European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
doi: 10.5281/zenodo.251336
Volume 3 │ Issue 2 │ 2017
TEACHERS’ KNOWLEDGE AND SKILLS IN DEVELOPING
AND UTILIZING AUDIO-VISUAL INSTRUCTIONAL RESOURCES IN
TEACHING AND LEARNING ORAL LITERATURE IN SELECTED
PUBLIC SECONDARY SCHOOLS IN KENYA
Wetende Christine Makokha
D.Phil Student, Moi University,
P.O. Box 3900-30100 Eldoret, Kenya
Abstract:
Performance of pupils in Oral Literature examinations in English Paper 2 has been
below average in recent years. For instance, the 2016 KCSE examination student
performance in English was poor across the country and Butere Sub County in
particular. Therefore, this research sought to determine teachers’ knowledge and skills
in developing and utilizing audio-visual instructional resources in teaching and
learning oral literature in selected public secondary schools. The respondents for the
study involved principals and oral literature teachers who were selected through
purposive and stratified random sampling technique. The research instruments used
were questionnaires and interview guides. The result of the analysis showed that
despite most teachers attaining the required academic qualification, they did not
adequately improvise audio-visual instructional resources during teaching and learning
of oral literature in public secondary schools in Butere Sub County, Kenya. Oral
literature teachers did not involve students in improvising these resources and this
could the underutilisation of audio-visual instructional resources in teaching and
learning Oral Literature in secondary schools. The study recommends that principals in
secondary need to ensure that OL is allocated time in the school timetable and also
support teachers for further in-service training on audio-visual instructional media use
in schools.
Keywords: audio-visual, improvisation, involvement, knowledge and skills
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
177
Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
1. Introduction
The quality of education in Kenya faces a lot of challenges (Kanaga, 2010). To meet the
challenges revisions of the curriculum are often mounted. The curriculum changes of
the year 2002 resulted in the inclusion of teaching Oral Literature in the syllabus. One of
the goals of teaching oral literature is to provide for respect for the development of
Kenya’s rich and varied cultures KIE,
. This can be achieved through the teaching
of Oral Literature because it is assumed in oral literature the Kenyan culture can be
expressed better. The use of audio – visual resources would then be used to present
content more accurately (KNEC, 2007, 2008). Audio-visual instructional materials are
meant to impart knowledge to students in the educational process (Dahar & Faize,
2011). There has been increased outcry from educators on the poor performance of
students in English for the past years (Butere District Quality Assurance and Standards
Office [DQASO], 2011). It has been argued that low performance of students in English
Kenya Certificate of Secondary Education (KCSE) paper (Kenya National Examination
Council [KNEC], 2008) could be attributed to inadequate number of teachers and lack of
educational instructional resources. Oral literature is an integrated component in
English and therefore the audio-visual instructional resources constitute a critical
component in teaching and learning the subject. According to Luvisia (2003), there are
three factors that determine the quality of teaching and learning. These are physical
facilities, competent teachers and adequacy of instructional media resources. Luvisia
(2003), argues that availability of adequate instructional resources, physical facilities
and competent teachers are prerequisites to quality teaching and by extension learning.
A lot has been written and said about language being a very important medium of
communication (Mackay Report 1981; Wanjuki, 2000; Rotumoi, 2006; Dahar & Faize,
2011). Since Oral Literature creates an opportunity for language use it is important that
Oral Literature as part of English language should be promoted. This is because
competence in English can be evident in the effective use of or as a result of the
application of Oral Literature genres such as proverbs, wise sayings and oral poetry by
high school students. Nevertheless, the competence of teachers through their
knowledge and skills will lead to adoption and utilization of audio-visual resources in
schools. It was due to the above reasons that this paper analyses the teachers’
knowledge and skills in utilisation of audio-visual instructional resources in teaching
and learning of Oral Literature subject secondary schools in Butere Sub-County Kenya.
