AVAILABILITY AND UTILIZATION OF EDUCATIONAL RESOURCES IN

INFLUENCING STUDENTS PERFORMANCE IN SECONDARY SCHOOLS IN

MBEERE SOUTH, EMBU COUNTY, KENYA.

MUCAI ESTHER WANJIKU

E55/12939/09

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE AWARD OF MASTERS DEGREE IN EDUCATION

(CURRICULUM STUDIES) OF KENYATTA UNIVERSITY.

NOVEMBER 2013
 DECLARATION

This thesis is my original work and has not been presented for a degree in any other University.

_____________________________ Date: _________________________

MUCAI ESTHER WANJIKU

E55/12939/09

This thesis has been submitted for examination with our approval as the university supervisors.

________________________________ Date: _________________________

Dr. L. I. Libese

Senior Lecturer

Department of Educational Management, Policy and Curriculum Studies

Kenyatta University.

_________________________________ Date: _________________________

Prof. Grace Bunyi,

Associate Professor

Department of Educational Management, Policy and Curriculum Studies

Kenyatta University.

ii
 DEDICATION

This work is dedicated to my husband Edward and our children John and Ruth for their support,

patience and perseverance during my study period

iii
 ACKNOWLEDGEMENT

I wish to acknowledge with appreciation the help of those who contributed to the completion of

this work.

First and foremost are my supervisors Dr. L.I. Libese and Professor Grace Bunyi who, despite

their busy schedules, gave me unlimited academic guidance in the course of writing my thesis.

Secondly, I acknowledge my entire family who were patient with me through out the trying

moment’s of undertaking this work.

Finally, I acknowledge the input of my colleagues whose positive criticisms helped me in

shaping this work.

To all those who contributed in one way or another,

God Bless you All.

iv
 TABLE OF CONTENTS

Title Page …………………………………………………………………………… i

Declaration ………………………………………………………………………….. ii

Dedication …………………………………………………………………………… iii

Acknowledgement…………………………………………………………………… iv

Table of Contents …………………………………………………………………….. v

List of Tables………………………………………………………………………. ix

List of Figures…………………………………………………………………………… x

Abbreviations and Acronyms…………………………………………………………. xi

Abstract…………………………………………………………………………......... xii

CHAPTER ONE:

INTRODUCTION

1.1 Background to the Study ……………………………………………………………. 1

1.2 Statement of the Problem…………………………………………………………… 7

1.3 Purpose of the Study……………………………………………………………...... 8

1.4 Objectives of the Study ……………………………………………………………. 8

1.5 Research Questions ………………………………………………………………… 8

1.6 Basic Assumptions of the Study ……………………………………………………. 9

1.7 Limitations of the Study …………………………………………………………… 9

1.8 Delimitations of the Study…………………………………………………………. 9

1.9 Significance of the Study…………………………………………………………… 10

1.10 Theoretical Framework…………………………………………………………….. 10

1.11 Conceptual Framework ……………………………………………………………. 11

1.12 Definitions of Terms……………………………………………………………….. 14

v
 CHAPTER TWO:

LITERATURE REVIEW

2.1 Introduction ……………………………………………………………………….. 15

2.2 Availability of Physical and Material Resources in Secondary Schools …………….. 15

2.3 Utilization of Physical and Material Resources for Effective Teaching and Learning and
Student Performance ……………………………………………………………… ……. 19

2.4 Financing Secondary Education in Africa ………………………………………… 23

2.6 Summary ………………………………………………………………………….. 26

CHAPTER THREE:

RESEARCH METHODOLOGY

3.1. Introduction………………………………………………………………………… 28

3.2. Research Design and Methodology ………………………………………………… 28

3.3. Location of the Study……………………………………………………………….. 28

3.4. Target Population ………………………………………………………………….. 29

3.5. Sample and Sampling Procedures ………………………………………………….. 29

3.6. Research Instruments ……………………………………………………………. 31

3.7. Piloting ……………………………………………………………………………. 31

3.7.1. Validity …………………………………………………………………………… 32

3.7.2. Reliability ………………………………………………………………………… 32

3.8. Data Collection Procedures………………………………………………………….. 33

3.9. Data Analysis Plan ………………………………………………………………….. 33

3.10. Ethical Considerations …………………………………………………………….. 34

vi
 CHAPTER FOUR:

DATA PRESENTATION, ANALYSIS OF FINDINGS AND DISCUSSION

4.1. Introduction …………………………………………………………………………. 35

4.2. Descriptions of Respondents involved in the Study………………………………….. 36

4.3. Status of Physical and Material Resources in Secondary Schools in

Mbeere South Embu County……………………………………………………….. 36

4.3.1 Status of Textbooks in the Sampled Schools ……………………………………….. 36
4.3.2 Status of Library in the Sampled Schools ………………………………………….. 41
4.3.3 Status of laboratories in the Sampled Schools ……………………………………… 43
4.4. Students and Teachers Effective Utilization of the Available Text Books,

Laboratories and Libraries…………………………………………………………… 45

4.4.1. Utilization of Text Books by Students ………………………………………………. 51

4.4.2. Utilization of Text Books by Teachers ……………………………………………….. 52

4.4.3. Utilization of Libraries …………………………………………………………… 53

4.4.4 Utilization of Laboratories ………………………………………………………… 55
4.5 Government Funding of Educational Resources in Secondary Schools ………. 58

CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1. Introduction ……………………………………………………………………… 61

5.2. Summary of the Findings ………………………………………………………… 62

5.2.1. The Status of Physical and Material Resources in Secondary Schools in

Mbeere South Embu County……………………………………….………….. 63

5.2.2. Effective Utilization of Text Books, Libraries and Laboratories by Teachers and Student

in Secondary Schools in Mbeere South Embu County…………………………… 64

vii
5.2.3 Effectiveness of Governmental Funding in Inquisition of Educational Resources in
Secondary Schools in Mbeere South Embu County .. ………………………………..65

5.3. Conclusion ………………………………………………………………………….. 66

5.4. Recommendations …………………………………………………………………… 67

5.5. Recommendations for Further Research …………………………………………….. 67

REFERENCES ………………………………………………………………………….. 68

APPENDICES

Appendix i: Questionnaire for the Principal’s …………………………………………. 81

Appendix ii: H.O. D. Science Questionnaire……………………………………………… 85

Appendix iii : H.O.D Languages Questionnaires …………………………………………. 90

Appendix iv: English Language Lesson Observation Schedule………………………… 94

Appendix v: A Questionnaire for form Three Students ………………………………… 96

Appendix vi: Checklist Of Physical Resources in Secondary Schools ………………… 100

Appendix vii Text Books Recommended English Language …………….......................... 101

Appendix viii: Physics Text Books………………………………...................................... 102

Appendix ix: Chemistry Text Books ……………………………………………………. 103

Appendix x: Biology Text Books ……………………………………………………… 104

Appendix xi: General Science Text Books……………….….............................................. 105

Appendix xii: List of Mbeere South District Schools …………….................................. 106

viii
 LIST OF TABLE
Table 1.1: Student K.C.S.E.Performance …………………………………….. 6
Table 3.1 : Sample Grid ……………………………………………………. 30
Table 4.1 : Principal’s Assessment of Sharing of Textbooks ……………….. 37
Table 4.2 : Students Textbook Ratio . ……………………………………... 38
Table 4.3 :H.O.D’s Science Assessment of Sharing Textbooks Among
Student …………………………………………………………… 39
Table 4.4 : H.O.D’s Languages Assessment of Sharing Textbooks Among
Student in the Department…………………………………………. 40
Table 4.6: Status of Laboratories in the Sampled Schools …………………………. 44
Table 4.7: Principal’s Assessment of Availability of the Libraries in their Schools.. 46
Table 4.8: H.O.D’s Languages Assessment of the Availability of Libraries ……… 47
Table 4.9: Most Commonly Used Textbooks in Sciences ………………………... 48
Table 4.10: Most Commonly Used Textbooks in English Language ……………. 50
Table 4.11: Utilization of Textbooks by Students …………………………………….. 51
Table 4.12: Principal’s Assessment of Textbooks Utilization by Teachers…………… 52
Table 4.13: Utilization of Libraries by Principal’s HOD’s Languages and Students …… 53
Table 4.14: Principal’s Assessment of Utilization of Laboratories ……………………. . 55
Table 4.15: Student’s Utilization of Laboratories ……………………………………….. 57
Table 4.16 : Sources of Funds in Secondary Schools… ………………..………………... 59

ix
 LIST OF FIGURES

Figure 1.1 : Interaction of Students/Teachers with Educational Resources……….. 13

x
 LIST OF ABREVIATIONS AND ACYONYMS

F.S.E - Free Secondary Education

S.E.B.F - Secondary Education Bursary Fund

F.P.E - Free Primary Education

H.O.D - Head of Department

K.C.S.E - Kenya Certificate of Secondary Education

CDF - Constituency Development Fund

xi
 ABSTRACT

Educational system in Kenya is examination oriented where passing of examination is the only
benchmark for performance. Availability and utilization of physical and material resources like
libraries, laboratories and textbooks play an important role in the achievement of educational goals
and objectives and students performance. Several studies have revealed that material and physical
resources are inadequate in secondary schools in Kenya which may be contributing to students poor
performance. Through CDF and subsidized secondary education introduced in 2008, the government
has been providing finances to all secondary to acquire educational resources.. The objectives of this
study was to find out the status of material and physical resources in secondary schools: to determine
how effectively students and teachers utilize the available textbooks, laboratories and libraries in
influencing students performance: to determine to what extent Governments funding has contributed
to availability of educational resources in secondary schools. A survey design was used in this study
because it helped the researcher to describe the existing conditions and make inferences related to
this study. The target population for the study comprised 34 secondary schools in Mbeere South
Embu county with a total population of 6403 students, 34 principals 68 H.O.Ds (languages and
sciences). Stratified sampling was used to sample public schools in girls, boys boarding and mixed
day to avoid bias of sampling one type of school and to determine whether there are variations in
availability and utilization of educational resources in the different categories of schools. The study
sample comprised of 3 boys (100%), 4 girls (67%) boarding and 8 mixed (30.8%) day secondary
schools. Purposive sampling was used to sample15 principals (45.5%), 30 H.O.Ds (45.5%), while
simple random sampling technique using lottery was used to sample1 form 3 English language class,
and 15 students in form 3 class in each category of schools. Questionnaires, lesson observation
schedule and checklist were used to collect data. Piloting of instruments was done in two schools
which were not included in the study. Content Validity of the instruments was determined by
employing the expertise of my supervisors and lecturers at the department, while reliability was
determined through test-retest method. Data was coded and keyed in the computer for analysis using
the (SPSS). Qualitative data was analyzed thematically according to objectives and presented in
narration form according to objectives. Quantitative data were analyzed by use of descriptive
statistics such as averages, percentages, mean and range. The findings were presented using
frequency distribution tables. The study found out that the text books were not sufficient but there
was no acute shortage since a text book could be shared by a considerable number of students in all
categories of schools. This implies that the subsidized secondary education had contributed towards
availability of text books. The study also found out that Library services were largely inadequate in
almost all the secondary schools with only 1boys (33.3 %) and 1 girls school (25%) having 1 library
each and none in the 8 mixed (87%)sampled secondary schools The subsidized secondary education
and CDF had not significantly contributed to availability of libraries in secondary schools. As far as
laboratories are concerned all the girls and boys boarding schools had at least two laboratories
(53.3%) and 6 mixed schools 40% had 1 laboratory each. Available text books were utilized by
students in reading ahead of the teachers, writing notes among others while teachers utilized
textbooks in preparation of lessons, giving assignments and setting exams in all categories of schools.
However, unavailability of textbooks hindered utilization especially in mixed day schools. Utilization
of library services was hindered by lack of libraries and inadequate learning materials. Utilization of
laboratories was hampered by inadequate laboratories and equipment which made teachers to
demonstrate to students rather than students doing experiments on their own especially in mixed day
schools. Inadequate educational resources may have contributed to poor performance especially in
mixed day schools among other factors. Government funding was found to be inadequate.

xii
 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

According to Adeyemi and Adu (2010), it is widely accepted that education is one of the

leading instruments for promoting economic development as it encompasses some processes

individuals go through to help them develop and utilize their potentials. Further, Okeke

(2007) points out that, through education, individuals acquire knowledge, skills and attitude

that are necessary for effective living. This is the reason why in all modern nations,

investment in education of the youth is considered most vital. According to Onsomu et, al,

(2006), Secondary Education is an important sub sector of education in the preparation of

human capital for development and provision of life opportunities as it provides a vital link

between basic education and the world of work on one hand, and further training on the other.

According to Reche et al (2012), Kenya’s education system is dominated by examination

oriented teaching, where passing examinations is the only benchmark for performance

because there is no internal system of monitoring learning achievements at other levels within

an education cycle. Further, manifestations of quality education have to do with literary

cognitive abilities, performance and progression to higher levels of learning. However,

quality education cannot be achieved without educational resources which play an important

role in the achievement of educational goals and objectives.According to Adeogun and

Ofisila (2008), educational resources can be categorized into four groups that is human,

material, physical and financial resources. Educational resources according to Usman (2007)

are central to the educational process because they play an important role in the achievement

of educational goals and objectives since they facilitate teachers’ work and accelerate

learning on the part of the student.

1
Hallack (1990) emphasized that the availability of relevant educational resources contribute

to academic achievement and that unattractive school buildings, crowded classrooms, non

availability of playing grounds and surroundings that have no aesthetic beauty can contribute

to poor academic achievement. Further, Kembui (1995) in a study of relationship between

educational resources and students academic performance in Kenya noted a very strong

positive significant relationship between instructional resources and academic performance.

According to him, schools with more resources performed better than schools that are less

endowed. This collaborated the findings of a study by Babayomi (1999) that private schools

because of availability and adequacy of teaching and learning resources performed better than

public schools.

Hoop (2010) notes that education in most Sub-Saharan countries faces chronic shortages in

physical and human resources. According to him rather than distributing the limited resources

available for secondary education uniformly across schools, many governments allocate a

relatively large share of available resources to a select number of secondary schools.

