still pictures were rarely

used for teaching social studies.

The results on video tapes recorders 24 out of 95 teachers representing 25.3% of total respondents moderately used for

teaching social studies and 71 out of 95 teachers representing 83.2% of total respondents never used. A mean of 1.51 indicated that

video tapes were rarely used for teaching social studies.

Wall maps were frequently used by 48 teachers representing 50.5% of 95 respondents, 39 teachers occasionally used which

represented 41.1% of 95 respondents while 8 teachers moderately used to represent 8.4% of the respondents. Walls maps were

occasionally used as indicated by mean of 4.42.

The recommended books were frequently used by 63 out of 95 teachers representing 66.3% of the respondents and 32 out of

95 teachers representing 33.7% of the respondents occasionally used. Mean of 4.66 indicated that most teachers frequently used

recommended books in instructing social studies.

Internet usage was never used by 95 out of 95 teachers representing 100% in teaching social studies. The mean of 1.00

indicated that internet usage was never used to teach social studies in public primary schools. Similarly, magazines and

newspapers were never used, 95 out of 95 teachers representing 100% claimed to have used it in teaching social studies. The mean

of 1.00 revealed that the resource is not used in teaching social studies.

6.2.2 Results of Interview on Usage of Teaching Resource

The response to “what types of teaching material are used?” Most head teacher stated that social study books were available

as well as wall maps and globed. On the question on whether they are bought in reference of Yellow book all the head teacher

agreed that they are bought as recommended by the ministry of education. Result of interview indicates that most teachers used

the available resources. These were some of the responses from several head teachers interviewed. Head teacher school 7 argued


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that “The teachers enjoy teaching social studies, using project slides and computer resources. The teacher and student are

motivated in learning since they are able to learn more”. On the contrary head teacher school 12 argued that “the social studies

teachers are resourceful and proficient in teaching despite them lacking electronic teaching materials”. While head teacher school

13 pointed out that “despite larger number of social study teacher performing more than average there one or two who need more

supervision on usage. The teachers who are not doing their duties are given warning letters.” The head teacher school 36 argued

that “there is need to give more training to teachers to enable them to embrace the usage teaching material.”

Some head teachers shared the same argument that they usage above average but the major problem is that there is inadequate

of recommended teaching resource as noted by head teacher school 1, head teacher school 3, head teacher school 10, head

teacher school 21, head teacher school 22, head teacher school 30, head teacher school 34 and head teacher school 36. Some

school that reported better utilization indicated resources were adequate which include head teacher school 2, head teacher

school 7, head teacher school 29 and head teacher school 37.

6.2.3 Results of Observation Checklist on Usage of Teaching Resources

Observation checklist concerning the usage of teaching resources was evaluated on the following table 7.

Table 7 Usage of Teaching Material as Observed

Teaching Materials Used Percentage

Globes 22 51%

Film Strip 4 8%

Slides Projector 11 25%

Graphs 4 8%

Still Picture 7 17%

Video tapes recorder 11 25%

Wall maps 33 76%

Recommended books 33 75%

Internet/ Newsletters 0 0%

The results in table 7 on usage of teaching material as observed indicated that 22 schools out of 44 primary schools

representing 51% of the school used globes in teaching social studies. The film strip was used in 4 schools out of 44 primary

schools representing 8% of total primary schools. There were 11 schools out of 44 primary schools representing 25% of total

primary schools used slides projectors. Graphs were used by 4 out of 44 schools representing 8% of total schools observed. While

as still pictures were utilized by 7 out of 44 schools representing 17% of total schools observed. There were 11 out of 44 schools

observed representing 25% of total schools who used video tape recorders. Both wall maps and recommended books were used in

33 out of 44 primary schools representing 75% of the total schools. While internet and magazine were not used at all.

The utility ration was obtained from developing a percentage of usage against available resource. This explains at what percent

is the item that was available used in the school observed.

Figure 1 Observed Used/Available of Teaching Resources Percentage


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From the above figure the highly utilized teaching resource that was rated 95% were video tape recorders, slides projector was

86%, still picture, wall maps, and recommended books were 76%, 68% for globes, 53% for graphs and 0% for internet and

newsletter since they were not available.

6.2.4 Results Discussion of Usage of Teaching Resource

According to the results from questionnaires teaching resources that were mostly used based on their availability were globes,

wall maps and recommended books. The usage efficiency is not 100% meaning that the teachers are not using the resource

available fully. For instant from the questionnaire results the usage of recommended books were found to be 75% but was 100%

available. It implies that there is about 75% efficiency of usage of books resources has significant influence to the teaching

process, despite inadequacy of the teaching resources. The most used teaching resources were also the most available resource

which was recommended books, wall maps and globes. Resources that were rarely used despite its inadequacy were slide

projectors. Electronic materials were rarely or not used at all based on inadequacy of the resources. It concurs with Mwathwana

(2014) that usage is linked with usage of learning resources. It was also established that it affected the performance of the

students.

These concurred with head teacher‟s recommendation where they school with low teaching resources also encountered low

usage. Head teacher recorded frequent usage of 74% of schools. It reported also 19% rarely use them and 7% hardly use at all.

Hence there is usage utility of about 74%-75% as established from both questionnaire and interview from head teachers. Most of

the teachers enjoyed teaching social studies despite the lack of resources. Those who indicated poor teaching methods and

underutilization of resource have non-school based challenges or lack proper trainings.