2. Statement of the Problem
The continuous poor performance of high school students in English (Paper 2) where
OL is an integrated component has attracted a lot of concern from the education
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
stakeholders’ Rotumoi,
Luvisia,
Wanjuki,
. Moreover, the released
2016 KCSE examinations showed poor performance by students across the country in
English subject and Butere Sub County in particular. This creates the need for a solution
to the poor performance. Teacher knowledge and skills in developing and utilisation of
audio-visual instructional resources is critical in the explanation for poor academic
performance of students in the subject in Butere Sub County schools. However, the
literature reviewed indicates that a solution may not be easily identified because there is
no previous study in the Sub County and Kenya on teachers’ knowledge and skills on
utilization of the instructional resources for Oral Literature. It is against this
background that the paper addresses teachers’ knowledge and skills in developing and
utilizing audio-visual instructional resources in teaching and learning Oral Literature in
selected secondary schools within Butere Sub County, Kenya.
3. Significance of the Study
This study is significant because it seeks to provide empirical data at a regional level on
the important issue of teacher effectiveness with regard to utilisation and improvisation
of audio-visual teaching resources in teaching and learning of oral literature in schools.
The findings of this study are important to the government of Kenya (GOK) especially
KIE and MoE, Oral Literature teachers, colleges, universities, individual secondary
schools across the country and future researchers. On colleges and universities, the
knowledge generated through this study would provide an effective knowledge base
for training of Oral Literature teachers in Kenya on how to use audio-visual
instructional resource in teaching and learning Oral Literature.
4. Review of Literature
4.1 Teachers’ Competence in Utilization of Audio-Visual Resources
Moody (1984) noted the value of literature can only arise if the subject is properly
understood by both teachers and students. This is important because it has been
established that there is a high correlation between what teachers know and what they
teach (Wilson et al., 1987). Thus, the ability to teach Oral Literature effectively depends
on the teachers’ knowledge, and knowledge occurs in a variety of forms. Teacher
effectiveness is impeded if the teacher is unfamiliar with the body of knowledge taught
and that teachers’ effectiveness is subject specific. The implication of this for teachers is
that they must thoroughly understand the content of what they teach.
Okwara et al., (2008) report that the two curriculum developers interviewed
revealed that they assumed that English and Literature are inseparable and they expect
the teachers to teach without any problem. From the above research it is evident that
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
Oral Literature is often taught by teachers who have little or no prior training in
literature and therefore may have no interest or knowledge of the relevant instructional
aids appropriate for the learning process. These teachers will therefore acquire material
to enable learners pass exams but not acquire required skills. To enable learners derive
maximum benefit from Oral Literature, there is need for educators to and motivate
organize the learning experiences the learners by making learning more realistic and
participatory, based on appropriate teaching-learning resources for Oral Literature
because, Oral Literature is a genre that aesthetically educates citizens on their cultural
and National Heritage. It therefore unites the citizens as it is passed from generation to
generation and links current and emerging issues. Digolo (1997) reported that lack of
competence among some music teachers hindered proper utilization of the instructional
resources.
Research by Brunning et al.,
concluded that teachers’ characteristics such
as personal teaching efficacy, modelling and enthusiasm, caring and high expectation
are associated with increase in students’ achievement or academic performance. High
levels of learning may occur as well as learners feeling good about themselves and the
resource materials used by teachers during instructional time. Learning takes place with
ease and faster under teachers that are well organized, relative to essential teaching
resources. Farrant (2002) observed that the type of resources used by teachers and the
way teachers interact with students influences their learning. To promote order and
learning in the classroom every teacher should possess essential teaching skills. No one
can teach something to someone without doing it in some particular way, and that way
of teaching has significant effects on the entire teaching and learning situation (Farrant,
2002).