Similarly, findings by World Bank (2008) in a study on provision of textbooks and physical

resources in secondary schools in sub-Saharan African countries: Botswana, Cameroon,

Coted’vore, Ghana, Kenya, Malawi, Rwanda, Tanzania and Togo revealed that urban

secondary schools have better textbook supplies and physical facilities than those in the rural

areas. Similarly, an earlier study by Fabunmi (1997) on differential allocation of educational

resources and secondary school academic performance in Edo state in Nigeria noted that

there was a common feature of difference in allocation of facilities to schools.

According to Romiszowski (1974), Dale (1969), Patel (1986) shortage of instructional

resources hindered effective utilization. This is supported by Njoroge (2000) in a study on

factors affecting availability, acquisition and utilization of resources in the teaching of

English in selected secondary schools in Kenya found that unavailability of educational

2
resources hinders effective utilization. However, Kitheka (2005) noted that schools with

abundant resources may not always utilize them efficiently and consequently fail to raise

student’s level of performance. On the other hand schools with limited resources may utilize

what they have efficiently and this may boost learning thus students should be able to

maximize and utilize available resources so as to adequately achieve educational objectives.

Similarly, Ngala (1997) noted that utilization of available resources is more important than

the quantity. This is supported by Cohen et al (2003) who points out that it is not making

resources available to schools that matters, but getting those resources utilized by teachers

and students to get academic content learned.

According to Ongiri and Abdi (2004), many of the countries 4000 secondary schools post bad

examinations results year in year out and that there only about 600 schools that excel and if a

student is not in any of these schools he or she is not expected to get a credible grade. While

poor performance is applicable to most parts of the country some areas have a record of

perennial mass failures in English language and sciences especially Mbeere South Embu

County. In Mbeere South Embu County, performance in K.C.S.E examination has remained

poor with majority of students scoring C- in English language and sciences which are core

subjects thus contributing to overall low district mean grade of C-. This is a poor grade as it

bars students from entry into science based degree and diploma courses. Since educational

resources are important in students learning, we can hypothesis that the poor performance

could be partly due to shortage of or ineffective utilization of educational resources.

According to Republic of Kenya (1988), financing physical and material resources in

secondary schools in Kenya before 2008 was based on the cost sharing policy introduced

officially in 1988 which required most costs in education to be met through partnership

between public financing, non-governmental organizations, individuals, communities and the

private sector. Within this funding policy framework, the overall government role included

3
professional development of teachers, teachers’ remuneration in public institutions,

administration and management, and provision of bursaries and scholarships to needy

students. Further the parents according to this policy were responsible for providing material

resources like textbooks, supplementary readers and stationery, erecting and maintaining

physical facilities such as classrooms, laboratories, libraries and workshops among others.

Consequently, it seems that the government in the cost sharing policy shifted the

responsibility of acquiring educational resources to the local communities and schools.

However according to Kippra (2006), the cost sharing policy led to disparities in the

availability of physical and material resources in secondary schools because of the poverty

levels among households and the dwindling economy. This is supported by World Bank

(2008) in a study on textbooks and library provision in secondary education in Sub-Sahara

Africa which revealed that textbooks and Libraries were not only inadequate but unevenly

distributed among rural and urban schools in Sub-Sahara Africa. However, the government of

Kenya has introduced programmes geared towards acquisition of educational resources thus

enhancing accessibility to quality education among all households.

According to Obunya (2008), subsidized secondary education introduced in 2008 is an

intervention within which the government provides finances for the purchase of educational

resources like textbooks to all public secondary schools according to their enrolment. Further

the constituency development fund introduced in 2003 sponsors the development of school

physical facilities like laboratories and libraries among others. These interventions are

important milestones in the Governments efforts of enhancing equitable distribution of

educational resources in secondary schools and therefore one expects that previously reported

shortage of educational resources World Bank (2008) has since changed and there are

adequate educational resources in secondary schools.

4
This study set to assess the availability and utilization of educational resources like textbooks,

libraries and laboratories in influencing student’s performance in secondary schools in

Mbeere south Embu County.

5
Table 1:1 STUDENT’S KCSE PERFOMANCE IN MBEERE SOUTH EMBU

COUNTY

YEAR SUBJECT ENTRY C- D+ D D- E TOTAL %

2009 ENGLISH 1228 189 117 325 54 1 686 56

CHEMISTRY 1127 108 110 329 334 26 907 81

BIOLOGY 1066 174 101 214 146 28 663 63

2010 ENGLISH 1276 176 137 317 78 3 711 56

CHEMISTRY 1129 115 115 329 307 63 929 83

BIOLOGY 1052 138 119 248 138 29 672 64

2011 ENGLISH 1443 238 138 326 91 10 803 56

CHEMISTRY 1256 117 134 315 283 80 929 74

BIOLOGY 1184 125 120 263 123 26 657 56

SOURCE: DISTRICT EDUCATION OFFICER MBEERE SOUTH

6
1.2 Statement of the Problem

The Kenya’s education system is dominated by examination oriented teaching where by

passing examinations is the only benchmark for performance as there is no internal

system of monitoring learning achievements within an educational cycle. In Mbeere

South Embu County, performance in K.C.S.E examination has remained poor with with

majority of students scoring C- in English language and sciences which are core subjects

thus contributing to very low district mean grade of C-. This is a poor grade as it bars

students from entry into science based degree and diploma courses. Even though many

studies done to determine factors influencing poor performance of students in KCSE

examinations have indicated inadequate teaching learning resources as one of the

variables, no study on availability and utilization of educational resources and its effects

on students achievement in selected subjects have been carried out in Mbeere South.

Prior to the introduction of subsidized secondary education in 2008, and CDF in 2003

among other government interventions, educational resources in Kenya were provided

through the cost sharing policy officially launched in 1988 which saw the burden of

providing both physical and material resources passed on to parents and guardians.

However according to Kippra (2006), the cost sharing policy led to disparities in the

availability of physical and material resources in secondary schools because of the

poverty levels among households and the dwindling economy. Therefore, with the

current Government initiatives, one expects that there are adequate educational resources

in secondary schools and they are being utilized effectively to enhance students

performance. This study was set to assess the availability and utilization of educational

resources like textbooks, libraries and laboratories in influencing student’s performance

in secondary schools in Mbeere South Embu County.

7
1.3 Purpose of the Study

The purpose of this study was to assess availability and utilization of educational resources

like textbooks, libraries and laboratories in influencing student’s performance in the context

of subsidized secondary education in which the government provides funding for acquisition

of educational resources.

1.4 Objective of the Study

(i) To find out the status of physical and material resources in secondary schools in

Mbeere South Embu County.

(ii) To determine how effectively students and teachers utilize the available textbooks,

laboratories and libraries in influencing students’ performance in Mbeere South Embu

County.

(iii) To determine to what extent government funding has contributed to availability of

educational resources in secondary schools in Mbeere South Embu County.

1.5 Research Questions

i. What is the status of material and physical resources in secondary schools in Mbeere

South Embu County?

ii. How effectively do students and teachers utilize the available material and physical

resources like textbooks, laboratories and libraries to influence students performance

in Mbeere South Embu County?

iii. To what extent has Government funding contributed to availability of educational

resources in secondary schools in Mbeere South Embu County?

8
1.6 Basic Assumptions of study

i. There are adequate material and physical resources in secondary schools in Mbeere

South Embu County.

ii. The educational resources available in the schools were being utilized effectively by

teachers and students to influence student’s performance.

iii. The Government funding has contributed to the availability of physical and material

resources in secondary schools.

1.7 Limitation of the Study

The study was carried out in Mbeere South Embu County which is one of the semi arid areas

in the Eastern Province and therefore the findings may not be applicable to other Counties in

Kenya.

1.8 Delimitations of the Study

According to Mugenda and Mugenda (1999) there are boundaries to any study. The

researcher did not consider all the educational resources in the teaching learning process..

This study confined itself to availability and utilization of English language and science

textbooks, libraries and laboratories in selected subjects in secondary schools. Although

secondary education is provided by parents, communities, non-governmental organizations

and the government, the teachers and students used in this study were from government

sponsored institutions. Private institutions were precluded as they do not enjoy government

funding in acquisition of educational resources. Instead the researcher sampled 15 out of the

33 Public secondary schools in Mbeere South in Embu County. The study was carried out in

Mbeere South in Embu County because of persistent poor performance in K.C.S.E

examinations.

9
1.9 Significance of the Study

The study was expected to be of great significance to various groups and individuals like the

Ministry of Education Science and Technology, head teachers and teachers. The MoEST

would use this study to determine the status of educational resources and their utilization in

secondary schools. Consequently, the MoEST would be able to determine to what extent

government funding has enhanced equitable distribution of educational resources for

effective teaching and learning in secondary schools.

The findings of this study would draw the attention of the head teachers and teachers who are

the curriculum implementers to the importance of acquisition and utilization of educational

resources for effective curriculum implementation.

1.10 Theoretical Framework

Yutchman and Seashore’s (1967) System Resource Theory on Organizational Effectiveness

guided this study. According to this theory effectiveness is an organizations ability to secure

an advantageous bargaining position in its environment and to capitalize on that position to

acquire, judiciously distribute, and monitor utilization of scarce resources. Yutchman and

Seashore (1967) further view organizations such as schools as open systems which acquire

inputs, engage in transformation process and generate outputs. This is supported by Okumbe

(1998) who equates a school to an industry which transforms given inputs into required

outputs. Further, Oni (1995), noted that the secondary school like any other organization

receives inputs from its environment converts or processes the inputs and afterwards

discharges output to the environment from where the input is increased. According to

Psacharopoulos (1987), pupil’s scores have been accepted internationally and used as a proxy

of achievement. Further, according to Owens (1973) examinations tell children how they are

succeeding or failing give comparable information to teachers and also tell those who pay for

10
education what they get for their money. The education in Kenya according to Eshiwani

(1993) is largely examination oriented and that’s why its quality tends to be evaluated in

terms of the number of students passing national examination. Since the effectiveness of an

organization is measured in terms of its capability to acquire resources and utilize them in

achieving the organizations objectives, Yutchman and Seashore (1967) system resource

theory of organizational effectiveness is relevant to this study because school interaction with

its environment is critical for the acquisition of scarce educational resources which ones

utilized effectively should translate to good performance of students in KCSE examinations.

Today the government through CDF, subsidized secondary education, and other donors

provide educational resources like textbooks, laboratories and libraries to secondary schools

in Kenya. Therefore this study intended to assess the availability and utilization of

laboratories, libraries and textbooks in influencing student’s performance in secondary

schools.

1.11 Conceptual Framework

The works of Schultz (1971) Sakamota and Powers (1995), Psacharopoulos and Woodhall

(1997) provided a conceptual framework modeled after the human capital theory for this

study. This theory rests on the assumption that formal education is highly instrumental and

even necessary to improve the production on capacity of population to enhance the

economic prosperity and functioning of a nation.

According to Babalola (2003) the rationality behind investment in human capital is based on

three arguments. That the new generation must be given the appropriate parts of the

knowledge which has been accumulated by previous generations. That the new generation

should be taught how existing knowledge should be used to develop new products to

introduce new processes and production methods and services. That people must be

11
encouraged to develop entirely new ideas, products, processes and methods through creative

approaches. According to Akinsolu (2011), many countries of the world view education as a

good investment for National development because it is expected to produce the required

quantity and quality of human resources for economic growth using the right mix of inputs.

This finding is supported by Oni (1995) who noted that secondary education like any other

organization receives inputs from its environment, converts or processes it after wards,

discharges the output to the environment from the environment from where the inputs were

obtained. According to Fagerlind and Saha (1997) human capital theory provides a basic

justification for large public expenditure on education both in developing and developed

nations.

According to Ndiku J. and Mualuko (2009) the governments’ commitment to development of

education has not been in doubt since independence in 1963 as expressed in the resources

allocated to education sector since the prosperity of a country has been found to be closely

linked with its educated populace and the standard of education. The government of Kenya

through subsidized secondary education, CDF among other interventions provides

educational resources in secondary schools like libraries, laboratories and textbooks to

enhance achievement of educational goals and objectives. According to Usman (2007)

educational resources play an important role in the achievement of educational goals and

objectives the reason why this study was important.

12
 Fig 1.1: Interaction of Students / Teachers with Educational Resources

Teacher

Textbooks libraries Availability Effective teaching Student

laboratories and learning
utilization Performance

Students

In the conceptual framework above educational resources such as textbooks, libraries and

laboratories will interact with students and teachers in the teaching learning process. The

outcome will be effective teaching and learning and students achievement.

13
1.12 Definition of Significant Terms

Physical facilities - Classrooms libraries, laboratories, workshops.

Educational resources - Physical, material, human and financial inputs in the teaching

. learning process

Utilization - The act of putting into use.

Instructional resources - Physical and material, inputs in the teaching learning process

14
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter reviews literature under the following subheadings: Availability of physical and

material resources in secondary schools, utilization of educational resources for effective

teaching and learning financing secondary education in sub-sahara Africa, and related studies

on availability of educational resources in Kenya.

2.2 Availability of Physical and Material Resources in Secondary Schools

According to Adeyemi and Adu (2010), it is widely accepted that education is one of the

leading instruments for promoting economic development as it encompasses some processes

individuals go through to help them develop and utilize their potentials. Further Okeke (2007)

points out that, through education, individuals acquire knowledge, skills and attitude that are

necessary for effective living. According to Onsonu et al (2006), central to the educational

process is secondary education which provides a vital link between basic education and the

world of work on one hand and further training on the other. Usman (2007) noted that central

to the education process are educational resources which play an important role in the

achievement of education objectives and goals by enhancing effective teaching and learning.

According to Adeogun and Osifila (2008) physical resources include laboratories, libraries,

classrooms and a host of other physical infrastructure while material resources include

textbooks, charts, maps among others. Akisanya (2010) commenting on educational

resources says they are important because the goal of any school depends on adequate supply

and utilization of physical and material resources among others as they enhance proper

teaching and learning the reason why this study is important. A study by Altbach (1993)

noted that nothing has ever replaced the printed word as the key element in the educational

15
process and as a result textbooks are central to schooling at all levels. According to Owoeye

and Yala (2010), in some instances textbooks provide the only source of information for

students as well as the course of studies for the subjects Squire (1991) writing on teachers

reliance on textbooks stated that those seeking to improve the quality of education in

instructional materials would inevitably lead to changes in actual teaching. While the

selection of a textbook has been judged to be of vital importance to academic achievement, it

is sad to say that relevant books are not available for teaching and learning activities.

