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INFLUENCE OF TEACHERS’ PEDAGOGICAL COMPETENCIES ON
PUPILS’ACADEMIC PERFORMANCE INPUBLIC PRIMARY SCHOOLS INCHEPKORIO WARD, ELGEYO-MARAKWET
COUNTY, KENYA
LOICE J. TEYGONGB. Ed. Arts (Kampala International University)
A Thesis Submitted to Graduate Schoolin Partial Fulfilment for the
Requirements for the Award of the Degree of Master of Education, Faculty of
Education and Human Resource Development, Department of Curriculum,
Instruction and Educational Media, Kisii University.
OCTOBER, 2018
DECLARATION AND RECOMMENDATIONS
Declaration by the Candidate I declare that this research thesis is my original work and it has not been presented for
an award of a degree in this or any other university.
Signature: …………………………….. Date: ……………………………Teygong Loice JebiwotEM17/04026/15
Recommendation This thesis has been submitted for examination with our approval as university
supervisors.
Signature: …………………………….. Date: ……………………………Dr. Kapkiai MosesFaculty of Education and Human Resource Development Kisii University
Signature: …………………………….. Date: ……………………………Dr.Daniel OduorFaculty of Education and Human Resource Development Kisii University
ii
PLAGIARISM DECLARATION
iii
DECLARATION OF THESIS NUMBER OF WORDS
iv
COPY RIGHT
All rights are reserved.No part of this thesis may be photocopied, printed, stored in a
retrieval system or transmitted in format by any means be it either electronic or
mechanical through photocopying, recording or otherwise, without the prior written
permission of the author or Kisii University.© 2018, TeygongLoiceJebiwot
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DEDICATION
To my beloved husband Joshua Kipkemboi and our children Maureen Jepkogei, Brian
Kibet, Hildah Jepkoech and Collins Kiplagat for their constant support and
encouragement during my studies.
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ACKNOWLEDGEMENT
I thank God for his guidance and protection throughout my studies and the whole
process of this thesis writing. I also appreciate my supervisors Dr. Kapkiai Moses and
Dr. Oduor Daniel for their professional guidance and constructive criticism from the
beginning to the end of this thesis. Thirdly, I thank the entire staff and management of
Kisii University Eldoret Campus for according me ample time and environment
during my studies. I recognize support from my classmates and colleagues for their
fruitful suggestions at different stages of the study.
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ABSTRACT
Teachers play a crucial role on learners’ academic accomplishment. Additionally,they play a fundamental role in the realization of the national goals of education. Thisis because the responsibility of translating educational policies and principles intoactions is bestowed upon teachers. However, Chepkorio Ward in Elgeyo MarakwetCounty has witnessed inconsistent performance in academic performance in theKenya Certificate of Primary Education (KCPE) examination in the past five years(2012-2016). Therefore, the purpose of this study was to investigate the influence ofteachers’ pedagogical competencies onpupils’ academicperformance in publicprimary schools in Chepkorio Ward, Elgeyo Marakwet County. The specificobjectives of the study were to examine the influence of teacher competency in use ofvarious teaching methods, instructional media, evaluation techniques and instructionaltools on pupils’ academic performance in public primary schools in Chepkorio Ward.The study was guided by Vygotsky’s social constructivist theory. This studyemployed descriptive survey research design under a mixed method researchmethodology. This study targeted 521 teachers and 47 headteachers within ChepkorioWard. A sample size of 42 headteachers and 226 teachers were selected. The studyused purposive sampling in selecting headteachers and stratified random samplingtechnique in selecting teachers. Questionnaires, interview guide and documentanalysis tools were used as data collection instruments. Before administration torespondents, the research instruments were tested for validity and reliability. Thestudy obtained a reliability index value of 0.748. Quantitative data collected wasanalyzed by the use of frequencies, percentages, means, standard deviation andcorrelations while qualitative data was analysed by use of thematic content analysis.The study established that teacher pedagogical competencies had significant effect onacademic performance in primary schools in Chepkorio Ward. Findings revealed thatthe extensive adoption of learner-centred approaches as compared to teacher-centredones. On instructional media and print media: it was revealed that textbooks andreferences books were frequently utilised when compared with audio and video mediain classrooms. On evaluation, teachers used questions and answer method to assesslearners’ acquisition of curriculum knowledge, skills and attitudes as opposed tocontinuous assessment tests and regular examinations that featured during end of termperiod. The study also found out teachers utilised schemes of work mostly in teachingand learning process as compared to lesson plan, progress records and lesson notes.The study concluded that frequent and variation in pedagogical competenciesimproved learning in schools that is evidenced through improved academicperformance by pupils. The study recommends that: in-service training should beprovided to teachers, quality assurance and standard officers should regularly monitorteaching in schools, headteachers should supervise teachers utilisation of variousinstructional media in classrooms, evaluation and assessments should be conductedregularly and headteachers to monitor the preparation and utilisation of instructionaltools by teachers in schools. The study results would be significant to teachers, headteachers, quality assurance and standards officers, colleges and future researchers.