The results further revealed that researchers with available and adequate resources were motivated the learner‟s school to do

better that was according to Head teacher school 7. Both teachers and students are motivated to performance. Mwathwana (2014)

revealed that learners who had sufficient learning resources were bound to have better performance. Successful teaching is highly

linked with adequacy and competences usage of teaching learning resources within the appropriate age according to Macher and

Richardson (2005).

6.2.5 Interview Result Teaching Resource and Performance of Social Studies

The performance of social studies was evaluation between the years 2013 to 2018. The results were given in the following

tables.

Table 8 Performance in Mean Scores

YEAR 2013 2014 2015 2016 2017 2018 Average

MEAN 51.34 49.23 47.67 47.12 48.99 49.32 48.945

Standard

Deviation

0.34 0.56 0.78 0.89 0.45 0.53 0.59

The mean score for the past five years indicated has been constantly fluctuating between 47.12 to 51.34 with general mean of

48. 95 and variation of 0.59. The thread shows declining results since 2013 to 2018. Based on this results in indicated that there is

need to improve on teaching resource acquisition as well as usage to ensure effectiveness and performance of social studies.

6.3 Inferential Statistics for Teaching Resource and Performance of Social Studies

Inferential statistics was used to answer the research questions where availability and usage of teaching resources were

measured on performance. The results were produced as in the tables below.

Table 9 ANOVA Results for Availability T/L Resource and Performance

Sum of

Squares

df Mean

Square

F Sig.

Performance of

social studies. *

Availability of

teaching resource

Between

Groups (Combined)

10.207 3 3.402 12.274 .000

Within Groups 25.225 91 .277

Total 35.432 94

The results from table 9 indicated that availability teaching resources significantly affected the performance of social studies

(Significant = 0.000 < 0.05).


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Table 10 ANOVA Results for Usage T/L Resource and Performance

Sum of

Squares

df Mean

Square

F Sig.

Performance of

social studies. *

Usage of teaching

resource

Between

Groups (Combined)

15.968 2 7.984 37.741 .000

Within Groups 19.463 92 .212

Total 35.432 94

Table 10 showed that teacher using teaching resources affected performance significantly (significant= 0.000 < 0.05). The use

of teaching resources plays an important role in improving performance of social studies.

It has emerged clearly the availability and inadequacy affect performance of social study. Despite the usage which needs to be

addressed by the school administrators, availability of the resource is high affected by the delay of government funds, lack of

enough funds from the government, lack of support from parents and other stakeholders. The findings also reveal that teaching

resource was crucial since it creates student-teacher relationship, improve attitude of students, and motivate teachers and students

which eventually improved performance of social studies and general performance.

7. Conclusion and Recommendations

The study concludes in objective one that teaching resources for teaching social studies were inadequate. Some of the available

resources were not sufficient in enabling increase in academic performance. Some of the available resources include wall maps

and recommended books. Some that were not sufficient were the globes. Most of the electronic materials were not adequate while

some were not available at all. Government has played a big role in ensuring that there are FPE by providing these resources if

they should consider integrating this resources with electronic materials.

According to the second objective, utilization of teaching resources entirely dependent on availability though some available

teaching resources are not fully utilized for example the globes. The frequency usage of wall maps and recommended text books

was very high since they are readily available and adequate.

From the findings and conclusions arrived at, the following are some of the recommendations arrived at to the ministry of

education, community and stakeholders and finally to the school administrators. The ministry of education should be well

equipped with both physical, electronic devices and teaching resources in public primary schools. It advocates to the government

to provide enough resources not only with the maps and recommended books but also other materials that will assist ease the work

of the teachers and improve performance in social studies. Since there is significant relationship of teaching resource with

performance.

Teachers should also be trained in utilizing the teaching resources especially the electronic resources to ensure full utilization.

The study also recommends that the local community and other non-governmental organizations including the private sectors

should come to assist the government and parents on the provision of the teaching materials. This can be built through corporate

social responsibility to the society and schools, through donation of computers, projects, internet among other donations.

References

1. Barney, J. (2001), Looking inside for competitive advantage, Academy of Management Executive, 9 (4), 49-65.

2. Bizimana, B. & Orodho, J. (2014). Teaching and Learning Resource Availability and Teachers‟ Effective

Classroom Management and Content Delivery in Secondary Schools in Huye District, Rwanda. Journal of

Education and Practice. 5(9). 111-123.

3. Eshiwani, G. (1983). Factors influencing performance among primary and secondary schools „pupils in western

province of Kenya. Policy study, bureau of educational research. Nairobi; Kenyatta University.

4. Eshiwani, G. (2001). Influence of Teacher Relationship on Performance of the Student. IOSR Journal. 20(9),

27-37

5. Okongo, Ngao, Rop & Nyongesa (2015). Effect of Availability of Teaching and Learning Resources on the

Implementation of Inclusive Education in Pre-School Centers in Nyamira North Sub-County, Nyamira County,

Kenya. Journal of Education and Practice. 6(35), 132-142.

6. UNESCO (2000). World Education Report 2000 Assessment: Global synthesis. Geneva: United Nations

Documents

INTERNATIONAL JOURNAL OF ACADEMICS & RESEARCH (IJARKE)€¦ · Dr. Paul Onsare, University of Kabianga, Kenya Dr. Helen Sang, University of Kabianga, Kenya 1. Introduction UNESCO