According to Odulaja and Ogunwemimo (1989), lack of textbooks could be identified with

high cost. Since the educational process functions in a world of books according to Owoeye

and Yala (2010), the chief purpose of a school library is to make available to the pupil at his

or her easy convenience all books, periodicals and other reproduced materials which are of

interest and value which are not provided as basic or supplementary textbooks. They further

noted that as a resource the library occupies a central and primary place in any school system

as it supports all functions of the school. According to Fowowe (1988) a library must be up to

date and at the same time allow access to older materials.

Farombi (1998) argued the saying that seeing is believing as the effect of using laboratories

in teaching and learning of sciences and other science related disciplines as students tend to

understand and recall what they see than what they hear or were told .The laboratory is

essential to the teaching of sciences and the success of any science course is much dependent

on the laboratory provision made for it. Affirming this Ogunniyi (1993) said that there is a

general consensus among science educators that the laboratory occupies a central position in

science instruction.

However, many studies have established that physical and material resources in secondary

schools are inadequate in the world all over. For example World Bank (2008) in a study on

textbooks and school library provision in secondary education in Sub-Sahara Africa revealed

16
that textbooks and libraries were not only inadequate but unevenly distributed among rural

and urban schools in the area of study. Similarly Asiabaka (2008) on effective management

of schools in Nigeria noted that the government’s failure to establish policy directive on

minimum standards in relation to schools facilities has led to disparities in acquisition. This is

because while some have well equipped laboratories, libraries and other facilities for

effective teaching and learning others have none and where they exist, such facilities are

poorly equipped. On the same vein Olaniyan and Ojo (2008) also noted that lack of textbooks

and training manuals was one of the challenges facing successful implementation of

introductory technology in Nigerian secondary schools. This is supported by Chiriswa (2002)

who noted that effective teaching and learning depends on the availability of suitable

adequate resources such as books, laboratories, library materials and host of other visual and

audio teaching aids which enhance good performance in national examination.

A study by Akinsanya (2010) to determine the differential distribution and utilization of

human resources on students’ performance in state owned and federal schools revealed that

both material and human resources were practically inadequate and where they were adequate

they were not well utilized in those two types of schools. Further, the study also revealed that

physical facilities like laboratories and libraries were inadequate which affected students’

performance. Similarly, Oni (1995) said that availability and quality of materials facilitates

smooth operation of any school and thereby enhancing effective teaching/learning activity

and when this is so, there is higher educational attainment by students.

In Kenya however, Makuwi (1990) found that the development of school library was on a

better footing than some other African countries. However, according Adeyemi (2010) the

above standard compares poorly with what operates in school libraries in developed countries

and is far below the recommended number of volumes by the American Library Association

which suggests a minimum base collection of 20,000 items for a school of 500 or less

17
providing 40 items per pupil. Despite their importance in the teaching learning process

libraries remain elusive in the world all over as evidenced by various studies. Henry (1982)

reported that in Jamaica school libraries were at developing stage exhaling inadequacies in

funding and staffing. In Southern Sudan, Abdelgadir in (1984) found a wide gap between

ideal school library collection while Abduljalil (1995) reported that books availability

provides a good measure for evaluating library service. Similarly, Bawa (1993) observed that

in South Africa, the provision of school library was unequal for the different population

groups and others having nothing that can be vaguely called a library. In Ghana, Alemna

(1993) observed that most schools have untrained teacher librarians who work as full time

teachers in various fields and part time librarians.

According to Kinuthia (2009), Kiveu and Maiyo (2009), Kippra (2003) among other studies,

availability of educational resources in Kenya have been elusive since independence. The

cost sharing policy officially launched in 1988 saw the burden of providing both physical and

material resources passed on to parents and guardians. Further according to earlier research

Wambua (1988), Mueni (1999), Orina (2001) with increased poverty levels many parents

have not been able to meet the cost requirement under this policy leading to inadequate

physical and material resources in secondary schools. In today’s era of globalization, USAID

(2004) noted that economic growth depends increasingly on an educated work force that is

poised to take advantage of opportunities the reason why availability of educational resources

cannot be over emphasized because of their role in the achievement of educational goals and

objectives. According to Fuller (1991), even though many world governments acknowledge

the importance of education to its citizens the states encounters financial constrains in

providing these services. Udoh (1986) observed that school libraries exhibit inadequacies in

personnel and funding facts supported by Adesola (1991) who claimed that under funding

resulted from the scarcity of foreign exchange.

18
According to Fagbeja (1993), Fakoya (2002) under funding had adverse effects on the quality

educational resources in secondary schools. It is against this background that this study was

necessary to assess whether with the introduction of constituency development fund in 2003

and subsidized secondary education in 2008, textbooks, laboratories and libraries are

available in secondary schools because they are acquired through government funding. This

study assessed the availability of text books, laboratories and libraries in selected secondary

schools in Mbeere South Embu County.

2.3 Utilization of physical and Material Resources for Effective Teaching and learning

and students performance.

According to Yousuf (2005), it is well known among educators that the educational

experience involving the learner actively participating in concrete examples are retained

longer than abstract experiences. In the same vein Russel et al (1985) emphasize that concrete

experience facilities learning and the acquisition, retention and usability of abstract symbols.

Further according to Adeoye and Papoola (2011), for learning to take place, learners must

have access to necessary information materials and resources. They have to interact with

tangible and intangible resources to ensure some level of performance. This is supported by

Mutai ((2006) who asserted that learning is strengthened when there is enough reference

materials such as textbooks, exercise books, teaching aids and classrooms. Further he

asserted that academic achievement illustrates per excellence the correct use of these

materials.

Olagunju and Abiola (2008) states that utilization of resources in the teaching brings about

fruitful learning since it stimulates students sense as well as motivating them. Further, Denyer

(1998) in his study on science game in National curriculum in the United Kingdom reported

that games when used as a resource enable less able children to stay on task and remain

19
motivated for longer period. Goal attainment in any school depends on adequate supply and

utilization of educational resources which enhance proper teaching and learning process

within a conducive environment. According to Njoroge (2000) in a study on factors affecting

availability, acquisition and utilization of resources in the teaching of English in selected

Kenyan secondary schools found that unavailability of educational resources among other

factors hinders effective utilization. According to Fuller (1985) noted that students who have

used two or more books were almost three times better than those who have no textbooks in

school while Loxley (1984) revealed that inadequate supply of textbooks in school as having

a toll on teaching and learning activities in many countries in the world and therefore their

importance cannot be overemphasized since they are indispensable to quality education.

Mapederun (2002) and Oni (1995) also emphasized that the availability and adequacy of

educational resources affect the academic performance positively. Similarly, Chiriswa (2002)

notes that effective teaching and learning depends on the availability of suitable adequate

resources such as books, laboratories, library materials and host of other visual and audio

teaching aids which enhance good performance in national examination. Similarly, Alverman

(1987), (1989), Hinchman (1987), Zahorik (1991) notes that the availability of textbooks in

school appears so consistent with higher level of students achievement that they are worth of

close scrutiny as instruments of learning effective learning.

On relationship between educational resources and students academic performance Idiage

(2004) concluded that teacher’s qualification and adequate facilities were determinants of

assessing academic performance of students in secondary schools. Hence the availability of

facilities in schools affects the academic performance of students. Many studies done on

factors influencing poor performance of students in KCSE examinations have indicated

inadequate teaching learning resources as one of the key variables Kembui (1995), kitheka

(2005). Goal attainment in any school depends on adequate supply and utilization of

20
educational resources which enhance proper teaching and learning process within a

conducive environment.

UNCST (2007) noted that practical experiments have been observed to be central to the

teaching of science in that they held develop scientific investigation and motivates, creates

curiosity, objectivity and willingness to evaluate evidence the reason why in availability and

utilization of laboratories cannot be over emphasized. Research results Aminu (1980), Abijo

(1981), Jegede (1992), Ivowi (1997), Ajaja (2005) have shown that science teachers continue

to teach science using the lecture method despite recommended guided discovery methods.

According to Ajaja (2009) the inability of science teachers to apply guided discovery inquiry

approaches in their teaching is hinged on lack of laboratory equipment among others.

Karimi (2011) noted that effective school libraries provide additional reading opportunities

for students which in turn improve reading skills, comprehension and writing clarity of

expression which in turn support students performance in all other curriculum subjects

Lang et al (1995) in his study on the relationship between expenditure on the school library

and test performance revealed that throughout the world better readers were also better users

of language and the library. Their findings also verified that students in schools with better

funded libraries tend to achieve higher average test scores. Similarly, Ashioya (2012), in a

study on factors affecting effective utilization of libraries in secondary schools noted that

libraries were not a priority in secondary schools and continued to be neglected as an integral

part of education system. Talking about utilization of physical and material resources in

teaching and learning, it is important to know that the teacher as the facilitator must have

practical knowledge on using these materials when available and improvise when not readily

available. Usman (2007) noted that without the teacher who is knowledgeable, educational

material cannot create change and progress. However Kitheka (2005) notes that schools with

abundantly resources not always utilize them efficiently and consequently fail to raise

21
student’s level of performance. On the other hand schools with limited resources may utilize

what they have efficiently and this may boost learning and students should be able to

maximize and utilize available resources so as to adequately achieve educational objectives.

On the same vein, Obwocha (2005, October 6) describes a certain school as “the sick man of

the National schools in K.S.C.E” inspite of possessing adequate facilities and 74 teachers.

Similary, Munyori (2006, March 6) says some National schools are a national shame. This is

in reference to the poor performance of three schools that tailed in 2005 K.SCE exam in the

National schools category according to the results published in the Daily Nation and the

Standard newspapers of March 2 2006. This cannot be a better example of the importance of

optimum utilization of resources than that of National schools that perform poorly.

This is supported by Cohen et al (2003) who point out that it is not making resources

available to schools that matters, but getting those resources to be used by teachers and

students to get academic content learned. According to Aguolu and Aguolu (2002), resources

may be available in the library and even identified bibliographically as relevant to ones

subject of interest but the user may not be able to lay hands on them. The more accessible

information sources are the more likely they are to be used because readers tend to use

information sources that require the least effort to access. This study was necessary to

ascertain whether with the introduction of subsidized secondary education, Constituency

development fund among other government interventions, text books, laboratories and

libraries are available in secondary schools and if so are they being utilized for effective

teaching and learning.

In this study the researcher assessed the availability and utilization of educational resources

like text books, laboratories and libraries in selected secondary schools in Mbeere South

Embu County.

22
2.4 Financing Secondary Education in Africa

According to Akinsolu (2011), many countries in the world view education as a good

investment for National development because it is expected to produce the required quantity

and quality of human resources for economic growth using the right mix of inputs. This

finding is supported by Oni (1995) who noted that secondary school like any other

organization receives inputs from its environment, converts or processes it afterwards,

discharges the output to the environment from where the input was obtained. According to

Akinsolu (2003), financial resource has been recognized as a major resource in the

development of any education system because resources allotted for secondary education

service delivery hinges on finances. Education according to the National Policy on Education

(1998) is an expensive social service that requires adequate financial provision from all tiers

of government for a successful implementation of educational programes. Further Oguntonye

(1993) stated that finance is positively related to the quality of education. In his study on

input-output analysis in Nigerian Secondary School System he discovered that recurrent

expenditure on maintenance and repairs correlates positively with the quality of secondary

education. According to World Bank (2011), the demand for secondary education is soaring

due to progress towards universal primary education. However, the heightened demand for

education is accompanied by the need to respond to the twin challenges of increasing access

to and at the same time improving quality and relevance of secondary education in an

environment where the national budgets are already constrained. Further, according to World

Bank (2011), the financial reality is that many developing countries and transition economies

lack the capacity to raise the additional financial resources necessary to address the new

challenges in secondary education. Therefore, Nations in the Sub-Sahara must find new ways

of increasing funding for secondary education through public, private, or community sources

and at the same time maximizing efficiency and effectiveness in resource allocation and

23
utilization. In Kenya, according to IEA (2002), the expansion of educational opportunities

has been a long standing objective of the government of Kenya since independence in 1963

because education continues to be considered by different stakeholders as a basic necessity

for progress. This commitment has been expressed in constant increase in financial resources

allocated to education and the number of commissions /working parties established to review

the education sector. However the greatest challenges faced in the area of education since

independence of Kenya is to meet its goals within its meager resources.

According to Republic of Kenya (1988), financing physical and material resources in

secondary schools in Kenya before 2008 was based on the cost sharing policy introduced

officially in 1988 which required most costs in education be met through partnership between

public sector, non-government Organizations, development partners, communities, individual

and the private sector. Within this funding policy framework Onsumu et al (2006) noted that

the overall government role included professional development, teacher’s remuneration in

public institutions, administration and management, provision of bursaries and scholarship

for needy students. According to this policy the parents/guardians were responsible for

providing material resources like textbooks, supplementary leaders and stationery, erecting

and maintaining physical resources such as classrooms laboratories, libraries and workshops

among others. The government in the cost sharing policy shifted the responsibility of

acquiring educational resources to the local communities and schools.

Commenting on the cost sharing policy Kippra (2006), noted that it led to disparities in the

availability of physical and material resources in secondary schools because of the high

poverty levels among households and the dwindling economy. According to Bray (1992),

cost sharing in the provision of physical and material resources in secondary schools is not a

recent concept because since independence Kenya has become well known for the large scale

community involvement particularly in the education sector,

24
This is supported by Kiveu and Maiyo (2009) who noted that a key phenomenon since

independence in 1963 has been development and growth of Harambee spirit (pulling

together) which in time became the symbol of working together and was adopted to denote a

policy of co-operation between all. This approach was a call for the government and

communities to come together for economic development with education being given a

priority. Further Buchmann (1999) affirms that through the Harambee spirit, the local

communities raised funds to enhance effective teaching and learning thus supported the

government’s efforts to provide secondary education because the limited resources hindered

the government from keeping up with the surge in demand for education. From the above

literature it is evident that household communities and the government have collaborated in

the financing of physical and material resources in secondary schools since independence.

