Relationship between Teachers’ Attitudes and the Utilization of Instructional Materials in Pre-Primary Schools in Kenya
Abstract
The purpose of this research was to establish whether there was a significant relationship between teachers’ attitudes and levels of utilization of instructional materials (IM) in Pre-Primary Schools in Kenya. The study adopted the Ecological Systems Theory by Urie Bronfenbrenner. The study used a cross-sectional survey research design and data were collected through self-administered questionnaires. A sample of 164 teachers comprising of 76.2% females and 23.8% males participated in the study. Results established that 86.4% of the teachers had positive attitudes towards the instructional practice. In terms of utilization of instructional materials, the researchers determined that 62.1% of the respondents achieved high levels while 37.9% attained low levels of utilization of instructional materials across the Early Childhood Development Education (ECDE) activity areas. The Chi-Square results revealed that there was a statistically significant relationship between teachers’ attitudes and utilization of instructional materials (χ2 = 4.094; d.f.= 2; p = 0.043). Further analysis using the regression test revealed that there was a statistically significant relationship between teachers’ positive attitudes and levels of utilization of instructional materials (β =0.516; p = 0.001). These findings established that teachers who had positive attitudes attained higher levels of utilization of instructional materials in their classrooms compared to their counterparts who had negative attitudes. Therefore, it was concluded that teachers’ attitudes were a significant factor in promoting the utilization of instructional materials in ECDE activities. This implies that a positive attitude is an important attribute of a pre-primary school teacher. Therefore, there is a need to inculcate positive attitudes towards the utilization of instructional materials among teachers during pre-service and in-service training sessions to promote the best practices in instruction at the pre-primary school level.
Downloads
References
Abaya, H. M. (2017). Influence of instructional materials on pre-school children’s learning achievement in number work in Matungu division, Kakamega County. Doctoral Dissertation. University of Nairobi.
Achola, O. R., Gudo, C. O. & Odongo, B. (2016). Implications of instructional materials on oral skills among early childhood learners in central zone, Kisumu County, Kenya. International J. Educ. Pol., Res. Rev, 3 (2), 20-28.
Adebayo, O. O., & Adigun, S. Q. (2018). Impact of Instructional Aids on Students’ Academic Performance in Physics in Secondary Schools in Federal Capital Territory (FCT) Abuja, Nigeria. European Scientific Journal, ESJ, 14 (4), 366-376.
Afework, T. H., & Asfaw, M. B. (2014). The availability of school facilities and their effects on the quality of education in government primary schools of Harari Regional State and East Hararghe Zone, Ethiopia. Middle Eastern & African Journal of Educational Research, 11, 59-71.
Al-Zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers’ Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools. International education studies, 3 (2), 211-218.
Anini, F. (2011). Design and production of instructional materials made with leather for pre-school education in Ghana. Unpublished M.A. Thesis. Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
Bakr, S. M. (2011). Attitudes of Egyptian teachers towards computers. Contemporary Educational Technology, 2 (4), 308-318.
Barnard, J. (1998). Factors affecting the uptake of CAL in further education. Higher Education Close Up Conference. Preston: University of Central Lancashire.
Bronfenbrenner, U. (1992). Ecological systems theory. In: R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues (pp. 187–249). New York: Jessica Kingsley Publishers.
Cavas, B., Cavas, P., Karaoglan, B.& Kisla, T. (2010). A study on science teachers’ attitude toward information and education. The Turkish Online Journal of Educational Technology, 8:20-32.
Chacha, F., Mwanda, S., & Midigo, R. (2017). Use of Instructional Media in Elementary Schools in Kenya: Understanding Teacher Attitude and Perceived Pedagogical Value of Picture Books. International Journal of Elementary Education, 6 (6), 53.
Chepkemoi, K. F. (2016). Factors influencing the Selection of Instructional Resources in Teaching Pre-Schools in Kenya. International Journal of Education and Research, 4 (11), 353-560.
Chepkonga, M. C. (2017). Influence of learning facilities on the provision of quality education in early childhood development centres in Kenya. International Journal of Education and Research, 5 (6), 15-26.
Digolo, O. C. (1986). A study of utilization of community resources of primary schools to provide relevance in education. Unpublished Ph. D Thesis, Kenyatta University.
Karimi, A. (2012). A Study of instructional strategies and utilization of resources in social studies in primary teachers’ Colleges in Kenya. Unpublished M. Ed. Thesis. Kenyatta University.
Kenya Institute for Curriculum Development (KICD) (2017). Pre-Primary One (PP1) Curriculum. Nairobi: KICD.
Kimui, W. (1990). A study of availability and use of learning and teaching resources in primary teachers’ colleges in Kenya. Unpublished PhD Thesis. Kenyatta University.
Maddahian, E., & Bird, M. (2004). Conceptual Framework for a Culturally Relevant and Responsive Educational Model. Los Angeles Unified School District. Programme evaluation and research branch planning, assessment and research division. Publication No. 178.
Makokha, E. L. (2017). Determinants of pre-primary school teachers’ use of improvised materials in science instruction in Bungoma East Sub County, Bungoma County, Kenya. Doctoral Thesis. Kenyatta University.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In: Mayer, R. E. (Ed), The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
Msei, I. (1985). A survey of resources for teaching and learning of Kiswahili in some selected primary schools of Central Division Iveti South, Machakos District, Kenya. Unpublished M.Ed. Thesis, University of Nairobi.
Mueller, J., & Wood, E. (2012). Patterns of beliefs, attitudes, and characteristics of teachers that influence computer integration. Education Research International, 2012.
Mugenda, O. & Mugenda, A. (2003). Research methods: Quantitative and qualitative approaches. Nairobi: Acts Press.
Mwololo, J. N., Koech, B. G., Begi, N., & Mutweleli, S. M. (2011). Pre-School Teachers’ Knowledge and Attitude Towards Use of Visual Media In Instructional Delivery In Kibwezi District, Kenya. Journal of research in education and society, 2(1), 97-105.
Njoki, N. G. N. (2014). Utilization of instructional media for quality training in pre-primary school teacher training colleges in Nairobi County, Kenya. PhD Thesis, Kenyatta University.
Odejobi, C. O. (2014). A Comparative Study of Language Instructional Delivery System between Nursery Schools in Rural and Urban Areas in Osun State. World Journal of Education, 4 (5), 31-39.
Omayio, J. K. (2013). Effect of Instructional Resources on Children’s Number Work Performance in Pre-Schools in Isibania Zone, Migori County. Doctoral Thesis. University of Nairobi.
Onadiran, G. T., & Onadiran, R. W. (1981). Public library services in Nigeria. International library review, 13 (4), 409-433.
Wambua, M. (1988). A survey of resources for teaching and learning environmental education in primary teachers’ colleges in Kenya. Unpublished M.Ed. P.T.E Project. Kenyatta University.
Yalcin, S. A., Kahraman, S., & Yilmaz, Z. A. (2011). Primary school teachers and instructional technologies self-efficacy levels. Procedia-Social and Behavioural Sciences, 28, 499-502.
Copyright (c) 2020 Joseph K Waigera, Maureen Mweru, PhD, Lucy Ngige, PhD
This work is licensed under a Creative Commons Attribution 4.0 International License.