Ehindero and Ajibade (2000) posit that teaching is a process of continuous
personal development and professional self-discovery alongside an emerging
understanding of the teaching / learning process and resources. Communication based
on appropriate multimedia services is an essential art in good teaching. This is because
effective teaching cannot occur without the use of diverse styles inclusive of oral or sign
language communication (Mukwa, 2003). The teacher whose understanding of topic is
thorough use clearer language, their discourse is more connected, and they provide
better explanation than those whose background is weaker and makes proper choice of
teaching and learning resources. The way the students perceive the teachers in terms of
their (teachers) knowledge of content of subject matter may significantly affect the
students’ academic performance. According to Okwara et al., (2008) pedagogical
content knowledge depends on an understanding of a particular topic and how to
explain it in a way that it will make sense to the students. Pedagogical content
knowledge implies, an understanding of ways of representing the subject that make it
comprehensible to others and an understanding of what makes the learning of specific
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
topics easy or difficult. Eggen and Kauchak (2001) assert that, where pedagogical
content knowledge is lacking, teachers commonly paraphrase information in learners’
textbooks or provide abstract explanations that are not meaningful to their students.
From evidence available in literatures, it is being established why teachers’ knowledge
of subject matter is highly essential for effective teaching.
Ehindero
confirmed that a teachers’ teaching is influenced by the level of
his pedagogical knowledge, as different from his subject matter knowledge. It is
noteworthy that pedagogical knowledge is not exactly the same thing as knowledge of
subject matter, the two are nevertheless, intimately linked, because the teachers’
mastery and use of them in the classroom will indicate the depth of their knowledge of
subject matter. Okwara et al., (2008) reported that 60% of the Kenyan high school
English teachers were neither trained nor prepared to teach English as an integrated
subject. The remaining 40% had trained to teach either English or Literature but
combined with different subjects. This is evident from the requirement sometimes that
Kiswahili teachers teach Literature in English which questions their competency.
According to the Syambo and Mazrui (1992), Oral Literature is presented
through words, mouth and actions. This was reinforced by drums and other musical
instruments though written literature introduced changes, the emerging technology in
media like radio, video, audiotapes, televisions and cinema have reinforced the need of
using available resources. The teacher should therefore be a guide in the learning
process. According to them instructional resources categorized into print materials
which include the syllabus, reference books, encyclopaedia, journals, magazine and
newspapers. Non Print materials like audio visual materials, computers, films, slides,
tapes, radio, cartoons, charts, diagrams, TV, videos and many others. Community
resources include resource persons, field trips, cultural events, and libraries. Realia and
its representation; this category includes real objects, exhibits museums, dioramas &
panorama (Muchilwa 1998).
Luvisia (2003) found that the teachers had appositive attitude towards the use of
learning resources yet they are not applying a variety of the available instructional
resources, he particularly noted over dependence on KIE course books and
chalkboards. On the use of appropriate books in teaching, Stitles (2008) recommended
the use of available instructional resources so long they are utilized under well
stipulated timeframe. He also noted efficiency in this individualized type of teaching/
learning. However, Dow (1998) notes that publishers have altered format and content of
these materials to reflect the contemporary recreational requirements of youth most of
whom are raised in an era of electronic entertainment. Mbuthia (1996) noted that when
pictures and cartons are used as an integrated package of instruction in Oral Literature
teaching, the amount of information is enhanced and retained. He recommends the use
of visual media in instructional process as it enhance analysis, synthesis and evaluative
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
skills. These are important in Oral Literature which is by nature an orally formulated,
transmitted and performed art. According to Finnegan (1970) there is no mystery about
the idea that Oral Literature is manifested through oral composition, performance and
oral transmission. It therefore stresses the need of using available resources.
Zeichner (1992) has summarized the extensive literature that describes successful
teaching approaches for diverse populations. He made several assertions about
appropriate strategies for delivering Oral Literature instruction. They include the fact
that Instruction focuses on students’ creation of meaning about content in an
interactive and collaborative learning environment. Teachers avoid repetitive rote
learning but instead, involve learners in novel problem-solving activities. Teachers
expose learners to challenging activities. They ask open-ended questions requiring
students to use their judgment and form opinions. They choose activities where
students must use analytic skills, evaluate, and make connections. They expect students
to conduct research, complete their homework, and manage their time effectively
4.2 Teachers Improvisation of Instructional Resources
Lebusa (1981), in her study on teaching strategies involving instructional materials in
the teaching of Sesotho reading in Standards One to Three , recommended, that the
teacher must: Scheme, plan and prepare carefully on the methods used should involve
the students more in preparation and use of instructional materials. A second study that
looked at instructional materials in language was by Kiganda (1980). The main objective
of the study was to produce and evaluate a sample instructional material for new
English Syllabus for secondary schools. The instructional materials proposed new
approaches to the teaching of English as an integrated subject and their suitability in
divergent environments e.g. well-equipped classrooms and poorly equipped
classrooms. Kiganda
discovered that The students’ response to the material was
generally good. The majority of students identified with that with training it are
possible for teachers to produce their own instructional materials that are relevant to
their teaching needs. Nkamba’s study calls for relevant instructional materials in
classrooms in Africa. Too often one finds schools struggling to purchase expensive
materials such as the cuissainnair rods or imported abacus for use in teaching
mathematics when there are many relevant materials.