According to the Republic of Kenya (2007) the provision of education and training all

Kenyans is fundamental to the success of the Kenya government’s overall development

strategy of transforming Kenya into a newly-industrializing, middle income country

providing high quality life to all its citizens in a clean and secure environment which is in line

with vision 2030. At the same time being a signatory to international conventions on

education and eradication of poverty, the government of Kenya officially committed to

realization of universal access to basic education and training more so to the disadvantaged

and vulnerable groups in society. However according to Usman (2007), this cannot be

achieved without educational resources which not only play an important role in the

achievement of educational goals but also according to Asayo (2009) ensure that children

from poor households acquire a quality education that enables them to access opportunities

for self advancement and become productive members of the society. However, earlier

research by Okoko (1991), Chiriswa (2002), Orodho (1996) have shown that educational

resources in secondary schools in Kenya are in adequate. According to Asayo (2009) the

25
subsidized secondary education introduced in 2008 is an intervention within which the

government provides finances for the purchase of educational resources like textbooks to all

secondary schools according to their enrolment. Further the constituency development fund

introduced in 2003 sponsors’ development of physical facilities like laboratories, libraries

among others. It is against this background that this study was necessary to assess the

availability and utilization of educational resources and their influence in students

performance secondary schools since the government finances the acquisition of both

material and physical resources like textbooks, laboratories and libraries for effective

teaching and learning. This study intended to assess the availability and utilization of

educational resources like textbooks, libraries and laboratories in influencing performance in

secondary schools in Mbeere South Embu County.

2.6 Summary

The importance of educational resources cannot be over emphasized in the teaching learning

process because of their role in the achievement of educational objective and goals.

Educational resources according to Adeogun and Osifila (2008) are categorized in four; that

is human, material, physical and financial resources. From the above literature review, studies

conducted on educational resources to establish their availability, and effective utilization in

various areas of study have established a shortage of educational resources which in turn may

have contributed to students poor performance. At the same time, many countries lack policy

directives on minimum standards in relation to their availability leading to disparities in their

acquisition especially between the different categories of secondary schools. With the

introduction of subsidized secondary education in 2008, CDF 2003 among other government

interventions, it is assumed that there are adequate educational resources in all secondary

schools and they are being utilized to influence students performance. According to Cohen et

26
al (2003), availability of educational resources to schools does not matter if those resources

are not utilized by teachers and students for effective teaching and learning. Therefore this

study was necessary to assess the availability and utilization of textbooks laboratories and

libraries in influencing performance in secondary schools in Mbeere South Embu County.

27
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

This chapter presents the research methodology for the study. The chapter describes the

design, the target population, the sample and sampling techniques, the research instruments,

data collection procedures and data analysis technique.

3.2 Research Design

This study adopted a survey design. According to Kombo and Tromp (2006) and Mugenda

and Mugenda (1999) a survey design aims at description of state of affairs as they exist.

According to Orodho (2005) the survey design is the most used method for collecting

information about people’s opinions on education and other social issues. It was against this

background that the survey design was deemed appropriate for this study because it assisted

the researcher to gather data on available educational resources and their utilization in

secondary schools.

3.3 Location of the Study

This study was carried out in Mbeere South, Embu County, Kenya. Mbeere South boarders

Kirinyaga to the East, Embu West to the North and Mbeere North to the West. Further,

Mbeere South is about thirty three kilometers from Embu town. According to Singleton

(1993) the ideal setting for any study is one that is easily accessible to the researcher and one

which permits instant rapport between the researcher and the informants. Mbeere South is dry

with no cash crop and the kind of farming practiced is subsistence. Apart from food crops

like maize, beans and millet among others, the growth of miraa is widespread. Thus Mbeere

28
South was selected because of its accessibility and persistent poor performance in K.C.S.E.

examinations.

3.4 Target Population

The target population comprised 34 secondary schools in Mbeere South with a population of

6,403 students and 350 teachers. The schools can be categorized by gender into boys, girls

boarding secondary schools and mixed day secondary schools. There are 3 boys boarding

secondary schools, 6 girls boarding secondary schools, and 25 mixed day secondary schools

in Mbeere South. This study also targeted on the 34 Head teachers, 68 Heads of Departments,

317 teachers from whom the researcher was able to collect information on the available

physical and material resources and their utilization.

3.5 Sample and Sampling Procedure

The researcher used combinations of stratified, simple random sampling techniques as well as

purposive sampling to get the sample of respondents for the study. Stratified sampling was

used to select schools. The categories selected from were; boys public boarding secondary

schools, girls’ public boarding secondary schools and mixed day public secondary schools.

This categorization helped reduce bias in sampling of schools and also helped the researcher

to determine whether there are variations in availability and utilization of educational

resources in the different categories of secondary schools in Kenya and the effects in

student’s performance. Simple random sampling technique using lottery method was used to

select 8 mixed public day secondary schools from the 25 mixed public day secondary schools

(30.8 %). Of the 15 schools sampled for the study, all the 3 boys public boarding secondary

schools (100%) and 4(50%) public girls boarding secondary schools in Mbeere South were

selected for the study. The boys public boarding schools were not sampled because according

29
to Kombo and Tromp (2006) when the target population is too small selecting a sample

would be meaningless and therefore taking the whole population in such cases is advisable.

Further private schools were prelude in this study because they don’t receive government

funding.

In the sampled schools the researcher used purposive sampling to select 15 principals

(45.5%) and 30 HODs, (languages and Sciences) (45.5%).The researcher choose the

language and science HODs because in the secondary schools curriculum, learning of English

language and sciences is compulsory yet majority of students in Mbeere South are scoring C-

and below which is a poor grade. Further, the researcher used purposive sampling to select 15

students in form three classes in each sampled school making a sample of 225 students (14%)

to fill a questionnaire. According to Mugenda and Mugenda (1999), purposive sampling

technique allows the researcher to use cases that have required information in respect to the

objectives of the study. Further in the 3 boys boarding and 4 girls boarding secondary schools

sampled, simple random sampling technique using lottery was used to select one form three

class in which the researcher observed an English lesson.

Table 3.1: Sampling Grid

Type of school Population of Public Sample Percentage

Schools in the District

(N=32)

Boys only 3 3 100%

Girls only 4 4 67%

Mixed 25 8 32 %

30
3.6 Research Instruments

Data was gathered through questionnaires, a lesson observation schedule and a checklist.

Questionnaire was preferred as a tool for data collection because it allowed the researcher to

reach a large sample within limited time and assured confidentiality of the information given

by the respondents. Both open ended and closed ended items were used in the questionnaires.

The researcher designed questionnaires for Head teachers, students and HODs Languages and

Sciences respectively. According to Mugenda (2003), questionnaires are commonly used to

obtain important information about the population. The questionnaires assisted the researcher

to assess the status of educational resources in secondary schools and their utilization in

influencing students performance.

Lesson observation was carried out during an English lesson. Since there are different

textbooks recommended by MoEST in teaching and learning English Language, the lesson

observation assisted the researcher to establish whether the recommended textbooks were

available and how they were being utilized for effective teaching and learning. The

information gathered through the lesson observation boasted the researcher’s findings on

availability and utilization of textbooks in secondary schools in Kenya. Observation checklist

was further used to check the availability of physical facilities like laboratories and libraries

in secondary schools.

3.7 Piloting

Before collecting data for this study, the researcher carried out a pilot study in two randomly

selected secondary schools in Mbeere South that were not included in this study. The head

teachers of the two schools were given questionnaires to fill. Two HODs (1 language and 1

Sciences) from the two schools were also picked to fill the questionnaires. Others included in

the pilot study were 15 students of the selected schools who also filled students

31
questionnaires. The researcher also carried out an observation in 1 form 3 class when an

English lesson was in session in the 2 randomly selected schools. Piloting of the

questionnaires was therefore carried out to detect any weakness such as vague statements in

order to take corrective measures. Piloting also helped the researcher to revise the research

instruments and determine whether the respondents understood the questions.

3.7.1 Validity

According to Kerlinger (1986), Validity of an instrument is demonstrated when an instrument

is seen to be asking the right question framed in the least ambiguous way in other words

validity and answers the question “are my findings true”. To test the content validity of the

instruments the researcher employed the expertise of her two supervisors and departmental

lectures with the relevant skills in the field of study. The feedback given was used to perfect

the instruments before the actual use.

3.7.2 Reliability

Reliability according to Mugenda and Mugenda (1999) is the degree to which research

instruments yields a consistent result or data after trials. According to Orodho (2005) the

lesser the variation produced by an instrument on subsequent trials the more reliable it is. The

questionnaires and observation schedule were tested for reliability by use of test-retest

method. These instruments were administered to the pilot group twice within one week lapse

between the times of administration by the researcher. Obtained scores were ranked and then

correlated by use of Spearman rho.

R=16(d)

N(N – 1)

32
A correlation co-efficient of 0.823 was obtained. According to Mugenda and Mugenda

(1999) a co-efficient of 0.80 or more will imply that there is a high reliability data. The

researcher therefore concluded that the instruments were reliable.

3.8 Data Collection Procedure.

The researcher obtained a research permit from the National Council for Science and

Technology (NCST) and an introduction letter from the D.E.O Mbeere South. The researcher

then visited the selected schools and sought permission from the head teacher to conduct the

study after which questionnaires were administered to the head teachers, H.O.Ds and

students. The researcher also observed an English lesson in form three in each of the sampled

schools to check on availability and utilization of text books in the actual teaching and

learning process. A checklist was used to identify the presence of laboratories, libraries in the

area of study to bolster research findings.

3.9 Data Analysis Plan

On completion of data collection and before embarking on compiling and coding the data, the

researcher checked the data for completeness of the questionnaires. The quantitative and

qualitative data was arranged and grouped according to the particular research questions.

The coded data was entered in the computer for analysis using the Statistical Package for

Social Sciences (SPSS). Quantitative data was tabulated and analyzed by use of simple

frequencies, percentages and means. Qualitative data from open ended questions was

analyzed using content analysis and presented through narratives according to the objectives.

The findings were presented using frequency distribution tables and percentages.

33
3.10 Ethical Considerations

The researcher sought clearance for this study from the Ministry of Education and Kenyatta

University. The respondents were assured that information accessed and secured in the course

of this study would be protected from unauthorized persons and that information obtained

would be used for the sole purpose of the study.

34
 CHAPTER FOUR

DATA PRESENTATION ANALYSIS, OF FINDINGS AND DISCUSSION

4.1. Introduction

The purpose of this study was to assess availability and utilization of educational resources

such textbooks, libraries and laboratories in teaching and learning in Mbeere South, Embu

County. The findings of the study are presented in this chapter based on the research

objectives which were;

i. To find out the status of physical and material resources in secondary schools in

Mbeere South Embu County.

ii. To determine how effectively students and teachers utilize the available textbooks,

laboratories and libraries students to influence performance in Mbeere South Embu

County.

iii. To determine to what extent government funding has contributed to availability of

educational resources in secondary schools in Mbeere South Embu County.

Research Questions

(i) What is the status of material and physical resources in secondary schools in

Mbeere South Embu County?

(ii) How effectively do students and teachers utilize the available material and

physical resources like textbooks, laboratories and libraries to influence students

performance in Mbeere South Embu County?

(iii)To what extent has Government funding contributed to availability of educational

resources in secondary schools in Mbeere South Embu County?

35
4.2 Descriptions of Respondents Involved in the Study

Fifteen secondary schools in Mbeere South Embu County were involved in the study. Mbeere

South is a dry area where farmers practice subsistence farming. Apart from food crops like

maize, beans and millet among others, the growth of miraa is also widespread. The researcher

used a combination of stratified, purposive and simple random sampling techniques to get

sample respondents who participated in this study. A sample of 3 boys boarding secondary

schools, 4 girls boarding secondary schools and 8 mixed day secondary schools was involved

in the study. Further, a sample of 15 head teachers (45%) 30 HODs (Language and Sciences)

(45%), 15 form 3 students and 1 form 3 class in each sampled school were used in this study.

4.3 Status of Physical and Material Resources in Secondary Schools in Mbeere South

Embu County.

The first research objective sought to investigate the status of physical and material resources

like textbooks, libraries and laboratories in Mbeere South Embu County.

4.3.1 Status of Text Books in the Sampled Schools

The researcher gathered data on the status of text books in the sampled schools. This data

included the availability of the recommended text books and the text book student ratio. The

researcher collected data on sharing of text books from head teachers and their responses are

presented in Table 4.1

36
Table 4.1 Principals Assessment of Sharing of Textbooks.

Text book: No. of Principals per category of school Total number of

Student ratio Boys schools Girls mixed principals

n=3 % n=4 % n=8 % n=15 %

1.2 3 100 4 100 2 25 9 60

1.3 - - - - 3 37.5 3 20

1:4 - - - - 2 25 2 13.3

1:5 - - - - 1 12.5 1 6.7

Total 3 100 4 100 8 100 15 100

From Table 4.1 it can be seen that among the 15 principals sampled, majority, 9 (60%)

reported that text books student ratio was 1:2 mainly in the boys and girls boarding secondary

schools. This may be attributed to the fact that these schools had a considerable number of

textbooks even before the introduction of subsidized secondary education. Further, 2(13.3%)

head teachers indicated that text books were shared in the ratio of 1:3 while 3 (20%)

principals reported textbook student ratio of 1:4. The textbook student ratio of 1:4 and 1:5

applied mostly in mixed day secondary schools as shown in table 4.1.

According to Altbach (1993), nothing has ever replaced the printed word as the key element

in the educational process and as a result textbooks are central to schooling at all levels.

Further, Adeoye and Popoola (2011) noted that for learning to take place learners must have

access to necessary information materials and resources. They have to interact with tangible

and intangible resources and institutions to ensure some levels of performance. Commenting

on textbook availability, Fagbamiye (2004) in his study revealed that inadequate supply of

textbooks in schools is having a toll on teaching and learning activities in many countries of

the world. Similarly, Njoroge (2000) in a study on availability acquisition and utilization of

37
instructions resources for teaching geography in Kenyan secondary schools found that

textbooks were inadequate. Further, Eshiwani (1990) noted that the need for course books

and revision books in the ratio of 1:1 cannot be over emphasized if learners are to do extra

work on their own. Previous studies in Kenya revealed that textbooks were inadequate for

example Omwono (1990), Mueni (1999), Chiriswa (2002) who noted textbook student ratio

of 1:4 and 1:5 in the secondary schools studied. Therefore one may assume that government’s

funding may have contributed in the improvement witnessed especially in the boys and girls

boarding schools.