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TABLE OF CONTENTS
DECLARATION AND RECOMMENDATIONS iiPLAGIARISM DECLARATION iiiDECLARATION OF THESIS NUMBER OF WORDS ivCOPY RIGHT vDEDICATION viACKNOWLEDGEMENT viABSTRACT viiiTABLE OF CONTENTS ixLIST OF TABLES xiLIST OF FIGURES xiiLIST OF APPENDICES xiiiLIST OF ABBREVIATIONS xivCHAPTER ONEINTRODUCTION 11.1 Background of the Study 11.2 Statement of the Problem 61.3 Purpose of the Study 71.4 Objectives of the Study 71.5 Research Questions 81.6 Significance of the Study 81.7 Scope of the Study 91.8 Limitations of the Study 101.9 Assumptions of the Study 101.10 Theoretical Framework 101.11 Conceptual Framework 131.12 Operational Definition of Terms16CHAPTER TWOLITERATURE REVIEW 172.1 Introduction 172.2 Teacher Competencies 172.3 Influence of Teaching Methods on Pupils Academic Performance 182.4 Influence of Instructional Media Use by Teachers on Pupils Academic
Performance 232.5 Influence of Evaluation Techniques Used by Teachers on Pupils academic
Performance 262.6 Influence of Teacher Preparation of Instructional Tools on Pupils Academic
Performance 292.7 Critical Review of Literature and Chapter Summary 33CHAPTER THREERESEARCH METHODOLOGY 353.1 Introduction 353.2 Research Paradigm 353.3 Research Design 353.3 Location of the Study 363.4 Target Population 363.5 Sampling and Sample Size 363.6 Data Collection Instruments 383.6.1 Questionnaire 38
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3.6.2 Interview Guide 393.6.3 Document Analysis 393.7 Validity and Reliability of Research Instruments393.7.1 Validity 393.7.2 Reliability 403.7.3 Piloting of Instruments 413.8 Data Collection Procedures 413.9 Data Analysis 423.10 Ethical Considerations 43CHAPTER FOURRESULTS 444.1 Introduction 444.1.1 Demographic Data 454.1.2 Academic Performance of Primary Schools in Chepkorio Ward 474.2 Teaching Methods and Academic Performance in Primary Schools 484.3 Utilisation of Instructional Media and Academic Performance of Pupils 534.4 Evaluation Techniques and Academic Performance in Primary Schools564.5 Teachers’ Preparation of Instructional tools and Academic Performance 614.6 Challenges Teachers Encounter during Teaching and Learning Process 664.7 Chapter Summary 68CHAPTER FIVEDISCUSSION 695.1 Introduction 695.2 Summary of Findings 695.2.1 Teaching Methods and Academic Performance in Primary Schools 695.2.2 Utilisation of Instructional media by Teachers and Academic Performance in
Primary Schools 705.2.3 Teacher Application of Evaluation Techniques and Academic Performance in
Primary Schools 715.2.4 Teacher Preparation of Instructional tools and Academic Performance in
Primary Schools 71CHAPTER SIXCONCLUSIONS AND RECOMMENDATIONS 736.1 Conclusions 736.2 Recommendations756.3 Suggestions for Further Research 75REFERENCES 77APPENDICES 84APPENDIX I: INTRODUCTORY LETTER 84APPENDIX II: QUESTIONNAIRE FOR TEACHERS 85APPENDIX III: INTERVIEW GUIDE FOR HEADTEACHERS 89APPENDIX IV: DOCUMENTATION ANALYSIS 91APPENDIX V: NACOSTI AUTHORITY LETTER 92APPENDIX VI: RESEARCH PERMIT 93APPENDIX VII: PUBLICATION 94APPENDIX VIII: CHEPKORIO WARD MAP 95
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LIST OF TABLES
