Thesis:

Teachers’ use of instructional materials influence on learning outcomes of learners in public lower primary schools in Kilifi north sub-county, Kenya

The purpose of the research was to establish Teachers’ use of instructional materials as determinants of learning outcomes of learners in public lower primary schools in Kilifi North Sub-County, Kilifi County, Kenya. This is because use of instructional materials has not been fully explored by many lower primary teachers as a viable option of enhancing learners’ learning outcomes. However, in Kilifi North Sub- County, learning outcomes of grade one learners in public primary schools is still low. In addition, objectives guiding the study included; to assess levels of learning outcomes, to examine teachers’ use of audio- visuals, improvised materials, graphic materials and print media materials determines learning outcomes of lower primary learners in public primary schools. The study was guided by The Cognitive Theory of Multimedia Learning and Skills Acquisition Theory. The study adopted a mixed methodology and concurrent triangulation research design involving implementation of quantitative and qualitative methods. The target population was 5282 respondents comprising 87 head teachers, 317 lower primary teachers and 4878 lower primary learners from which a sample of 371 respondents was calculated using Yamane’s Formula. Stratified sampling was applied to create seven strata based on the number of zones in Kilifi North Sub- County. From each zone, three (3) head teachers and 30 lower primary teachers were selected using purposive sampling. However, from each zone, 20 lower primary learners were selected using simple random sampling to avoid bias. Consequently, a sample of 21 head teachers, 210 lower primary teachers and 140 learners was obtained. Questionnaires were used to collect quantitative data from lower primary teachers, interviews to collect qualitative data from Head-teachers. Observation checklist for learners were used. Piloting was conducted among 38 respondents from Kilifi South Sub- County to establish validity, reliability, credibility and dependability. Validity was ascertained through expert judgment. But for reliability was determined using split-half technique and reliability coefficient, r ≥0.75, was obtained using Cronbach’s Alpha Method which indicated high internal reliability. Credibility was ascertained by involving multiple analysts whereas dependability by reporting of data gathered in detail. Thematic analysis was used for qualitative information as per objectives of research then presented in narration forms whereas quantitative analysis was achieved descriptively using frequencies, percentages, mean as well as standard deviation and inferentially using Pearson’s Product Moment Correlation Analysis with the aid of Statistical Packages for Social Science (SPSS 23) and presented using tables and charts. The study found that only about a third of the pupils were able to perform basic operations on numbers while a paltry 15% of the pupils were able to recognize number values, its apparent that learning outcomes for lower primary pupils in Kilifi North sub-county was low. Further, electronic materials like slides were rarely used with less than 10% of the teachers indicating that they used them in instruction. However, the study recommends that ministry of education together with other education stakeholders to ensure adequate provision of audio visual, graphics and print media resources in lower primary public schools.