The researcher also gathered data from the students on the general sharing of text books. The

data gathered was presented in table 4.2

Table 4.2 Students Textbooks Ratio.

Text book: Number Students per category of school Total No of

pupil ratio Boys schools Girls schools mixed day Students

n=45 % n=60 % n=120 % n=225 %

1:2 40 89 56 93.3 19 16 115 51

1:3 10 22 15 25 100 83 125 56

1:4 - - - - 80 67 80 36

1:5 - - - - 10 8.3 10 4.4

From Table 4.2 majority of students that is, 125(56%) and 115(51 %) indicated that the

general sharing of text books was 1:3 and 1:2 respectively across all the categories of

schools. However, from the table above, mixed day schools reported that textbooks were

inadequate with only 19 students (16%) stating student text book ratio of 1:2 and 100

students (83%) stating a ratio of 1:3.

38
From the students responses the researcher found that text books were insufficient since all

the secondary schools had not achieved 1:1 book ratio in line with Vision 2030. According to

Republic of Kenya (2011), secondary schools should have attained textbook to students ratio

of 1:1 by 2012. These responses by students were verified during the English lesson

observation carried out by the researcher and the HoDs sciences responses as noted in table

4.3

Table 4.3 HODs Science Assessment of Sharing of Textbooks Among Students.

Text book: Number of HODs per category of school Total number of

Student HODs(science)

ratio Boys Girls Mixed sec

schools schools schools n=15 %

n=3 % n=4 % n=8 %

1:2 3 100 4 100 0 0 7 47

1:3 1 33.3 1 33.3 1 13 3 20

1:4 1 33.3 1 33.3 4 50 6 40

1:5 0 0 0 0 3 36 3 20

In Table 4.3, of the 15 HODs Science, 7(100%) reported that students shared the text books

in the ratio 1:2 in the boys and girls boarding secondary schools. However, in the mixed day

secondary schools, textbooks were inadequate since majority of the students shared in a ratio

of 1:3 and 1:4 respectively. All the HODs who stated a ratio of 1:5 were from mixed day

secondary schools.

It can be noted from the HOD sciences responses that science text books were inadequate

especially in mixed secondary schools. According to Munyori (2005), teaching and learning

39
materials rank above uniforms, buses and buildings therefore the need for course books in the

ratio of 1:1 cannot be overemphasized if learners are to do extra work on their own. This is

supported by Mutai (2006) who asserted that learning is strengthened when there are enough

reference materials such as textbooks among others. Further, he asserted that the correct use

of learning materials enhanced academic achievement. Similary, a survey conducted by

Education Insight (2005) in Kenya revealed that inadequate learning materials and facilities

are a common feature in many schools.

Data was also gathered on the sharing of text books from the HOD languages. Their

responses were presented in table 4.4.

Table 4.4 HODs Languages Assessment of Text Book Sharing Among Students in the

Department (n=15)

Text book: No. of HODs per category of schools Total number

Of HODs

Students ratio Boys schools Girls schools Mixed sec schools

n=3 % n=4 % n=8 % n=15 %

1:1 1 33.3 1 25 1 13 3 20

1:2 2 67 3 75 3 38 8 54

1:3 - - - - 3 38 3 20

1:4 - - - - 1 13 1 7

From Table 4.4 8 (54%) HODs languages stated that students shared the text books in the

ratio of 1:2, 3 HODs (33.3%) stated that students shared the books in the ratio of 1:1 while 3

(20%) HODs reported that the students shared the books in the ratio of 1:3. Unfortunately, 1

HOD (7%) reported that students in the department shared books in the ratio of 1:4.

40
However, in some mixed day secondary schools, the student textbook ratio was as high as 1:3

and 1:4 which hindered utilization.

Based on responses from HODs languages, it can be seen that the languages text books are

more compared to the sciences text books as indicated in the table 4.4 in which textbooks

were shared even in the ratio of 1:5. Further, the observation done by the researcher during

the English language lesson concurs with the responses given by the principals and the HoD

languages on the available textbooks. According to the observation done during the English

lesson, students in the boys and the girls boarding secondary schools had more textbooks as

compared to those in the mixed day secondary schools which may be attributed to the fact

that the mixed day secondary schools are new schools as compared to the boarding schools

which are more established.

As noted earlier, nothing has ever replaced the printed word as the key element in the

educational process and as a result textbooks are central to schooling at all levels. According

to Owoeye and Yala (2010), in some instances textbooks provide the only source of

information for students as well as the course of studies for the subjects and therefore their

shortage can hinder effective teaching and learning. Further, Orodho (1996) noted that

inadequate supply of textbooks in schools as having a toll on teaching and learning activities

and students achievement in Secondary schools in Kenya. Similary, according to Alverman

(1987,1989), Hinchman (1987), and Zahorik (1991), the availability of textbooks in school

appears so consistent with higher level of students achievement.

4.3.2. Status of Library in the Sampled Schools.

The researcher gathered data on the availability of library services in the sampled schools.

Principals responses on availability of libraries’ in their schools were presented in table 4:5

41
Table 4:5 Principals Assessment of Availability of Libraries in their Schools.

Availability of No of principals per category of schools Total number

libraries Boys school Girls school Mixed sec schools of principals

n=3 % n=4 % n=8 % n=15 %

There is library 1 33.3 1 25 0 0 2 13.3

No library 2 67 3 75 8 100 13 87

From Table 4.5 majority, 13(87%) principal stated that there was no library in their schools

of which 8(100%) are from mixed day secondary schools. Further, only 1 (33.3%) girls

boarding school and 1(25%) boys boarding secondary which had 1 library each. This concurs

with students and HoD’s responses which the researcher was able to verify. However

majority of the schools utilized rooms stocked with some books which students borrowed

during break time and returned within two or three days. Even though the two boarding

schools had 1 library each, the researcher observed that the libraries were not spacious and

hence could accommodate only about 50 students at a time. Further the researcher found that

the 2 libraries were ill equipped as they had a few old books. A study by Karimi (2011) on

school based factors affecting performance of students in KCSE in public Day secondary

schools in Mathioya District, Kenya revealed that physical resources like libraries and

laboratories are inadequate.

Abdelgadir in (1984) found a wide gap between ideal school library collections while

Abduljalil (1995) reported that books availability provides a good measure for evaluating

library services. According Farobi (1998), school libraries may not be effective if the books

there in are not adequate and up to date as its impact may only be meaningful if the library

could be opened to the students always for a considerable length of time. According to this

study, library services were unavailable in most of the sampled schools. The shortage of

42
libraries is prevalent despite the fact that Makuwi (1990) found that the development of

school library was on a better footing in Kenya than some other African countries. However,

according Adeyemi (2010) the above standard compares poorly with what operates in school

libraries in developed countries and is far below the recommended number of volumes by the

American Library Association which suggests a minimum base collection of 20,000 items for

a school of 500 or less providing 40 items per pupil. World Bank (2008), in a study on

textbooks and school library provision in secondary education in sub-Sahara Africa revealed

that textbooks and libraries were not only inadequate but unevenly distributed among rural

and urban schools. Despite their importance in the teaching learning process, libraries remain

elusive in the world all over as evidenced by various studies. According to Fuller (1991),

even though many world governments acknowledge the importance of education to its

citizens, the states encounters financial constrains in providing this services. Udoh (1986)

observed that school libraries exhibit inadequacies in personnel and funding facts supported

by Fagbeja (1993), Fakoya (2002) who noted that underfunding had adverse effects on the

quality of educational resources in secondary schools. From the findings of this study it can

be noted that the subsidized secondary education and CDF funds had not succeeded in

providing library services in secondary schools. Nonetheless it was found that some schools

tried to improvise. For instance some schools had rooms stocked with books from where

students and teachers could borrow while others employed the services of the Kenya National

Mobile Library services.

4.3.3 Status of Laboratories in the Sampled Schools.

The researcher gathered data on the status of laboratories in the sampled schools by

observation schedule and questionnaires to the principals, students, and HODs science. The

findings were presented in table 4.5

43
Table 4:5 Status of Laboratories in the Sampled Schools

No of laboratories No. of schools per categories of school Total No.

Boys schools girls schools mixed sec schools of schools

n=3 % n=4 % n=8 % n=15 %

2 3 100 4 100 1 13 8 53.3

1 0 0 0 0 6 75 6 40

Nil 0 0 0 0 1 13 1 13

From Table 4.8, the researcher found that 3 boys’ and 4 girls’ schools (100%) had two

laboratories each while 6 (75)% mixed day secondary schools had 1 laboratory though

poorly equipped while 1(13)% mixed school had no laboratory. According to Ologe and

Shittu (2011), ideal conventional contemporary chemistry and Biology laboratories must

posses the following features; a fairly large room with demonstration or preparatory room,

and the stores, long tables containing sinks, 4 way type of gas points, 2 reagent shelves ,water

supply taps and drawers, gas chamber, fume cupboard, refrigerator and air conditioners,

raised platform and safety devices. From the observation made by the researcher, most of the

laboratories especially in the mixed day secondary schools fall short of this standard hence

this could be negatively impacting on students performance in science subjects hence the

overall poor performance. This observation concurs with earlier studies which indicated a

close relationship between availability of laboratories and students achievement. Orodho

(1996) in his study on factors determining achievement in science subjects at secondary level

in Kenya noted inadequate laboratories and laboratory equipment as one of the variables.

Further, Kizito (1986) in his study on factors contributing to poor performance in physical

sciences in Busia District also noted inadequate laboratories as one of the causes. Similary,

Farombi (1998), argued that seeing is believing as an effect of using laboratories in teaching

44
and learning of sciences and other science related disciplines as students tend to understand

what they see than what they hear or were told. The laboratory is essential to the teaching of

sciences and the success of any science course is much dependent on the laboratory provision

made for it. This is supported by Ogunniyi (1993) who said that there is a general consensus

among science educators that the laboratory occupies a central position in science instruction.

Further, Asiabaka (2008) on effective management of schools in Nigeria noted that the

government’s failure to establish policy directive on minimum standards in relation to

schools facilities has led to disparities in acquisition. This is because while some have well

equipped laboratories, libraries and other facilities for effective teaching and learning others

have none and where they exist, such facilities are poorly equipped.

According to this study, mixed day secondary schools through the assistance of CDF funding

have been able to construct 1 laboratory each even though not adequately equipped as

compared to the 3 boys boarding and 4 girls boarding schools which have 2 laboratories each

provided for through parents funding. According to Kenya Vision 2030 the government

hopes to provide each secondary school with modern science laboratories. However, the

study shows that more effort should be put to ensure that mixed schools are equally endowed

with well equipped laboratories like their counter parts that is boys boarding and girls

boarding schools respectively.

4.4. Students and Teachers Effective Utilization of the Available Text Books,

Laboratories and Libraries.

The second research objective was to determine how students and teachers effectively

utilized the available textbooks, laboratories and libraries in Mbeere South Embu County.

Data was gathered from the Principals, HODs, students and a lesson observation session and

presented as follows.

45
4.4.1Principals Assessment of Utilization of text Books by Students and teachers.

According to the principals students utilize text books by reading individually ahead of

teachers, group discussions, writing notes, doing assignments and for day to day learning in

class as presented in table 4.6

Table 4.6 Principals Assessment of How the Students Utilize Text books

Way of text books No. of principals per category of schools Total no of

Utilization Boys schools Girls schools Mixed schools principals

n=3 % n=4 % n=8 % n=15 %

reading ahead of teachers, 3 100 3 75 7 88 13 87

group discussions 2 67 3 75 5 63 10 67

writing notes 3 100 4 100 6 75 13 87

doing assignments 3 100 4 100 8 100 15 100

day to day learning in class 2 67 3 75 6 75 11 73.3

Table 4.9 shows that majority of the principals 15(100%) stated that students utilized text

books in doing assignments, 13 (87%) indicated that students utilized text books in reading

ahead of teachers and in writing notes while 11 (73.3%) principals stated that students

utilized text books in day to day learning in class. Fewer principals 10 (67%) indicated that

students utilized text books in group discussions.

The study found out that in all categories of schools, Students to a great extent utilized the

available text books in the same way mainly in doing assignments. Other methods of

utilization of text books included reading individually ahead of teachers, group discussions,

writing notes, and for day to day learning in class. According to Oni (1995), textbooks are

46
indispensable to quality education. Studies have revealed in some instances that textbooks

provide the only source of information for students as well as the course of study the reason

why their importance cannot be over emphasized. However Kitheka (2005) noted that

schools with abundant resources may not always utilize them efficiently and consequently

fail to raise student’s level of performance. On the other hand schools with limited resources

may utilize what they have efficiently and this may boost learning thus students should be

able to maximize and utilize available resources so as to adequately achieve educational

objectives. Similarly, Ngala (1997) noted that utilization of available resources is more

important than the quantity. This is supported by Cohen et al (2003) who points out that it is

not making resources available to schools that matters, but getting those resources utilized by

teachers and students to get academic content learned.

The researcher also gathered data from HODs Sciences on how students utilized text books

and their responses presented in table 4.7

Table 4.7 HODs (Sciences) Assessment of Utilization of Textbooks by Students

Way of utilization Often occasionally Not at all

N=15 % N=15 % N=15 %

Doing exercises 12 80 3 20 - -

Writing notes 7 47 5 33.3 2 13.3

Responding to questions 2 13.3 10 67 3 20

Table 4.7 shows that majority of HODs science indicated that students’ often use text books

for doing exercises (80%), writing notes (47%), and responding to questions (67%).