Table 1.1: Chepkorio Ward KCPE Results for Public Primary Schools 6Table 3.1: Target population 36Table 3.2 Sample size 37Table 4.1: Gender of Teachers 45Table 4.2: Teachers Highest Level of Education 45Table 4.3: Age bracket 46Table 4.4: Teaching experience 46Table 4.5: Academic Performance of Pupils in Primary Schools 47Table 4.6: Teaching Methods Used by Teachers in Schools (N=184) 48Table 4.7: Other Teaching Methods that Teachers Use 50Table 4.8: Teaching methods and performance of pupils in classroom 51Table 4.9: Instructional Media Used in Learning N=158 53Table 4.10: Frequency of Instructional Media Improvisation 55Table 4.11 Instructional Media Use and Academic Performance 55Table 4.12: Evaluation techniques used by teachers 57Table 4.13: Other Evaluation Methods Preferred by Teachers in Schools 59Table 4.14: Relationship between Evaluation Methods and Academic Performance
60Table 4.15: Frequency of teachers’ preparation of Instructional tools 62Table 4.16: Extent of supervision and utilisation of Instructional tools 64Table 4.17 Preparation of Instructional tools and academic performance 66Table 4.18: Challenges teachers encounter during teaching and learning process 67Table 4.19: Solutions to teacher pedagogical challenges in teaching and learning 68
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LIST OF FIGURES
Figure 1.1: Conceptual framework showing the influence of teachers’ pedagogical
competencies on pupils academic performance in primary schools 14
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LIST OF APPENDICES
APPENDIX I: INTRODUCTORY LETTER 80APPENDIX II: QUESTIONNAIRE FOR TEACHERS 80APPENDIX III: INTERVIEW GUIDE FOR HEADTEACHERS 85APPENDIX IV: DOCUMENTATION ANALYSIS 87APPENDIX V: NACOSTI AUTHORITY LETTER 88APPENDIX VI: RESEARCH PERMIT 89APPENDIX VII: PUBLICATION 90APPENDIX VIII: CHEPKORIO WARD MAP 91
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LIST OFABBREVIATIONS
AEO: Divisional Area Education Officer C.A.Ts: Continuous Assessment Tests EFA: Education for AllFPE: Free Primary EducationICS: Internal Curriculum Supervisors KCPE: Kenya Certificate of Primary Education MDGs: Millennium Development Goals NACOSTI: The National Commission for Science, Technology and Innovation PCK: Teachers Pedagogical Content KnowledgePTA: Parents and Teachers AssociationSCDEO: Sub County Director of Education SPSS: Statistical Package for Social Sciences UNESCO: United Nations Educational, Scientific and Cultural OrganizationUPE: Universal Primary Education
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CHAPTER ONEINTRODUCTION
1.1Background of the Study
Education has a fundamental function in political, economic and social realms of
development (Chang, 2010). It supports the modelling of individuals to succeed in
their environment. According to Copriady (2014), education aims at equipping the
citizens, reshaping the society and enhancing equity. Teaching and learning are
important components of education process (Darling-Hammond, 2006). The
curriculum is interpreted and given meaning by teachers in schools at the school level:
teachers decide the topics to teach, the medium for instruction and mode of
assessment.
Through classroom teacher decisions, curriculum is actualised (Hamilton-Ekeke,
2012). Therefore, there is a greater need for enhanced teacher competency during the
process of imparting knowledge and skills. This is necessary because the valid
measure of the success of a curriculum is the knowledge acquisition by learners.
Learners’ active participation in the learning process is dependent on a teacher’s
skills, and wisdom in the management of learning activities (Copriady, 2014). The
skills and personality demonstrated by a teacher in the management of the teaching
process through teaching approaches and utilization of resources is referred to as
teacher pedagogical competency (Ugbe, 2000).