Somjee, as quoted by Okombo, et al., (2008) reports that the objective characters,
activities and environmental setting of the feature story in the material. The
instructional objectives were largely, but not fully achieved and the teachers notes
proved fairly useful, though not absolutely essential to the teachers. It can be concluded
from Kiganda’s study of ethnic instructional materials is transmission of aesthetic
emotions while Oral Literature assists to transmit it through metaphors. Eshiwani
in his study Crowded Classrooms in Kenya investigated the extent to which
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
instructional materials are available to the classroom teacher and how he utilizes the
materials. He found that out of the classes that were surveyed 96% had one or more
chalkboards; 75% of the blackboards were for writing on with chalk. Surprisingly less
than 50% (45.8%) of the teachers possessed white makes chalk and only 37% had
coloured chalk. A few classrooms (37%) had blackboards for writing on with special
markers. On average, teachers write on the blackboard between 5 and 10 times a day.
The blackboard is perhaps the most used visual aid in teaching in the primary school in
Kenya. Pre-service and in-service training of teachers should take cognizant of this is to
ensure that teachers are well prepared to use this seemingly important aid -the
chalkboard.
Eshiwani (1986) in a study on the extent of availability and utilization of
instructional resources in primary schools in Kenya revealed that there was a major gap
in research on the effect of instructional materials on the learning of such subjects as
mathematics, science and social studies. The population included primary teachers and
its setting for the study was Kenya. Regarding instructional resources, it revealed the
only media used included majorly the chalkboard and to an extent the whiteboard. He
lamented that performance in mathematics has continued to be disappointingly poor in
the African region which, possibly attributable to poor quality of teachers, was
explainable mainly non-availability of appropriate instructional aids. Studies reviewed
revealed that there is a major gap in research on the effect of instructional materials on
such subjects as mathematics, science and social studies.
Ogoma (1987) researched on the availability of instructional resources in Social
Studies in Nairobi and reported inadequacy in schools due to time for preparation
funds and relevant material amongst others. A research by Kafue (2009) on the
availability and utilization of non-projected instructional media revealed that the media
were available in schools in low quantities and in poor states. The researcher
recommended establishment of resource centers and the education ministry’s
improvement on the quality of teachers through teachers’ professional colleges. Otieno
(1989) researched on the acquisition of teaching aids in home science and reported that
there were inadequate teaching aids, which were underutilized by the teachers. Both
teachers and students did not improvise instructional resources.
Brown et al., (1985) suggested that teachers who would like their learners to excel
must repair their own learning resources. He also said that seeking and finding
resources that produce results when students use educational media gives satisfaction
to teachers and learners and motivates them. Fraser (Schaefer, 1994) reported that
parents may helping the preparation of instructional resources e.g. the library, collect
material for project, craft and other skills, repair others gather information and help
slow learners. Tomlinson (1989) asserted that teachers must provide the most effective
means of stimulating interest and promoting understanding by use of diverse
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
instructional resources. Kembo–Sure (1994) asserted that Kenya is heterogeneous and
literature instructional resources assist learners to acquire the national goals of national
and international unity and appreciation of other people’s culture. Sampath et al.,
revealed that learning depends on the senses. 83% is learnt and retained through sight
11% through hearing, 4% through smell and 1% through touch.
