ABSTRACT
It has been observed that mathematics teachers rarely utilize a wide variety of instructional media as expected from their pre-service and in-service training (Oirere, 2008). There was need to establish the challenges these teachers faced in utilizing instructional resources. This study sought to find; i) the challenges facing mathematics teachers in utilizing instructional resources in teaching the subject in Nairobi County ii) the status of in-service training of mathematics teachers in Nairobi County iii) possible solutions to the challenges facing mathematics teachers in utilizing instructional resources and iv) suggestions for further research. Descriptive survey research design was adopted. The target population was 80 public secondary schools in the County. The population was sampled using stratified sampling techniques to include all categories of schools in the study and then proportionately sampled to give a sample size of 10 public secondary schools. The categories of schools included both girls and boys day and boarding schools as well as County/National schools. Five mathematics teachers were selected from each school yielding a total of 50 respondents. Data was collected using Mathematics Teachers‟ Questionnaire (MTQ). Classroom Observation Schedule (COS) was also used to investigate the types of instructional resources used and the frequency of their use. Two observations were done in every school in the sample. Form three classes were chosen because they are known to be well adjusted to their school systems. The validity and reliability of the instruments were enhanced by a pilot study. Data collected was analyzed using Statistical Package for Social Sciences (SPSS) and then presented in the form of frequency tables and percentages. The significant challenges facing teachers in utilizing instructional resources in teaching mathematics included; inadequate instructional resources, inadequate teacher professional development, heavy work load and large class sizes. The study further found out that most of the teachers interviewed were qualified and had been trained on the use of instructional resources in teaching but follow-up mechanisms like in-service training were inadequate. The results of the study would be of benefit to mathematics curriculum developers, mathematics teachers, higher institutions of learning, secondary school students and teacher trainers. Based on the findings, the study recommended that mathematics teachers should be in-serviced regularly on the use of practical approaches to teaching mathematics and follow up mechanisms on implementation of aspects taught to be put in place. A similar study was recommended in both public and private secondary and primary schools in other Counties.
CHAPTER ONE INTRODUCTION
Background to the study
This study focused on utilization of instructional resources in the teaching of mathematics. Instructional resources are defined as all materials designed to support the instruction of a subject or course including but not limited to textbooks, library books, newspapers, magazines, printed materials, charts, recordings, videotapes, pictures, exhibits, slides, transparencies, online resources, speakers and other personnel resources and all technology based materials. The power of instructional media in enhancing learning may best be captured in the Chinese saying: “If we hear, we forget; if we see, we remember and if we do, we understand” ( Muvango, 2013). What bridges the gap between theory and practice is instructional media.
Mathematics teachers have to use instructional media to provide students with a situation near to reality. The abstract mathematical concepts are made concrete when students see and do some activities using real objects like models. Studies indicate that people learn 25 to 30 per cent more when visual aids are used in teaching because they hold attention, motivate to take an action, increase permanence of learning, make the job of teaching easier and create interest (Muvango, 2013). The availability and utilization of instructional resources for the teaching of any subject in the school curriculum, mathematics included, is very crucial. However, not all schools
are able to provide all the materials needed for instruction and teachers have to develop teaching materials from the local environment through improvisation.
(Mungai, 1992), argues that instructional media and materials are everywhere around us. These materials are found within the students‟ total continuum of experiences, from the concrete to the abstract, both outside and inside the classroom. These materials are said to provide means by which teachers teach and students learn. Books and other educational materials are the basic tools of educational development (Gacathi Report, 1976). Such materials must therefore be available to the learner in adequate quality and quantities and must also be available at the time they are required and at a cost a learner can afford.
Various researches done by Kariuki, (1988); Gacego,(1989); Eshiwani, (1982); Kathuri, (1986); Chepkurui, (2004); Angura,(2003) claim that resources are quite inadequate and are not properly utilized. Gacego (1989), in particular noted that in many schools, the resources did not seem to be organized in a way which made them easily accessible and this minimized their utilization. Schools should have well equipped and organized mathematics rooms that are easily accessible by teachers all the time. The situation in Nairobi County had not been well documented and this study sought to fill this knowledge gap.