Teacher competencies therefore entails subject matter, comprehension of teaching
strategies and learning styles, and the process of applying effective teaching
approaches to enhance the process of knowledge acquisition and application therefore
transforming learners into new knowledgeable beings (Darling-Hammond,
1
2006:Noddings, 2007).According to Rivkin, Hanushek and Kain (2005),
variousfactors influence academic performance of pupils in schools.
Teacher Pedagogical competencies in this study are referred to the four components:
teaching methods, utilisation of instructional media, learner evaluation and
preparation and utilisation of instructional tools (Curtin, 2005). Studies teacher on
characteristics confirms the logical conclusion that poor academic performance of
pupils correlates strongly with poor quality of teachers teaching them in school
(Anselmus, 2011). Pupils learning and academic performance is hampered by
weaknesses in teachers’ pedagogical content knowledge (PCK) and classroom
practices (Akyeampong, Pryor &Ampiah 2006). For instance, the application of
effective teaching approaches would contribute to new knowledge and skills whereas
ineffective teaching methods would stifle acquisition, retention and application of
new concepts resulting in low performance in academics (Chang, 2010).
The needs, preferences and learning styles of learners should inform teachers’
pedagogical competencies if teachers are going to be effective in their delivery of
knowledge and in extension, their ability to promote improved academic performance
(Chika, 2012). There is need for proper matching between pupils learning styles and
teachers pedagogical competencies because evidence reveals increased lack of interest
in academic activities in mismatched learning environments, therefore contributing to
poor academic performance (Zeeb, 2004). The realization of educational policy
guidelines as pertains to the quality of teaching and learning is heavily dependent on
teaching approaches utilized in the delivery of knowledge (Ahmad & Aziz, 2009).
The influence of instructional media in teaching can be far reaching (Ampiah, Hart,
Nkhata & Nyireda, 2003). In the past, textbooks and teachers’ guides have been a
common component of instructional media that teachers have been using in the
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classroom (Lewin & Stuart, 2003). According to World Bank (2001), instructional
teaching materials are critical ingredients in improving pupils’ academic performance
and the intended curriculum cannot be easily implemented if they are not utilized
(Baylor & Ritchie, 2002). The provision of adequate teaching and learning resources
has been identified as a fundamental factor that can enhance or stifle the quality of
education.
A study carried out in Uganda by Guloba, Wokadala and Bategeka (2010) found out
that actual count (quantity) of textbooks had significant influence on pupil
performance. In Malaysia, Copriady (2014) found that textbook availability was
related to pupil higher performance in examinations. Onsare (2013) established that
more than 80 percent of teachers of English reported absence of these resources in
schools. This implied that the utilisation of instructional media could influence pupils’
academic performance.
Evaluation of pupils by teachers in schools is one of the activities that characterize the
school system: and many components and persons in the system can be, and have
actually been, assessed (Lauchande, Passos, & Howie, 2017). In schools, evaluation
can either take summative or formative form. According to Djamarah (2006), the
function of evaluation is to provide feedback to the teacher in order to improve the
pupils’ academic performance and implement remedial programmes for poor
performance until they are able to improve their academic performance. Assessment
helps teachers to understand pupils’ thoughts about specific concepts, besides helping
them to make conclusions about the knowledge status of their pupils, therefore
informing decisions on future learning activities (Dufresne, 2010).
Ampiah, Hart, Nkhata and Nyirenda (2003) contend that a teacher needs to know
what pupils are able to do or not if s/he is to plan effectively. In Nigeria, Joshua,
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Monday and Alla (2006) reported that teachers expressed negative attitudes towards
the adoption of learner performance scores as a foundation for determining the
success of teaching strategies. In Kenya, Kimaniet al. (2013) revealed that the number
of assignments offered to pupils and the subsequent marking and grading of the
assignments influences the performance of pupils.
Gulobaet al. (2010) reported that inadequate utilization of teaching and learning
resources such as charts, realias, teacher notes, group tasks, question and answer
sessions and generally the non-application of pupil centric teaching approaches is a
clear sign of inadequate teacher preparation. Evidence reveals that teachers in Uganda
have opted for the easy to apply teacher centred approaches, which are highly
ineffective. Susuwele-Banda (2005) conducted a study in Malawi that revealed
reported diverse acceptance of the lesson plan format. This was demonstrated in the
level of blank spaces noticed in lesson plans. Hanushek (2013) argues that inadequate
teacher supervision significantly contributes to adoption of teacher centred teaching
strategies.