5. Materials and Methods
The study was conducted in Butere Sub County in Kakamega County, Kenya. The
study target area consisted of 25 public secondary schools. The research design adopted
for this paper was survey research approach. This design was considered appropriate
for the study because it facilitates collection of a wide range of information or data from
a large population with different characteristic and from different geographical
backgrounds (Fraenkel & Wallen, 2002). The target population for the research involved
oral literature teachers (75) and 25 headteachers. Morgan and Krejcie table was used to
select the sample size for the study. In selecting teachers, proportionate stratified
random sampling was used to select 63 out of 75 Oral literature teachers. The teachers
were classified into two stratas based on the education zones the come from. For
example, 40 OL teachers came from West Zone and 35 OL teachers came from East
Zone. For headteachers, purposive sampling was used. A questionnaire was developed
for the Oral Literature teachers based on the objectives of the study. This was referred
to as Oral Literature Teachers Questionnaires (OLTQ). The interview schedule was
designed to get headteachers opinion towards teachers’ knowledge and skills in
utilisation and improvisation of instructional resources in teaching and learning Oral
Literature in secondary schools. The research instruments were tested for reliability and
validity before they were administered to the field. Data collected was analysed using
descriptive statistics (frequencies and percentages). This was done with the help of
computer packages (Statistical package for social sciences [SPSS Version 16] and Ms.
Excel 2007 software). Tables, pie charts, bar graphs and histograms were used to
present quantitative data. Qualitative data from interviews was analysed using content
analysis where responses were presented using narrative format as Neumann (2007)
argues that it best enables them to retain a richness and authenticity from their original
data sources (for example individual personal stories or events in ethnographies or
specific historical events). In simple terms, the narrative is story telling/thematic content
analysis.
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
6. Results
6.1 Demographic information of respondents
The demographic characteristics of respondents are general information of respondents
that the study wanted to find from respondents (teachers) based on their gender,
academic qualification, professional qualification, teaching experience and English and
Oral Literature teaching experience.
6.1.1 Gender of teachers
The respondents were asked to indicate their gender; the results are given in Figure 1.
Female, 26,
41%
Male, 37, 59%
Figure 1: Respondents gender
The results show that 37(59%) of respondents were male Oral Literature while 26(41%)
were female. The result indicated that the number of male language teachers surpasses
that of female.
6.1.2 Academic Qualification of Oral Literature teachers
The study wanted to find out respondents academic qualifications. Their results are
presented in Table 1.
Table 1: Academic qualification
Level
Frequency
Percent
BED
61
96.8
MED
1
1.6
Diploma
1
1.6
63
100.0
Total
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
185
Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
The findings show that 61(96.8%) of respondents have Bachelor of Education arts
degree as opposed to 2 (3.2%) who indicated that they have Masters in Education
degree or Diploma qualification levels. Therefore, the result suggests that majority of
respondents’ degree academic qualifications therefore justifying their capability in
teaching Oral Literature in secondary schools within Butere district.
6.2 Oral Literature Teaching Experience
Oral Literature teacher teaching experience is another indicator of determining their
exposure in using audio-visual instructional methodologies in teaching and learning.
This is because; in the questionnaire some teachers indicated that they trained in
Kiswahili and Literature and therefore could not teach the integrated English subject
but were capable of teaching literature alone. The respondents were asked to indicate
their oral literature teaching experience. The results are displayed in Figure 2.
35.0%
31.7%
30.2%
30.0%
Percentages
25.0%
19.0%
20.0%
15.9%
15.0%
10.0%
3.2%
5.0%
0.0%
1-5yrs
6-10yrs
11-15yrs
16-20yrs
More than
20yrs
Figure 2: Oral Literature Teaching Experience
The findings show that 31.7% had taught OL between 1 – 5 years, 30.2% said that they
have been teaching between 6 – 10 years, 19% said that they have experience spanning
11 – 15 years, 15.9% had between 16 – 20 years while only 3.2% had more than 9 years
of experience in teaching Oral Literature. The result implies that majority of
respondents had less than 10 years teaching OL in secondary schools therefore they
could have enough understanding of the use of audio-visual devices in teaching the
subject in secondary schools.
