AN INVESTIGATION ON THE SCHOOL INSTRUCTIONAL MATERIALS DYNAMICS AND THEIR EFFECT ON PUPILS PERFORMANCE IN KCPE ENGLISH LANGUAGE IN MERU COUNTY, KENYA Winfred Kanario Miriti, School of Education Mount Kenya University Thika, Kenya wmiriti@gmail.com Miriti Justine Majau School of Education Mount Kenya University Thika, Kenya jmajau@mku.ac.ke Miriti J. Mwereria School of Education Mount Kenya University Thika, Kenya mwereriam@gmail.com Sylvia M. Paulino School of Education Mount Kenya Univeristy Thika, Kenya sylviamuthonip@gmail.com Dr. Ruth W.Thinguri School of Education Mount Kenya Univeristy Thika, Kenya nthinguri@yahoo.com Abstract The Governments of Kenya and development partners have invested a lot of funds to education of Kenyan children. Education takes a large proportion of the budget in order to finance education. It is aimed at enhancing both quantity and quality of education. This study investigated the school instructional materials dynamics and their effect on performance in English language in Meru County. Several studies have been carried out in developed countries which reveal that instructional materials have positive effects on the academic achievement of students in examination. In Meru County, English language in K C P E is poorly performed with very few schools attaining a mean score of 50%. The study objectives were: to investigate the extent of accessibility of teaching and learning materials in schools, assess the types of teaching and learning materials in schools and their effects of pupils performance in K.C.P.E English language. It was limited to selected primary schools in Meru County and delimited to standard eight classes, teachers, head teachers and field educational officers. The assumption was that the effects of instructional materials dynamics are tantamount to performance in national examination in Meru County. This study utilized a qualitative research methodology with document analysis design. The data was collected using Questionnaire, observation checklist and an interview guide. Piloting was done in four primary schools and one field officers not involved in the main research because they shared similar characteristics. The data collected was analyzed using descriptive statistics. Data analysis was performed using SPSS software for statistical analysis.the study found that English language was performed poorly in Meru County. The instructional materials were inadequate and they had an effect on the examination outcome of pupils in K.C.P.E examination. This study recommended capacity building on procurement procedures of instructional materials to educational stakeholder managing the instructional materials in public primary schools in Meru County. Index Terms instructional materials, pupil performance, Thorndike learning theory 06
Introduction The joy of every parent, guardian or educational stakeholder is to get value for their inputs into educational. Every child upholds education that adds value to his or her life. It is therefore a prerogative of every parent, guardian and educational stakeholders to acknowledge that textbooks and instructional materials are essential for quality Education (USAID) 2002. Textbooks and instructional materials such as technology and other equipment are the primary tools used by teachers, to organize their lessons and take content knowledge and skills available to students (Freemen and Porte, 1989 p.138). A notable increase in the enrolment rate of pupils in all public primary schools in the country was of great significance. This was because of the introduction of Free Primary Education (FPE) in 2003. This resulted into overcrowding of classes and the inadequate infrastructures were strained beyond limit. The few teachers were evidently overwhelmed by the spontaneous rate at which pupils enrolled in schools. Though the FPE program was a big success, it lacked diversified support from all education stakeholders and the monitoring of institutions hence resulting into management and equity challenges. The Economic Survey report by the Kenya National Bureau of Statistics (KNBS, 2011), indicated that education had several challenges including access to quality education through inadequate provision of instructional materials and poor utilization of the materials available. This resulted to low primary education output reflected by low performance in the Kenya National Examination. In Meru County where this study was conducted, the decline over the years in the mean score has remained below 250 marks on average with an exception of the year 2002 and 2009. The clear indicator for this consistent decline is the lack of adequate teaching and learning materials for the increasing population of pupils yearning for basic education. The need for evidence-oriented approach to matters education especially in provision of teaching and learning materials is dire. This is necessary in order to address the common needs in education. The government of the day should not believe that allocation of huge resources makes the magic of improvement in performance. Allocation should be accompanied by utilization of the resources for good performance. An instructional manager can therefore mobilize resources to match the pupil performance with equal aspects of curriculum, learning aids, instructional approaches and teacher competencies in order to cater for the dire needs of the learners. Inadequacy of instructional materials can be triggered by raising quality through increasing these inputs. I. STATEMENT OF THE PROBLEM Provision of school instructional materials is meant to enhance learning standards in primary schools. They should show positive effect on the achievement of students, Fuller and Heyman (1989). However the performance of pupils in Meru County does not correlate with the provision of instructional materials. The performance particularly in English subject has been below average for several years. In 2006, the English mean score was 47.25, in 2007, the mean score was 47.37, in 2008 the mean score was 45.22, in 2009 the mean score was 46.49 and 2010 and 2011 the mean scores were 46.58 and 48.54 respectively. 07