However, some HODs felt that students were not at all using text books in some areas. For

instance 13 % of HODs reported that students were not at all using text books in responding

47
to questions and writing notes. According to Okoko (1991), there is a close correlation

between availability and use of instructional materials and students’ good performance. On

the same vein, Njoroge (2000) in a study on factors affecting availability, acquisition and

utilization of resources in the teaching of English Language noted that lack of adequate

textbooks hindered utilization. This study therefore concurs with Dale (1969), Patel (1986),

Romiszowki (1974) who noted that the shortage of instructional resources hindered effective

utilization leading to poor reading habits among the students. However, it is not always that

schools with adequate resources perform well in KCSE examinations. Obwocha (2005,

October 6) describes a certain school as the sick man of the National schools in KCSE in

spite of possessing adequate facilities and 74 teachers. On the same note, Munyori (2006,

March 6) says that some National schools are a national shame. This in reference to the poor

performance of three schools that tailed in 2005 KCSE examination in the National schools

category according to the results published in the daily Nation and the Standard news papers

of March 2 2006.Therefore one can conclude that availability of educational resources will

not always lead to students good performance.

The researcher also gathered data from HODs Sciences on most utilized textbooks by

students and teachers and the findings presented in table 4.8.

Table 4:8 Most used Textbooks in Sciences.

Most commonly used Text Books in Sciences No. of H.O.D’s Science Percentages

Kenya literature Bureau 9 60%

Jomo Kenyatta Foundation 3 20%

Longhorn K. Ltd 2 13.3%

Longman K. Ltd 1 6.6%

48
All the HODs stated that the commonly used text books by teachers and students in sciences were

the Kenya literature bureau (KLB) published text books because of their relevance syllabus in

coverage, illustrations of apparatus hence easy guide for the learners. Further the textbooks were

preferred because they give a summary at the end of every topic, they are recommended by

MoEST and language used is easily understood by the learners. From the above table it was noted

that teachers and student did not explore textbooks from different publishers despite the fact that

the MoEST had recommended various text books to be used in teaching and learning of sciences

subjects. Goal attainment in any school depends on adequate supply and utilization of educational

resources which enhance proper teaching and learning process within a conducive environment.

As noted earlier, textbooks are not adequate especially in mixed day secondary schools a factor

cited by students to hinder utilization. Further, the principals and the HODs in this study

confirmed that inadequate textbooks hindered utilization which may have contributed to poor

performance in the area of study especially in mixed day secondary schools. According to Yeye

(2002), students with impressive marks avoid day schools in favour of boarding schools which

may suggest that poor performance may also be caused by the students academic level especially

in mixed day secondary schools. According to Adeoye and Popoola (2011), for learning to take

place learners must have access to necessary information materials and resources. They have to

interact with tangible and intangible resources and institutions to ensure some level of

performance. According to Yutchman and Seashore’s (1967) system resource theory on

organizational effectiveness, an organizations effectiveness is in its ability to secure an

advantageous bargaining position, its environment and to capitalize on that position to acquire,

judiciously distribute, and to monitor utilization of scarce resources. Yutchman and Seashore

(1967) further view organizations such as schools as open systems which acquire inputs, engage

in transformation process and generates outputs. From the above literature it is imperative that

students and teachers are not effectively utilizing material resources like textbooks a factor that

49
may be hindering student’s performance in Mbeere South Embu County.

Data was also gathered from the HODs Languages on how the students utilized text books and

their responses presented in table 4.9.

Table 4.9 Most Commonly Used English Text Books in Form Three

Most Commonly used English text book No. of HODs(English) %

New integrated English 8 53.3

Excelling in English 4 26.7

Head start 3 20

Total 15 100

Table 4.9 shows that majority of HODs 8 (53.3%) English indicated that teachers and

students mainly used New Integrated English while 4(22%), of the HODs stated that teachers

and students used Excelling in English textbooks. When asked why the New integrated

English was preferred, the main reason was that the text book has simple grammar and it is

more elaborate. Further, the HODs also stated that the New Integrated English was easy to

comprehend and addressing emerging issues. These findings were further verified by the

researcher during the English lesson observed. According Chiriswa (2002), effective teaching

and learning depends on the availability of suitable adequate resources such as textbooks,

library materials among others.

Fuller (1985) on the other hand noted that students who have used two or more books were

almost three times better than those who have no textbook in school. Therefore teachers and

students should be encouraged to utilize all the recommended textbooks.

The researcher also gathered data from the students on the general utilization of text books.

The data gathered was presented in table 4.10

50
Table 4.10 Utilization of Text books by Students. n=225

Way of text book utilization Number of students %

Doing assignments/exercises 221 98.2

Reading ahead of teachers 194 86.2

Drawing diagrams 115 51

Writing notes 150 67

Table 4.10 shows that almost all the students 221(98.2%) utilize text books in doing

assignments/exercises. One hundred and ninety four students (88%) stated that they utilized

text books in reading ahead of teachers while 150 (68%) students indicated that they used

books in writing notes. Fewer students 115 (52%) indicated that they utilized text books in

drawing diagrams. The researcher found that students utilized text books mainly in doing

assignments and exercises. Other ways of text books utilization included reading ahead of

teachers, writing notes and drawing diagrams. Goal attainment in any school depends on

adequate supply and utilization of educational resources which enhance proper teaching and

learning process within a condusive environment. As noted earlier, textbooks are not

adequate especially in mixed day schools a factor cited by students to hinder utilization.

Students stated that the shortage of text books posed a challenge of doing homework

especially in day schools where students argued on who would carry the textbooks home.

This study therefore concurs with Dale (1969), Patel (1986), Romiszowki (1974) who noted

that the shortage of instructional resources hindered effective utilization leading to poor

reading habits among the students.

51
4.4.2. Utilization of Text Books by Teachers

Data was gathered on the utilization of text books by the teachers from the principals and

HODs languages and Sciences. The principal’s responses are presented in Table 4.11

Table 4.11 Principals Assessment of Text Books Utilization by Teachers

Way of utilization No. of principals per category of schools Total no of

Of Text books principals

Boys schools Girls schools Mixed schools
By teachers n=15 %
n=3 % n=4 % n=8 %

Lesson Preparation 3 100 4 100 8 100 15 100

Further reference 3 100 4 100 8 100 15 100

Giving assignments 3 100 4 100 8 100 15 100

Setting Examinations 3 100 4 100 8 100 15 100

Table 4.11 shows that all principals 15 (100%) stated that teachers utilized text books in

several ways. Firstly, teachers use text books in preparation of lessons and further references

in order to follow up syllabus expectations. Secondly, teachers used text books in giving

assignments to students such as making notes and classroom exercises and homework.

Further, teachers utilized text books in extracting continuous assessment tests and

examinations. The researcher verified the principals assessment from the HODs’ Languages

and sciences. To that effect one can conclude that teachers in all categories of schools heavily

relied on text books for teaching and learning. The study therefore conforms with Chiriswa

(2002) on the study on investigation into the KCSE in Vihiga District who found that

textbooks were the common resource used in teaching and learning process and being

inadequate may have contributed to poor performance in secondary schools among other

factors. Squire (1991) writing on teacher’s reliance on textbooks stated that those seeking to

52
improve the quality of education believed that improvements on instructional materials would

inevitably lead to changes in actual teaching.

Data was gathered on effective utilization of libraries from the Principals, HODs languages

and students and their responses presented in table 4.12

Table 4.12 Utilization of Libraries by Principals, HOD’s Languages and Students.

Utilization Principals HOD’s languages STUDENTS

BOYS GIRLS BOYS GIRLS BOYS GIRLS

MIXED MIXED MIXED

n=3 % n=4 % n=8 n=3 % n=4 % n=8 n=3 % n=4 %

% % n=8 %

Borrowing 1 33.3% 1 33.3% 1 33.3% 1 33% - 45 100% 45 100%

of books - - - - -

English 1 33% 1 33% 1 33.3% 1 33% - 45 100% 45 100%

language - - - - -

lessons

Personal - - - - - - -

studies - - -

Storing old 3 100% 4 100% 4 3 100% 4 100% 4 3 100% 4 100%

books 50% 50% - -

According to table 4.12, the researcher found that in 2 (13.3%) boarding secondary schools

(1 boys’ and 1 girls’) libraries were utilized by teachers and students by borrowing books,

holding English language lessons and storing old books. As noted from the table above,

53
majority of schools do not have libraries which hindered utilization. Further those with

libraries utilization was hampered by meager reading materials as observed by the researcher.

An earlier study by Makuwi (1990) on the current state of school libraries in Kenya,

problems and experience found that the development of school library was on a better footing

than some other African countries. However, according Adeyemi (2010) the above standard

compares poorly with what operates in school libraries in developed countries and is far

below the recommended number of volumes by the American Library Association which

suggests a minimum base collection of 20,000 items for a school of 500 or less providing 40

items per pupil. Despite their importance in the teaching learning process libraries remain

elusive in the world all over as evidenced by various studies. Towards this end, Bawa (1993)

remarked that many African countries do not seem to have any coherent policy on the

provision of school libraries. He further observed that in South Africa, the provision of school

libraries was unequal for the different population groups, with some schools having the best

facilities and others having nothing that can vaguely be called a library. According to Karimi

(2011), in a study on school based factors affecting performance of students in KSCE in

public Day secondary schools in Mathioya District, Kenya found effective school libraries

provide additional reading opportunities for students which in turn improve reading skills,

comprehension and writing and clarity of expression which in turn support student

performance in all other curriculum subjects. On the same vein, Popoola (1989) discovered

that library correlates with academic achievement and those schools with well equipped

library normally maintain high academic performance. From this study one may suggest that

CDF funding had not effectively contributed towards provision of physical facilities like

libraries in secondary schools. However majority of schools improvised library services by

having rooms stocked with books from which teachers and students borrowed, while others

sought the services of mobile Kenya libraries services which were not reliable.

54
Nonetheless, the study found that even with improvisation, students sparingly borrowed the

materials from the mentioned rooms as most of them were outdated. According to Farombi

(1998), school libraries may not be effective if books there in are not adequate and up to date

as its impact may only be meaningful if the library could be opened to students always for a

considerable length of time in a school day.

4.4.3 Utilization of Laboratories.

Data was gathered on effectiveness in utilization of laboratories from Principals, HODs

sciences, and students. Principal’s responses on the effectiveness in utilization of laboratories

are presented in table 4.13.

Table 4.13 Principals Assessment of Utilization of Laboratories.

Way of utilization No. of principals per category of schools Total no of

Of laboratories Boys schools Girls schools Mixed schools principals

n=3 % n=4 % n=8 % n=15 %

Science lessons 3 100 4 100 5 63 12 80

Practical’s 3 100 4 100 5 63 12 80

Class for optional Subjects - - - - 2 25 2 13.3

From Table 4.13 majority of schools 12 (80%) laboratories were utilized for science lessons

and carrying out practicals in all categories of schools. However, 2 principals (13.3%)

indicated that laboratories were also utilized as classrooms for optional subjects due to

inadequate class rooms. The above assessment by principals was also confirmed by the

55
majority HODs sciences who pointed out those laboratories were utilized for science lessons

and for carrying out practical’s. The adequacy and use of educational resources like

laboratories enhance the effectiveness of a teachers lesson and understanding of abstract ideas

and improved performance the reason why their importance cannot be overemphasized.

According to Verd (1983), Reid and Stahi (2007), one of the main objectives of teaching

biology and chemistry is to enhance keen observation for identification of living things and

the development of skills to handle chemicals respectively. Further, they noted that it is

necessary for students to handle laboratory equipments regularly and adequate time should be

given to students to learn the technique of using equipment and developing skills for practical

activities. From the above observation one can hypothesis that for students to perform well in

science subjects they must regularly participate in carry out experiments in the laboratories.

According to the majority of principals, factors hindering effective utilization of laboratories

included poor biology and chemistry laboratory condition status, inadequate staffing, problem

of large classes, non availability of laboratory materials /reagent among others. According to

Ologe and Shittu (2011), contemporary chemistry and Biology laboratories must posses the

following features a fairly large room with demonstration or preparatory room, and the stores,

long tables containing sinks ,4 way type of gas points , 2 tailed reagent shelves water supply

taps and drawers. Gas chamber, fume cupboard, refrigerator and air conditioners raised

platform safety devices. As observed by the researcher, most of the laboratories especially in

mixed day secondary schools fall short of this standard which may have hindered effective

utilization hence the dismal performance in science subjects. However, according to Ngala

(1997), utilization of the resources available is more important than the quantity of resources.

This concur with Kitheka (2005) who noted that schools with abundant resources not always

utilize them efficiently and consequently fail to raise students’ level of performance. On the

other hand schools with limited resources may utilize what they have efficiently and this may

56
boast learning so as to adequately achieve educational objectives. This is supported by Cohen

et al (2003) who point out that it is not making resources available to schools that matters, but

getting those resources to be used by teachers and students to get academic content learned.

This could therefore justify the average performance in the boys and girls boarding schools

despite their laboratories being relatively fairly equipped.

The researcher also gathered data from the students on the frequency of utilization of

laboratories. Table 4.14 shows the frequency of utilization of laboratories among the form

three students.

Table 4.14 Students Utilization of Laboratories.

Frequency of Laboratory use No. of students %

In every science lesson 40 18

Once per week 132 59

Monthly 56 25

Not at all 7 3.1

Table 4.14 shows that 132 form three students (59%) indicated that they used the laboratory

once in a week. Further, 56 students (25%) indicated that they used the laboratory once per

month while 40 students ( 18% ) of the students stated that they used the laboratory every

time they had a science lesson. Lastly, 7 students (3.1%) indicated that they did not use

laboratory at all instead the experiments were conducted in class because the laboratories

were incomplete. The researcher observed that the 2 laboratories in the boys and girls

boarding schools were found to be better equipped than the few in the mixed day schools

which may suggest the higher frequency in use as compared to those in the mixed day

secondary schools. To a great extent, the researcher found that in the boys and girls boarding

57
secondary schools students carried out experiments in an effort to enhance learning of science

concept which was not the case in most mixed day schools where experiments were mostly

carried out by teachers because of in adequate laboratory equipments. This implies that in

such schools science lessons were more theoretical than practical. This concurs with the

findings of Aminu (1980), Abijo (1981), Jegede (1992) and Ivowi (1997) which indicate that

science teachers continued using the lecture method despite recommended guided discovery

method. On the same vein, Farombi (1998) argued the saying that seeing is believing as the

effect of using laboratories in teaching and learning of sciences and other science related

disciplines as students tend to understand and recall what they see than what they hear or

were told The laboratory is essential to the teaching of sciences and the success of any

science course is much dependent on the laboratory provision made for it. Affirming this

Ogunniyi (1993) said that there is a general consensus among science educators that the

laboratory occupies a central position in science instruction the reason why their availability

and utilization cannot be overemphasized.