Oirere (2008) in his evaluation of the effectiveness of SMASSE INSET in Gucha District Kenya found that there was partial utilization of resources and that there was a tendency of teachers not to improvise materials where conventional ones were present. He found the major challenges to the implementation of aspects taught in the INSETs as lack of sufficient time for lesson preparation by teachers, inadequate resources, lack of support by schools‟ administrations, large class sizes and pressure to cover syllabi. The problem of large classes and lack of support from school heads was also reported by Peter (2013) as a cause of falling standards in the teaching of English and Literature. The situation in the teaching of mathematics has not been adequately investigated which was the concern of this study.
For resources to be properly utilized, teachers need to have ample time to select and organize appropriate resources for each particular lesson. Where materials are lacking teachers need time to improvise and plan for suitable activities. Improvisation of materials is key to improving creativity in learning as well as linking mathematical concepts to the local learning environment. Improvisation of instructional resources is one of the major aspects taught in teachers‟ pre-service training and INSETs. Mathematics teachers are expected to use a variety of instructional media in all their lessons but from the reviewed research outcomes there seemed to be challenges facing teachers in utilizing instructional materials. Hence, there was need for this kind of study.
Statement of the Problem
Results from SMASSE baseline studies revealed that many mathematics teachers displayed poor mastery of content, lacked basic practical skills and innovativeness, and used poor teaching methods. This was manifested in the theoretical teacher-centred approach to teaching. There were general complaints about lack of teaching and learning materials and available resources were hardly used (Oirere, 2008). The challenges in utilization of available resources were not investigated which was the main concern of this study.
Inadequacy of instructional resources has been cited as one of the major causes of poor teaching techniques (Wasiche, 2006). Too much theoretical teaching of mathematics makes the subject to look too abstract and difficult to students. Other studies done both in mathematics and other subjects in various regions in Kenya also found out that instructional resources were quite inadequate in many schools. The problem of inadequacy of teaching and learning resources affects the number of activities that a teacher can plan for a lesson thus limiting teachers in their efforts to vary their teaching techniques. However, Mathematics teachers have to be more creative and use locally available materials in instruction.
Instructional resources are an inseparable element of the teaching/learning process. Nyaberi (1995) in his study on factors contributing to poor performance in KCSE in Egetuki zone, Kisii District, had one of the
explanations as lack of school facilities such as libraries and well equipped laboratories. MOEST (2003) noted that there was a critical shortage of textbooks, equipments and physical facilities in most public schools in Kenya. Further, there existed inter and intra Provincial resource variations in availability contributing directly to poor performance in National examinations. Wasiche (2006) observed that no teacher used the ASEI/PDSI approaches that were advocated by SMASSE during their teaching. These are mainly student centred approaches where students are engaged in practical activities that lead to discovery of ideas. The teachers either ignored the teaching aspects emphasized by the INSETs or they faced challenges in implementation which was another concern of this study.
It was in view of these findings that the researcher felt that there could be specific challenges affecting the utilization of instructional resources as a teaching technique and which had not been well identified at least in the Kenyan context in general and Nairobi County in particular. The essence of this research was therefore to establish these key challenges.
Purpose of the Study
The main purpose of this study was to establish the challenges teachers faced in utilizing instructional resources in teaching mathematics in public secondary schools in Nairobi County, Kenya.
Objectives of the Study
The objectives of this study were to:
- Find the challenges teachers face in utilizing instructional resources in teaching mathematics in public secondary schools in Nairobi County.
- Investigate on in-service training status of mathematics teachers in public secondary schools in Nairobi County.
- Recommend possible solutions to the challenges facing teachers in utilizing instructional resources in teaching mathematics in public secondary schools in Nairobi County.
- Establish the extent of utilization of instructional resources in teaching mathematics in secondary schools in Nairobi County.
Research Questions
This study aimed at answering the following questions:
- What challenges do teachers face in utilizing instructional resources in teaching mathematics in public secondary schools in Nairobi County?
- What is the status of in-service training of mathematics teachers in public secondary schools in Nairobi County?
- What are the possible solutions to the challenges facing teachers in utilizing instructional resources in teaching mathematics in secondary schools in Nairobi County?