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
186
Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
6.3 Teachers’ knowledge and skills in developing & utilizing audio-visual
instructional resources in teaching and learning Oral Literature
This is the third objective of the study that sought to determine English and Literature
teacher knowledge and skills in developing and utilizing audio-visual instructional
media in school. The results of the study are presented in sub-sections below:
A. Teacher’s Subjects Trained in College
The teachers were asked to give a combination of subjects they were trained in during
the time they were in the university. This could determine if they have the requisite
knowledge and skills in utilizing audio-visual instructional media. The results are given
in Table 2.
Table 2: Teachers subjects trained in college
Subject
Frequency
Percent
English and Literature
52
82.5
English and Kiswahili
6
9.5
English and C.R.E.
4
6.3
Literature and French
1
1.6
63
100.0
Total
The result show that most 52(82.5%) are trained in English and Literature, 6(9.5%) said
that they have been trained in English and Kiswahili, 4(6.3%) said that they were
trained in English and C.R.E. while only 1(1.6%) indicated that they were trained in
Literature and French studies. the result therefore implies that most teachers surveyed
had trained in English and literature suggesting that they do have understanding of the
utilisation of audio-visual instructional materials in teaching and learning Oral
Literature.
B. Nature of training received at college
The respondents were further asked to indicate the nature of training that they received
while they were in college. The findings are given in Figure 3
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
37%
Trained to teach English &
Literature as integrated
63%
Not trained to teach English
& Literature as integrated
Figure 3: Nature of Training Received in College
The result show that majority 40(63%) were trained to teach English and Literature as
integrated while 23(37%) said that they were not trained to teach English and Literature
as integrated. the result suggest that those who were taught English and Literature
separately could have enough have enough knowledge and skills in using audio-visual
devices as opposed to those who were trained to teach English and Literature as
integrated.
C. Characteristics of English and Literature Teachers
The study sought to determine the characteristics of English and Literature teacher so as
to get understanding of how he/she utilised audio-visual instructional resources in
teaching and learning Oral Literature in schools. The respondents were supposed to
indicate their level of agreement on a five point Likert scale; Strongly Disagree – 1,
Disagree – 2, Undecided – 3, Agree – 4 and Strongly Agree – 5. The summaries of
results are presented in Table 3.
Table 3: Characteristics of English and Literature Teachers
Excellent
I take interest in my profession
I have command over the content of
the subject
I manage the course contents for the
whole academic year
I present the lesson through interesting
activities
I come in the class well prepared
I motivate the students to make the
lesson interesting
Good
Satisfactory
f
%
f
%
f
37
58.7
24
38.1
2
3.2
0
33
52.4
26
41.3
2
3.2
15
23.8
41
65.1
6
16
25.4
45
71.4
27
42.9
36
14
22.2
47
Total
f
%
0.0
63
100.0
2
3.2
63
100.0
9.5
1
1.6
63
100.0
2
3.2
0
0.0
63
100.0
57.1
0
0.0
0
0.0
63
100.0
74.6
2
3.2
0
0.0
63
100.0
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
%
Not
satisfactory
f
%
188
Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
I evaluate the homework daily
I maintain the discipline of the
classroom
I take care of students seating
arrangement
I develop valid test in students use of
audio-visual teaching resources
I give individual attention to the
students
I do appropriate assessment during the
lesson
I have developed reading culture in my
class
3
4.8
36
57.1
23
36.5
1
1.6
63
100.0
26
41.3
35
55.6
2
3.2
0
0.0
63
100.0
21
33.3
35
55.6
5
7.9
2
3.2
63
100.0
0
0
25
39.6
28
44.4
10
15.9
63
100.0
3
4.8
34
53.9
25
39.7
1
1.6
63
100.0
9
14.3
46
73
8
12.7
0
0.0
63
100.0
15
23.8
38
60.3
10
15.9
0
0.0
63
100.0
The result shows that most teachers have positive characteristics towards English and
Literature as shown in the results above. The positive characteristics that teacher has
towards English and Literature thereby explaining their adoption and use of audiovisual instructional resources.