4.5 The third research objective was to determine to what extent Government funding

has contributed to availability of educational resources in secondary schools in Mbeere

South Embu County.

Data was gathered from principals on the effectiveness of Government funding in acquisition

of material and physical resources in secondary schools and the data presented in table 4.15

58
Table 4.15 Sources of Funds in Secondary Schools

Sources of Funding No. of Principals %

Government 15 100

Household 15 100

OPEC 1 7

Donations 2 13.3

Table 4.15 shows that all head teachers 15 (100%) indicated that the Government and

household were the major sources of financing in secondary schools. Household financing

was reported in all the sampled schools in form of PTA levies which supported infrastructural

development such as building classes, laboratories and water tanks. On the other hand,

government funding was in form of CDF and subsidized secondary education. One principal

(7%) stated that his school was a one time beneficiary of OPEC funding in a project

involving construction of a laboratory. Two principals (13.3%) also indicated that they at

times receive donations in terms of text books and laboratory equipments from well wishers.

On a positive note, principals in mixed day secondary schools pointed out that through the

government funding like the CDF and FSE they have been able to construct laboratories and

acquire material resources like textbooks respectively. However the principals pointed out

that the educational resource were in adequate a factor hindering utilization which was also

verified by the researcher similarly in the boys and girls boarding secondary schools, the

principals pointed out that the government funding had facilitated acquisition of material

resources like textbooks which were inadequate thus hindering utilization. Unlike in the

mixed day secondary schools, much of the physical facilities like laboratories and libraries in

boys and girls boarding secondary school had been acquired through the parents initiative

(P.T.A levies) which the principals felt were inadequate.

59
However, even though the government through the CDF and the subsidized secondary

education initiative has been providing finances to enhance acquisition of educational

resources like textbooks, libraries and laboratories in secondary schools, majority of the head

teachers noted that the funds are in adequate across all the categories of schools. Further, the

head teachers faulted the current funding criteria which does not differentiate schools on the

basis of the existing facilities and educational materials but give a blanket allocation of an

estimate of kshs 3600 p.a as tuition for every student. According to the principals the tuition

fund should be used to purchase writing materials, textbooks and laboratory equipment for

students. According to the head teachers, blanket allocation of financial resources have led to

disparities in acquisition of educational resources in boys boarding, girls boarding secondary

schools being more endowed than their counter parts mixed day secondary schools which the

researcher was able to verify. From this study one may hypothesis that government funding

in secondary schools is not adequate in enhancing availability of educational resources which

may have contributed to poor performance in Mbeere south Embu County. Education

according to the National Policy on Education (1998) is an expensive social service that

requires adequate financial provision from all tiers of government for a successful

implementation of educational programmes. According to World Bank (2011), the demand

for secondary education is soaring due to progress towards universal primary education.

However, the heightened demand for education is accompanied by the need to respond to the

twin challenges of increasing access to and at the same time improving quality and relevance

of secondary education. Further, according to World Bank (2011), the financial reality is that

many developing countries and transition economies lack the capacity to raise the additional

financial resources necessary to address the new challenges in secondary education.

According to Asayo (2009), subsidized secondary education introduced in 2008 is an

intervention within which the government provides finances for the purchase of educational

60
resources like textbooks to all public secondary schools according to their enrolment. Further

the CDF introduced in 2003 sponsors development of physical facilities like laboratories and

libraries among others. These interventions are important milestones in the Governments

efforts of enhancing equitable distribution of educational resources to all secondary schools.

However, from this study it is clear that the funds allocated to secondary schools are not

adequate to enhance availability of educational resources which may have contributed to poor

performance in Mbeere south Embu County. According to Republic of Kenya (2011)

Kenya’s Vision 2030, the provision of education and training to all Kenyans is fundamental

to the success of the Kenyan government overall development strategy of transforming

Kenya into a newly industrialized middle income country providing high quality life to all its

citizens in a clean and secure environment and therefore one expects that the government will

allocate more funds especially in mixed day secondary schools to enhance the availability of

educational resources.

61
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1. Introduction

The purpose of this study was to assess availability and utilization of educational resources

like textbooks, libraries and laboratories in influencing students’ performance in Mbeere

South, Embu County. This chapter contains a summary of the findings, conclusions and

recommendations based on the findings. Further research areas are also suggested.

The objectives of the study were;

i) To find out the status of physical and material resources in secondary schools in

Mbeere South Embu County.

ii) To determine how effectively students and teachers utilize the available textbooks,

libraries and laboratories to enhance students achievement in Mbeere South Embu

County.

iii) To determine to what extent government funding has contributed to availability of

educational resources in secondary schools in Mbeere South Embu County.

The study adopted a survey design. Fifteen secondary schools (44%) were involved in the

study. These included 3 boys boarding secondary school, 4 girls boarding secondary schools

and 8 mixed day secondary schools. Out of the sampled schools 15 head teachers, 30 HODs

and 225 students were selected for the study. Data was gathered through questionnaires,

lesson observation schedule and an observation checklist.

62
5.2. Summary of the Findings

5.2.1 The Status of material and physical Resources in Secondary Schools in Mbeere

South Embu County.

Firstly, the study had sought to find out the availability of the recommended text books and

the student to text book ratio. In English language, it was found out that teachers and students

mainly used the New Integrated English since it was detailed and easy to comprehend. Other

text books available and used by teachers included Head start and Excelling in English. In

sciences, the commonly available text books were those published by the KLB due to their

detailed syllabus coverage and ease in comprehension. The study found that text book to

student ratio was 1:2 and 1:3 respectively in majority of schools. However, the researcher

found that in the mixed day secondary schools the textbook to student ratio was 1:3, 1:4 and

in some schools 1:5. However these findings showed improvent in availability of textbooks

because earlier studies indicated acute shortage of textbooks in secondary schools.

Nonetheless, these findings fall short of the expected textbook to student ratio because

according to The Republic of Kenya (2011), schools should have attained a textbook to

student ratio of 1:1 by 2011 in line with Vision 2030. The study had sought to find out on the

availability of library services and laboratories in the sampled schools. The study found out

that majority of schools lacked libraries. Even the few libraries in the boys boarding and girls

boarding schools were not well equipped as observed by the researcher to meet the required

standards. As far as the laboratories were concerned, the 3 boys boarding and 4 girls boarding

schools had two laboratories each. However in the mixed day secondary schools the study

found that there was no acute shortage of laboratories because out of the 8 mixed day

secondary schools sampled for this study, the majority 6 had 1 laboratory each with only 1

school reporting total absence. However, it is worthwhile noting that the laboratories in the

63
mixed day secondary schools were not adequately equipped as observed by the researcher

which may hinder effective utilization.

5.2.2 Effective Utilization of the Available Textbooks, Laboratories and Libraries by

teachers and students in secondary schools in Mbeere South, Embu County.

The study found out that to a great extent students utilized the available textbooks by reading

individually ahead of teachers, in group discussions, writing notes, doing assignments and for

day to day learning in class in all categories of schools. Teachers in all categories of schools

utilized textbooks in lesson preparations, reference purposes, giving assignments and setting

examinations. This indicated that teachers heavily relied on text books in the teaching and

learning process. However, in all categories of schools students and teachers did not utilize

all the textbooks recommended by the MoEST as observed by the researcher. As noted earlier

textbooks were in adequate especially in mixed day secondary schools which hindered

utilization since students even argued who is to carry the textbooks home. Therefore one may

conclude that the poor performance witnessed in Mbeere south Embu County may have been

caused by inadequate material resources like textbooks which hindered effective utilization

especially in the mixed day secondary schools.

The study found that majority of the secondary schools lacked libraries. Even for those with

libraries, utilization of the library services was hampered by inadequate material resources.

Some schools tried to improvise library services by setting aside rooms from where students

and teachers could borrow learning materials. However, students rarely borrowed books from

the improvised rooms. As far as the laboratories are concerned, the students and teachers

utilized them to perform practical’s and for science lessons in majority of schools in this

study. However the frequency of utilization varied between the boarding and the day schools

which may be attributed to in adequate laboratory equipment. Further, in the mixed day

64
secondary schools, laboratories were utilized for optional subjects as well because of

inadequate classrooms. The utilization of laboratories was found to be impeded by

insufficient laboratory equipment and apparatus especially in the mixed day secondary

schools as observed by the researcher. This meant that science teachers mainly demonstrated

the experiments rather than students doing by their own which may have contributed to

students’ poor performance in science subjects.

5.2.3 Effectiveness of Governments funding in acquisition of educational Resources in

Secondary Schools in Mbeere South Embu County.

The study sought to identify the effectiveness of Government funding in acquisition of

educational resources in secondary schools. On a positive note, principals in mixed day

secondary schools pointed out that through the government funding like the CDF and FSE

they have been able to construct laboratories and acquire material resources like textbooks.

However the principals pointed out that the educational resources were in adequate a factor

hindering utilization which was also verified by the researcher. According to the principals,

blanket allocation of financial resources have led to disparities in acquisition of educational

resources in the different categories of schools with the boys boarding, girls boarding

secondary schools being more endowed than their counter parts mixed day secondary

schools. Further, in the boys and girls boarding secondary schools, the principals pointed out

that the government funding was insufficient which hindered acquisition of educational

resources like textbooks and laboratory equipment. Unlike the mixed day secondary schools,

much of the physical facilities like laboratories and libraries in the boys and girls boarding

secondary schools had been acquired through the parent’s initiative (P.T.A levies). However,

the researcher found that funding from other sources like well wishers was unreliable. Earlier

studies had indicated acute shortage of educational resources like textbooks, libraries and

laboratories in secondary schools and therefore one may conclude that Government initiative

65
through CDF and FSE had contributed to the availability of educational resources in

secondary schools.

5.3. Conclusion

From the findings of this study, the following conclusions were made;

i) Though the text books were not adequate there were no acute shortages as had been

reported in previous studies before introduction of FSE. The subsidized secondary

education may therefore be associated with availability of textbooks especially in

mixed day secondary schools. Library services were largely inadequate in all the

secondary schools. As far as laboratories are concerned the boys and girls boarding

secondary schools had 2 laboratory each while majority of the mixed day secondary

schools had 1 laboratory each.

ii) The available text books were effectively utilized to a greater extent by students and

teachers in teaching and learning in all categories of schools. However, maximum

utilization of text books by students in mixed day schools was hindered by in

adequacy because they had to agree on who to carry the textbook home. At the same

time students and teachers were not exploring a wide range of text books

recommended by MoEST which may be detrimental to the teaching and learning of

sciences and languages in secondary schools. Lack of libraries hindered Utilization in

majority of secondary schools. Further improvisation of library services was hindered

by inadequate learning materials. Lack of laboratory equipment among other factors

hindered effective utilization of laboratories which may be contributing to students’

poor performance in science subjects in Mbeere South Embu County.

iii) The government initiative through the CDF and the FSE to a great extent had

contributed to the availability of educational resources like textbooks and laboratories

in secondary schools. However as far as libraries and laboratory equipment are

66
 concerned, the government should allocate more funds especially to the mixed day

secondary schools.

5.4. RECOMMENDATIONS

Based on the findings, the researcher made the following recommendations;

i) Given that secondary education is part of basic education MoEST (2007), the government

should ensure that educational resources like textbooks, libraries and laboratories are

adequate in all category of secondary schools.

ii) Students should be given more opportunity to experience science by being exposed to

more practical’s which may enhance better performance in science subjects.

iii) Since the blanket allocation of funds to secondary schools had led to disparities in

availability of educational resources in the different category of secondary schools

sampled this study, the government should allocate funds according to the needs of each

secondary school.

5.5. RECOMMENDATIONS FOR FURTHER RESEARCH

The researcher recommended the following for further research;

i) Another study should be conducted to explore other factors that could be contributing

to poor performance in Mbeere south Embu County other than library services and

laboratories because this study confirms that educational resources particularly text

books is not a significant problem in all category of school.

ii) Another study should be carried out in another locale for the sake of comparison of

the results.

67
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Reid, N: & Shah, L: (2007).The roles of Laboratory Work in University Chemistry Ducation

Research and Practice 4 (1) 33-42.

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Jomo Kenyatta Foundation.

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 APPENDIX I

QUESTIONNAIRE FOR THE PRINCIPALS

I am conducting an assessment on availability and utilization of educational resources in

secondary schools. This is in partial fulfillment of the requirement for degree of master of

education. Please respond to all questions as honestly and as accurately as possible. The

information you give will be treated as strictly confidential. Do not write your name on the

questionnaire.

Please put a tick (√) or fill in the required information in the spaces provided.

1. General information

Head teacher Gender Male ________ Female_______________

KCSE Result 2009 __________________ 2010 _____________________2011_______

Type of school Boys only___________ Girls only _________Mixed ___________

Number of streams per class

Form I _____________________

Form II ____________________

Form III __________________

Form IV ___________________

Availability of Textbooks Libraries And Laboratories

2. Do your teachers have all the recommended textbooks for teaching all the subjects.

Yes ( ) No ( )

3. What is the general ratio of text books to students in your schoo l?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

81
4. Does your school have functional physical facilities and how many?

Number available

Library

Laboratory

________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________

5. If your school does not have a functional library and laboratory how do teacher’s

improvise?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

6. Comment on factors affecting availability of adequate textbooks library and laboratories

in your school.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Utilization of Textbooks, Libraries and Laboratories.

7. How do students utilize the following educational resources ?

Textbooks

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

82
 Libraries

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Laboratories

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

8. How do your teachers utilize the following educational resources for effective teaching

and learning

Textbooks

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Library

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Laboratory

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

83
 9. Comment of the factors affecting utilization of textbooks, laboratory laboratories and

library in your school.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

10. Below is a list of possible sources from which textbooks libraries and laboratories can be

acquiring. Indicate by ticking (√) the appropriate sources from which you have acquired

the following resources for the last two years.

Parent buys / Donated free C.D.F Tuition fund from Any other specify

builds gifts the government

Textbooks

Library

Laboratory

11. Comment on the role of CDF and subsidized secondary education fund in enhancing

availability of textbooks / laboratories/ libraries resources in your school.