This scenario required an investigation on the effects of school of instructional materials dynamics on the performance of pupils at K.C.P.E examination. It had therefore triggered the researcher to investigate the effect of instructional materials dynamics on the performance of pupils in KCPE examination in Meru County. II. PURPOSE OF THE STUDY The study sought to investigate the effect of instructional materials dynamics on pupils performance in KCPE English language in Meru County, Kenya. III. Objectives of the Study i. To investigate on the availability of school instructional materials in schools and their effect on pupil performance in English in Meru county Kenya. ii. iii. To assess the nature of instructional materials in schools and their effect on pupil performance in English in Meru county Kenya. To establish the quality of instructional materials and their effect on pupil performance in English in Meru county Kenya. IV. Significance of the study The findings of the study will create awareness to the school management committees (BOMS), teachers, Quality Assurance and Standards Officers, researchers and parents on the roles of school instructional materials. The school management committees will use the findings to enhance their capacities on the management of English text books and other related instructional materials. The Ministry of Education through Kenya Institute of Curriculum development will use the findings of the study to come up with alternative methods of issuing instructional materials in schools. RESEARCH METHODOLOGY The methodology utilized in this study was the qualitative research with descriptive document analysis design whereby the researchers analyzed empirical data on the effect of instructional materials dynamics on pupil performance in English language in KCPE. This was greatly achieved through document and thematic analysis. This enabled the researchers to come up with suitable recommendations for all education stakeholders. The target population was teachers, head teachers, field education officers and standard eight classes in Meru County. There were a total of 1204 respondents. There were 1092 teachers, 98 head teachers, 4 Field education officers and ten standard eight classes. VI. LITERATURE REVIEW A. Instructional Materials Dynamics 08
Relevant literature on availability and effects of instruction materials was reviewed with Thorndike s learning theory being the theoretical framework. The literature relating to instructional materials dynamics was discussed under the following subheadings. B.An investigation into the school instructional materials dynamics The Kenya government introduced free primary education (FPE) in an effort to boost and catalyze the realization of universal primary education (UPE) and Education for all (EFA) goals. School levies which were probably perceived as impediments to enrollment and retention, were consequently waived in all public primary schools. The instructional managers previously mobilized resources from parents, community around the school and educational stakeholders in order to sustain programs in the school. This was a great relief for parents because the FPE took care of all the tuition and operational expenses. According to the Ministry Of Education Science and Technology (MOEST), (2005), a sum of Kshs.650 per child each year was set aside for instructional materials. This money was deposited in the school instructional materials bank account (SIMBA). The target supply ratio for instructional materials were as follows; basic pack for school stationery, one per pupils per year, six core textbooks, one per three students each subject and standard, supplementary reading materials in English, one reading for each enrolled student. The upper primary (5-8) basic pack of school stationery is one per student per year, six core textbook, one textbook per two students for each subject and standard, supplementary reading materials in English, one reading book for each enrolled student, English dictionary for Std 6, 7 and 8, (MOE) 2003. Since English is the medium of instruction and it is used in many examinable subjects in primary schools the researchers found the need to critically analyze its provision and effects in national examinations. Being the medium of instruction, English should be given the attention it deserves in all spheres including teaching, learning and support. Despite the fact that funds for purchase of instructional materials have been provided by the government, schools experience serious shortages of textbooks and other instructional facilities. Therefore there was need to investigate the causes of the above scenario. C.An investigation into the pupils performance in KCPE English language The core objective of teaching English as a core subject in the formative years of education in Kenya is to enable the learners to communicate fluently, independently and accurately. This is according to the Kenya institute of Education primary syllabus VOL, 2002. All pupils are expected to have acquired a sufficient command of English in spoken and written forms to enable them to communicate fluently. Declining standards of performance in English at primary level has sent shivers down the spines of education stakeholders as well as the lovers of English such as Dr. Auma Obama who recently launched story moja initiative that aimed at enlightening children to love English especially at the formative stage. She donated story books to primary schools and emphasized that parents and guardians should ensure that a child reads at least a story per day. Mother tongue influence in most developing countries has been a major setback towards achieving appropriate speech and writing skills in the English language. In Kenya for instance, corrupted English and Swahili commonly known as Sheng has greatly affected negatively the performance of English in national examinations across all levels of education. Self-expression has become an uphill task for most national leaders especially those of the political outfit that just go silent in the parliamentary debates because the lack confidence to express their ideas in English. 09