D. Reasons for Respondents Teaching Oral Literature
The study wanted to find the basis to which the respondents were teaching Oral
Literature in schools. This could influence the extent to which they utilise audio – visual
instructional resources in teaching and learning Oral Literature. The respondents were
asked to give reasons as to why they are teaching Oral Literature, their responses are
given in Table 4.
Table 4: Reasons for respondents teaching Oral Literature
Reasons
Frequency
Percent
I opted it by my own choice
37
58.7
I have a sound background knowledge of OL
21
33.3
5
7.9
63
100.0
There is no other teacher of Oral Literature
Total
It is clear that 37(58.7%) said that they opted to teach Oral Literature on their own,
21(33.3%) said that they had a sound background knowledge of Oral Literature while
5(7.9%) said that they teach Oral Literature because there is no other teacher within
their school. the finding implies that the teachers are not forced to teach Oral Literature
because of the circumstances as school but it was their own career choice. however this
does not reflect on their utilisation of audio-visual instructional resource use in teaching
the subject.
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
E. Whether teachers were taught how to use audio-visual instructional resources in
teaching and learning Oral Literature
The respondents were asked whether they were ever taught how to use audio-visual
instructional resources in teaching and learning Oral Literature. The results are given in
Figure 4.
No, 23, 37%
Yes, 40, 63%
Figure 4: Teachers Knowledge in audio – visual Instructional Use
The result show that majority 40(63%) of respondents agreed that they were taught how
to use audio-visual devices in schools while 23(37%) said that they were never taught.
the result suggest that non – utilization of audio-visual instructional resources could be
a factor explaining it low usage in schools within Butere District.
F. Teachers Improvisation of Audio-visual Instructional Resources
“s one of the indicators of Oral Literature teachers’ knowledge and skills, they were
asked whether they improvised audio-visual instructional resources in teaching and
learning of Oral Literature, their results are given in Table 5.
Table 5: Teachers’ improvisation of audio-visual instructional materials
Frequency
Frequency
Percent
Rarely
34
54.0
Occasionally
18
28.6
Never
9
14.3
Always
2
3.2
63
100.0
Total
The findings show that 34(54%) of respondents rarely improvise audio-visual
instructional materials, 18(28.6%) said that they occasionally did, 9(14.35) said that they
have never improvised these resources while 2(3.2%) indicated that they always
improvise audio-visual resources in teaching and learning Oral Literature in secondary
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
schools. therefore the results agrees with previous findings where teachers did not
involve students in improving audio-visual instructional resources in teaching and
learning Oral Literature.
G. Frequency of Use of Audio-Visual Instructional Resources
The study has so far established that audio-visual instructional materials are inadequate
in schools. The study further asked teachers how frequent did they use the available
audio-visual instructional resources in teaching and learning Oral Literature as part of
determining their knowledge and skills in them. the results of the analysis are
illustrated in Figure 5.
Frequency of use of audio-visual resources
70.0%
60.0%
58.7%
50.0%
40.0%
34.9%
30.0%
20.0%
10.0%
4.8%
1.6%
0.0%
Rarely
Occassionally
Never
Always
Figure 5: Frequency of use of audio-visual instructional resources
The results show that 58.7% rarely use audio-visual resources in teaching and learning
Oral Literature, 34.9% said that they occasionally used, 4.8% said that they never used
while 1.6% said that they always use instructional media resources in teaching and
learning Oral Literature in secondary schools. The result agrees with previous findings
where audio-visual instructional resources in teaching and learning Oral Literature was
found to be low, this could have significant impact on students learning.
H. Difficulties faced in teaching Oral Literature
The respondents were also asked to indicate whether they faced any difficulties in
teaching and learning Oral Literature in schools. Their responses are given in Table 6.
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
Table 6: Difficulties faced in teaching Oral Literature
Difficulty
Curriculum is overloaded
Contents are not relevant to practical life
Curriculum cannot be completed in academic year
Total
Frequency
Percent
49
8
77.8
12.7
6
9.5
63
100.0
The main difficulty that teachers face is that curriculum is overloaded (77.8%), followed
by 12.7% of them who said that contents are not relevant to practical life while 9.5% said
that Oral Literature curriculum cannot be completed in one academic year.