12. Comment on the relationship between availability and utilization of educational

resources and students academic performance.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

84
 APPENDIX II

H.O.D SCIENCE QUESTIONNAIRE

I am conducting an assessment on availability and utilization of educational resources in

secondary schools. This is in partial fulfillment of the requirement for degree of master of

education. Please respond to all questions as honestly and as accurately as possible. The

information you give will be treated as strictly confidential. Do not write your name on the

questionnaire.

Please put a tick (√) or fill in the required information in the spaces provided.

Availability of Science Textbooks

1. Which option of sciences is your school taking and why?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. List down the science subjects being offered in Form three and the number of students

taking them

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. There are several textbooks recommended for teaching and learning science subjects.

Does your school have all those books for all the classes ?

Yes ( ) No ( )

4. If the answer to Number 3 is No. State the science textbooks available in all classes and in

what quantity for all subjects offered in your school.

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 ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. Which textbooks are commonly used in the various science subjects in your school and

why ?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

6. In the answer in the above is No, Indicate the ratio of the textbooks available in subjects.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Availability of Laboratories

7. Are there functional laboratories in your school for effective teaching of science subjects?

Yes ( ) No ( )

(i) If yes specify how many and for which subjects.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

(ii) If No, how do teachers teach the science subjects ?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

11. (i) In your opinion does the school have adequate science equipment ?

Yes __________ No ______________

86
 (ii) If no explain how the science teachers have been improvising teaching science.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

12. Utilization of textbooks for effective teaching of science subjects.

(i) In your opinion does the use of textbooks make a difference in the teaching of

science subjects?

Yes ( ) No ( )

(ii) If your answer in the above is Yes, what difference have you noted in lessons

where students have adequate textbooks ?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

13. There are various ways in which learners utilize textbooks. Please indicate the manner

and frequency of use as guided by the statement below.

Manner of use Often Occasionally Not at all

To do assignments/ exercise

To raise questions

For practicing concepts

Writing notes

Any other specify

87
14. List down the different ways teachers utilize textbooks in the teaching learning process.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

15. Comment on factors hindering effective utilization of textbooks in your school.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

16. In your opinion what can be done to improve utilization of textbooks in the teaching of

science subjects in your school?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Utilization of Laboratories for effective teaching of science subjects.

17. How often do the students carry out experiments in the laboratory?

I. Form I _____________________

II. Form II ____________________

III. Form III____________________

IV. Form IV ____________________

18. Comment on the role of the laboratory in the teaching and learning Science subjects.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

88
19. Comment on the relationship between utilization of laboratories and students academic

achievement.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

89
 APPENDIX III

H. O. D LANGUAGES QUESTIONNAIRES

I am conducting an assessment on availability and utilization of educational resources in

secondary schools. This is in partial fulfillment of the requirement for degree of master of

education. Please respond to all questions as honestly and as accurately as possible. The

information you give will be treated as strictly confidential. Do not write your name on the

questionnaire.

Please put a tick (√) or fill in the required information in the spaces provided.

Status of Textbooks and Libraries.

1. From what source do you learn about the recommended English language textbooks?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. i) What English language textbook do you mostly use in Form I- Form IV class and why?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

ii) Do you have enough for every student in the classes?

Yes ( ) No ( )

iii) If the answer in the ii above is No, what is the ratio? In each class 1:2, 1:3 1:4, 1:5, 1:5

and over.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

90
 3 i) Do you have a library in your school?

Yes ( ) No ( )

ii) If yes, is it well equipped?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

iii) If no, how do teachers improvise?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. Are learners allowed borrow books and how often?

Yes ( ) No ( )

Utilization of Textbooks

5. Which textbooks do your teachers use for reference and lesson preparation?

Author Title Publisher Year of publication

6. Apart from lesson preparation and reference how else do your teachers use textbooks.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

7. Textbooks are the teacher’s major teaching aid, do you agree ?

91
 ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Give reasons for your answers above.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

8. There are various ways in which learners utilize textbook. Please indicate the manner and

frequency of use as guided by the statements below.

Utilization of textbooks Manner of use Often Occasionally Not at all

Todo an exercise/ doing

assignments

Reading ahead of teachers

For practicing concepts

Writing notes

Any other specify

9. In your opinion does the use of textbooks make a difference in the teaching of English

language ?

Yes ( ) No ( )

If your answer in the above is yes, what difference have you noted in lessons where

students have adequate textbooks?

92
 _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Utilization of Libraries

10. How often is the library accessible to students in

Form I ____________

Form II _____________

Form III ____________

Form IV ____________

11. Are learners allowed to borrow books and how often ?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

12. How do students and teachers utilize the library for effective teaching and learning?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

13. Comment on the role of Libraries and students academic performance.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

93
 APPENDIX IV

ENGLISH LANGUAGE LESSON

CLASSROOM OBSERVATION SCHEDULE

Class ___________________

No. of students ___________________

Topic ___________________

Date ___________________

1. Does the teacher have a schedule of work?

Yes ( ) No ( )

2. Are the textbooks indicated in the scheme of work available during the lesson?

Yes ( ) No ( )

3. How does the teacher organize the students when using the educational resources in the

classroom?.

i. Individually

ii. In pairs

iii. In groups

iv. Whole class

4. How are the textbooks used by the teacher during the lesson?

5. Does the teacher make a provision for learners participation?

Yes ( ) No ( )

If the answer to 5 above is yes explain.

i) Through repetition

ii) By pausing

iii) By asking questions

iv) Any other specify

94
6. Does the teacher follow a logical manner while presenting?

Yes ( ) No ( )

7. Does the teacher provide guidance for follow-up activities after utilizing textbooks in

class ?

Yes ( ) No ( )

8. Are there sufficient numbers of textbooks available so as not to constrain teaching time?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

95
 APPENDIX V

A QUESTIONNAIRE FOR FORM THREE STUDENTS

I am conducting an assessment on availability and utilization of educational resources in

secondary schools. This is in partial fulfillment of the requirement for degree of master of

education. Please respond to all questions as honestly and as accurately as possible. The

information you give will be treated as strictly confidential. Do not write your name on the

questionnaire.

Please put a tick (√) or fill in the required information in the spaces provided.

1. (i) Does your school have a well equipped library?

Yes ( ) No ( )

(ii) If there is no library how does the school supplement the library services?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. How do students utilize the library?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. How do a library enhance students academic achievement?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. How often do Form Three students access the library services?

96
 ________________________________________________________________________

________________________________________________________________________

______________________________________________________________

5. (i ) Are there well equipped laboratories for the different science subjects offered in your

school ?.

Yes ( ) No ( )

(ii) If the answer to the above is No specify the situation.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

6. (i) How often do you have science practical lessons?

At least daily ___________________

Once in a week ___________________

Monthly ___________________

Not at all ___________________

(ii) Where are the science practical lessons held?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

7. (i) What science subjects do you take?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

(ii) Do you have textbooks for each subjects?

Yes ( ) No ( )

97
 (iii) If the answer to the above is No indicate the textbook you have for each science

subject.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

8. How does the use of a laboratory assist you in learning science concepts?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

9. How are science textbooks allocated to students?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

10. i) How do you utilize science textbooks allocated to you?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

11. Are there challenges you face as you utilize the textbooks you have?

Yes ( ) No ( )

Please explain your answer

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

12. I) In your opinion does availability and utilization of textbooks enhance students

academic achievement?

98
 ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

II) Explain your answer

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

99
 APPENDIX VI

CHECKLIST OF PHYSICAL RESOURCES IN SECONDARY SCHOOLS

Physical Resources Very Adequate Inadequate Very

adequate inadequate

Classrooms

Latrines/toilets

Libraries

Laboratories/Laboratories

materials

Offices

Any other specify

100
 APPENDIX VII
ENGLISH LANGUAGE TEXT BOOKS
Publisher Title Author NO.OF COPIES
TEACHERS STUDENTS
1. Kenya Literature Excelling in English book 3 Henry Indangasi
2. Bureau Teachers Guide and Phyllis Mwangi
students text book Muchiri Munkunga
Charles M. Gecaga
3. Longman K Ltd Explore English Form 3 Tarcisius K. Ngare
Teachers Guide and Bett Kukubo
students Zipporah Muta
text book
4. Longhorn K. Ltd Advancing in English book Hilda Oburu, Hill a
3 Bochere,
Teachers Guide and Lilian Vikuru
students
text book
5. Oxford Head start Secondary Austin Bukenya
University English David Njengere
Press book 3 Teachers Guide Angekina Kioko
and
students text book
6. Macmillan Kenya Macmillan Secondary Ruth Ngung’u
Ltd. English Lawrence Njoroge
Book 3 Teachers Guide and Purity Kiambi
Students text book
7. Jomo Kenyatta New Integrated English Jane bwonga
Foundation book Eunice Kimaliu
3 Teachers Guide and Ngungui Kiio
students Harriet Mugambi
Text book Julie newman

101
 APPENDIX VIII
PHYSICS TEXT BOOKS
Publisher Title Author NO. OF COPIES
TEACHERS STUDENTS
1. 1. Mwalimu Publications Secondary Physics 3 N.M. Patel P.O.
Teachers Guide and Odhiambo
students text book
2.Oxford University Press Comprehensive Secondary Wilson Murii
Physics 3 Teachers Guide Daniel Ringeera
And students text book
3.Jomo Kenyatta Foundation Physics Book 3 Jeseph A
Foundation Teachers Guide and Rabari
students
text book
4.Kenya Literature Secondary Physics Book 3 Oliver Minisi
Bureau Teachers Guide and Erastus K. Muni
students Philip Mutai
Text book Ouma Ukumu
Francis Munyeke
Hesborn Omolo
Grace Mwang’asha

5.Longhorn Kenya Longhorn Secondary K. Balaraman

Publishers Physics 3 Teachers C. Kariuki
Guide and students P. Kanga
Text book
6.Macmillan Kenya Macmillan Secondary G. Kimari
Publishers Physics 3 Teachers Guide Glover
and Students
Text book

102
 APPENDIX IX
CHEMISTRY TEXT BOOKS
Publisher Title Author NO. OF COPIES
STUDENTS
TEACHERS
1. Kenya Literature Secondary Chemistry Cornelius M. Muange
Bureau 3 Teachers Guide David G. Kimani
And students text Rose A. Emoru
Emma A. Ogutu
Book Raphael Kwambua
Silas M. Mango
Francis K. Gitahi
2. Jomo Kenyatta Foundation Chemistry Jeniffer Maina
Foundation Book 3 Teachers Guide Andrew Agolla
And students text book Augustine Ngethe
Festus Beru
3. Longhorn K. Ltd Longhorn Secondary Joan Kimaro
Chemistry Teachers Guide Paul Mburu
book 3 and students text book George Ng’aruiya
4. Longman K. Ltd Explore Chemistry Form 3 David Kariuki
Teachers Guide and students Anne Ngei
text book Patrick Chege
5. Phoenix Mk Secondary Chemistry Kigundu P.
Publishers Book 3 and students text book Otim Emmanuel
6. Oxford university Comprehensive Secondary Mbaka Njeru
Press Chemistry 3 Teachers Guide Mwangi Wamae
And students text book

103
 APPENDIX X

BIOLOGY TEXT BOOKS

Publisher Title Author NO. OF COPIES
TEACHERS
STUDENTS
1. Oxford University Comprehensive Secondary Anastasia
Press Biology 3 Teachers Guide Maina
And Students text book Joy Ke Lemba
2. Kenya literature Secondary Biology Book 3 James M. Ikinya
Bureau Teachers Guide and James Kiura
students text book Shadrack
Mungania
Rosebella jerotich
Onyango Tumbo
Basil lihanda
Gladys B. Okumu
3. Longhorn K. Ltd Longhorn Secondary Harun Mwaura
Biology Teachers Guide Dr. C.N. Njoroge
and students text book J. Akatsa
4. Longman K. Ltd Longman Explore Biology Josephine Kadasia
3 Teachers Guide and James Ngulu
students text book
5. East African Certificate Biology 3 Lina Sequeira
Educational Publishers Teachers Guide and
students text book
6. Jomo Kenyatta Foundation Biology 3 Josephine Kadasia
Foundation Teachers Guide and James Ngulu
students text book

104
 APPENDIX X1

GENERAL SCIENCE TEXT BOOKS

Publisher Title Author NO. OF COPIES

TEACHERS

STUDENTS

1. Longhorn Longhorn secondary General Edith Njiru

science 4 (SB) 2009) Peter Kiruiungu

T.G. (2009) and students text Jackson muturi

book

2. OUP Everyday science 3 (SB) Wilson Mureu

2009 Teachers Guide Anastasia Maina

And students text book Ongango Tumbo

Mbaka Njeru

Peter Mugo

105
 APPENDIX XII

LIST OF MBEERE SOUTH DISTRICT SCHOOLS

GIRLS ONLY

1. Gategi Girls 306

2. Consolata Girls 240

3. St. Clare Girls 93

4. Mariari Girls 167

5. Cons Iriamurai 248

6. Winpride Secondary School 130

BOYS ONLY

1. Karaba Boys 263

2. Nyangwa Boys 608

3. Wachoro Boys 290

MIXED BOYS

GIRLS

1. Yoder Karwigi 76 68

2. Stephen Kisilu 79 89

3. Kiambere Mixed 92 52

4. Kirima Mixed 146 97

5. Mutuobare 68 52

6. Kangugi 13 19

7. Mbo-nzuki 94 72

8. A.C.K Malikini 108 91

9. Wango A.I.C 107 101

10. Mayori Secondary 206 204

106
11. St. Mary’s Gataka 20 27

12. Kerwa Mixed 81 82

13. Gikiiro Secondary 32 60

14. Kiamuringa 88 83

15. Kanyonga 48 45

16. Mbondoni Secondary 148 130

17. Makima 251 164

18. Machanga 95 126

19. Kabuguri 21 21

20. Ngenge Secondary 73 59

21. Mbita Secondary 102 98

22. Iriaitune 54 53

23. Mashamba Secondary 26 10

24. Munyori 11 9

25. St.Thomas Igumori 104 110

107
 APPENDIX XIII

MBEERE SOUTH DISTRICT M

108