D.To establish the effects of instructional materials on pupils performance in KCPE English language. It is paramount to have sufficient resources for all subjects in the school curriculum. With experienced and skillful teachers and relevant instructional materials, the educational goals can be realized; schools and government should strive for equity in equipping schools to promote sound and effective teaching and learning. The instructional materials for teaching English subject in Kenyan primary schools include English course books, teachers guides, English dictionary for standard 6, 7 and 8. Supplementary reading materials in English. For the school to perform well in the English examination these instructional materials should be adequate. V. RESEARCH FINDINGS A.An investigation into the school instructional materials dynamics TABLE I. Factor Inadequate storage facilities Poor involvement of community S A% Response A% U% D% SD% 100 0 0 0 0 50 50 0 0 0 Flaunty procurement procedure 20 50 10 10 10 Corruption 0 50 0 0 50 Poor selection of 40 30 10 10 10 text book Lack of instructional materials 80 20 0 0 0 Lack of books replacement policy 20 60 20 0 0 From this table, inadequate storage facilities limited availability of instructional materials in schools. These finding indicate that learners have no access to library facilities. On whether poor involvement of community limited the availability of instructional materials, 50% strongly agreed that the community 10
was involved in the management of learning resources in schools. The table shows that 50% of the head teachers agreed that corruption was found to limit the availability of school instructional materials. The finding on whether poor record keeping limit the availability of instructional materials, concurs with studies carried on challenges of implementing free primary education in Kenya which states that head teachers were trained on book keeping, procurement, text books selection and accountability system.however, it was reported that the training was inadequate and did not prepare the head teachers and the school committee members fully for the task. It further noted that the training focused on the financial issues but did not incorporate curriculum management, (U.N.E.S.C.O, 2005). Regarding poor selection of text books there is duplication on the selection of instructional materials which may lead to artificial shortages and hence waste of resources. Majority of head teachers 80% noted that loss of school instructional materials limited the availability of text books in schools. The statement was therefore considered to contribute to the inadequacy of instructional materials in public primary schools. B.Information on KCPE Pupils Performance in English Language between the Years 2009-2013 TABLE 2 SCHOOL/YEAR 2009 2010 2011 2012 2013 K,KIRAJA 35.8 49.8 45.9 0.7 39.6 KARUMARU 49.0-43.57 46.21 46.8 AMUNGENTI 45.12 41.58 38.60. 45.78 54.5 NTHAMBIRO 45.65.- 52-47.0 45.64 RIKIAU - 30.93 28.71-30.40 KALIMIKU 38.50 43.0-40.3 - MATIANDUI 32.27 40.0 45.6 36.0 36.0 ANTUBUCHUI 41.29 - - - - KANDU BAI 31.52 40.37 39.02 48.8 41.8 NTUTI 35.5 34.4 30.51 41.5 41.4 PASS 0 1 0 0 1 FAIL 9 8 7 8 8 % PASS 0% 12.5% 0% 0% 12.5% C.Analysis of Data from Observation Schedule of Selected Instructional Materials in Ten Sampled Schools Tables 2 and Table 3, shows that Nthambiro primary had provided pupils with all categories of instructional materials (6) 100%. Table 2 shows that Nthambiro primary school had done well in K.C.P.E examination in the years 2007 ( 50.8) 2008 (60.72) and 2010 (52%). Amung enti primary school which had provided pupils with the 50% of the instructional materials had also performed well in the years, 2007 (52.19%) and 2013(54.5%). Table 9 and 8 show clearly that the less Instructional materials available in schools, the poor the performance in KCPE examination. 11
TABLE 3 School Compres sion Guide Available Compre ssion Guide Dictionary For Vocabular ies Not Available Reading Guide Not Available Strong Back Not Available Cour se Boo k Avai lable F % Amung 1 0 1 0 0 1 3 50 enti Antoboc 0 0 0 0 0 1 1 16.7 hiu Karumar 1 0 1 0 0 1 3 50 u Ntuti 1 0 0 0 0 1 2 33.3 Kanduba 0 1 1 1 0 1 3 50 i Rikiau 0 0 0 1 0 1 2 33.3 Kalimuk 0 0 0 0 0 1 2 33.3 uu Matiand 0 0 0 0 0 1 1 16.7 ui K.Kiraja 1 0 0 0 0 1 2 33.3 Nthambi 1 1 1 1 1 1 6 100 ro Total A 5 2 4 3 0 10 12
VII.Recommendations a) Sensitizing the community on the importance of employing trained librarians would improve the management of textbooks. There is need for some members of the public to supplement government efforts by donating books for the schools. b) Non-Governmental Organization should assist the head teachers by helping schools to carry out regular auditing on instructional materials. This could help the government by reporting the malpractices perpetrated by the heads of the institution to relevant authorities for legal action. c) The management of instructional materials should be decentralized to the county authorities since it is easier to put culprit to justice. d) The curriculum developers should come up with an English course book for standard eight which contains all skills tested in KCPE examination. VIII.Conclusion The study was based on an investigation on the availability of school instructional materials and their effect on pupils performance in KCPE English language in Meru County, Kenya. This study described the importance of school instructional materials on the performance of learners in the examinations. The need for equity in allocation and distribution of teaching and learning resources need not be ignored. Adequate instructional materials are the basic ingredients for a successful educational recipe that brings out a tasty meal known as academic success that is key to a fulfilled life. REFERENCES [1.] UNESCO Challenges of Implementing FPE in Kenya. Assessment report Nairobi: UNESCO 2005. [2.] Fuller, B, & Heyneman, S.P. third world school quality; current collapse, future potential, educational researcher 18:2, 12-19, March 1989. [3.] Freeman, D & Porter, A., Do textbooks dictate the content of mathematics instruction in elementary schools? 1989 [4.] Ministry of Education (2010) Aide memoire joint review of the education sector (jres), ministry of education, science and technology (2005)2005-2010 Kenya education sector support programme.government printer. 13