7. Discussions
At first, the study wanted to find out the subjects the teachers were trained in while
they were still in college, from the results, majority were found to have learned English
and Literature as integrated with others saying that they learnt English and Kiswahili
and others indicating that they learnt Literature and French while in college. the
findings suggests that the teachers were trained in college English and Literature as
integrated thereby suggesting that they did not take literature subject as a whole but as
a combination with other subjects, this could explain their low utilisation in schools.
Another observation made by the study was that 63% of respondents indicated that
they were taught how to use these audio-visual instructional resources in teaching and
learning Oral Literature while 37% said they were never taught using these resources in
teaching and learning Oral Literature. The results differ with Oure (1985) study that
showed that most teachers in Amagoro District did not have requisite knowledge and
skills in utilizing audio-visual resources. On the reasons as to why they learn Oral
Literature in schools, most of the teachers indicated that they have sound background
knowledge of Oral Literature, some indicated that they opted it by their own while a
small number indicated that there were forced to teach the subject since there was no
any other Oral Literature within their school. The findings also could have effect on the
utilisation level of these devices as teachers who are not grounded well in Oral
Literature could face difficulties in using audio-visual devices in teaching and learning
Oral Literature in secondary schools. Difficulties encountered in teaching and learning
Oral Literature could be a factor that will determine whether teachers will adopt the
same in teaching and learning of the subject within their classrooms. results indicate
that majority said the difficulties they faced were; curriculum is usually overloaded
(77.8%) making them not to effectively complete the same within the right frame of
time. other indicated that some contents of Oral Literature are not practicable in real life
situations while 9.5% said that Oral Literature curriculum cannot be completed in one
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
academic year. these difficulties experienced by teachers could explain their non –
utilisation in schools. Teachers’ responses on frequency of use of audio visual
instructional resources showed that 58.7% of them rarely used these with 34.9%
indicating that they occasionally used these resources. Other respondents indicated that
they rarely used while another said that they never use these instructional resources in
teaching and learning Oral Literature in secondary schools. The result also agrees with
previous results where audio-visual resources utilisation was found to be low or
average on most schools surveyed by the research. The English teachers characteristics
were found to be positive thereby suggesting that they engaged learners in classroom
activities like; having command of the content of the subject, they present Oral
Literature content through the whole academic year, they evaluate students homework
daily and they maintain discipline in classrooms amongst other characteristics
suggesting that teachers posses positive characteristics in classroom suggesting that the
availability of these instructional resources in schools could make them use them in
teaching and learning Oral Literature in secondary schools.
8. Conclusions and Recommendations
The teacher knowledge and skills was found to be adequate considering that over 90%
of them had undergraduate degrees in Education (Arts) and most of them had taught
English and Literature between 1 – 20 years. The study noted that improvisation of
these audio-visual instructional materials was still low. The findings showed that
students were rarely involved in improvising these audio-visual instructional resources
and are supported with the fact that most teachers indicated that they also rarely
improvised these audio-visual instructional resources in teaching and learning Oral
Literature in secondary schools within Butere District. Lack of improvisation of these
teaching and learning resources was a factor that explained the low utilisation of these
devices in teaching and learning Oral Literature in secondary schools. This is despite
the fact that the respondents indicated that 63% said that they were taught how to
utilise these audio-visual instructional resources in teaching and learning Oral
Literature in schools. Headteachers need to advice English teachers to create time for
OL teaching using audio-visual resources as required in the integrated English syllabus.
The headteachers need to motivate teachers to undergo in–service training on audiovisual instructional resources use. Government needs also to recruit more English
teachers in secondary schools.
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Wetende Christine Makokha
TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
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TE“CHERS’ KNOWLEDGE “ND SKILLS IN DEVELOPING “ND UTILIZING “UDIO-VISUAL
INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING ORAL LITERATURE IN
SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA
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