Onsare (2013) reported that majority of English teachers heavily relied on schemes of
work and syllabus to teach oral communication skills. Therefore implying poor
planning for teaching hence affecting effective teaching of oral communication. This
suggests that improving supervision of teachers’ preparation and utilisation of
Instructional tools in schools is critical to improving learning. It is clear that teachers
are very influential in the teaching-learning process. Education stakeholders have
come up with various factors that influence pupils’ academic performance: however,
no substantive research has been conducted to establish whether or not utilisation of
Instructional tools contribute to pupils’ academic performance. Considering this
description, it is important for teachers to possess pedagogical competencies to
4
influence pupils’ academic performance although; this has not been adequately
carried out in Chepkorio Ward, Elgeyo-Marakwet County.
Universal Primary Education (UPE) was introduced in Kenya in the year 2003 in line
with Education for All (EFA) and Sustainable Development Goals (SDGs) objectives.
Because of investments channelled to the education sector to match the increasing
enrolment rate in public primary schools, the quality of education has continued to
decline (Oduor, 2014). The investments made are: employing additional teachers,
classrooms, textbooks and other facilities.
According to Keiyo South Sub County Director of Education’s annual report (2016),
pupil: teacher ratio, pupil: classroom ratio and pupil: textbook ratios are still below
the government targets. Furthermore, social, economic and cultural factors though not
captured in this study, may contribute to poor pupils academic performance. This
could partly explain the average results at the Kenya Certificate of Primary Education
(KCPE) results over the past five years in public primary schools in Chepkorio Ward
(Table 1.1).
5
Table 1.1: Chepkorio Ward KCPE Results for Public Primary Schools
Year KCPE Performance 2016 252.732015 243.562014 261.052013 265.372012 267.81Source: Chepkorio Ward education office (2017)
The KCPE results analyses show that the performance of pupils in KCPE has been on
the declining trend since 2012 in the division. For instance, the mean score was267.81
in 2012 but declined to 265.37 in 2013, then 261.05 in 2014, 243.56 in 2015and
252.73 in 2016. This shows that if appropriate strategies are not put in place to
address the poor performance, education goals would not be achieved. Various factors
could be influencing the downward trend in performance. The study examined the
influence of teachers’ pedagogical competencies on pupils’ academic performance in
public primary schools in Chepkorio Ward, Keiyo-Marakwet County, Kenya.
1.2 Statement of the Problem
All the teaching and learning process in the classrooms cannot be what they should be
without the teacher (Stavreva, 2013). At the same time, teachers cannot be effective
without possessing certain qualities (Wamala&Seruwagi, 2013).Teachers’
pedagogical competencies are therefore indispensable in the teaching and learning
process for academic performance improvement. For example, proper identification
of teaching methods brings positive learning and achievement in schools. On the other
hand, lack of proper pedagogy results may result to poor performance of pupils in
schools.
There has been poor performance of pupils in KCPE examinations (Table 1.1) in
Chepkorio Ward over the past five years. To this end, it is not understood whether
teacher competencies with regard to utilisation of instructional media: Instructional
6
tools, teaching methods and evaluation could be the reason for unsatisfactory
performance in examinations. Most researchers have focused on competencies related
to teacher qualification, experience and training especially in secondary schools.
Furthermore, inadequate studies have looked at primary school situations though it
forms the basis for pupils’ future learning. Therefore, there was need to conduct this
study to examine to war extent teachers’ pedagogical competencies influenced pupils’
academic performance in public primary schools in Chepkorio Ward.
1.3 Purpose of the Study
The purpose of this study was to evaluate the influence of teachers’ pedagogical
competencies on pupils’ academic performance in public primary schools in
Chepkorio Ward, Elgeyo-Marakwet County, Kenya.
1.4 Objectives of the Study
The specific objectives were to:
(i) To examine how teacher competency in use of various teaching methods
influenced pupils’ academic performance in public primary schools in
Chepkorio Ward(ii) To evaluate teacher competency in use of instructional media influenced
pupils academic performance in public primary schools in Chepkorio Ward(iii) To assess teacher competency on evaluation and its influence on pupils
academic performance in public primary schools in Chepkorio Ward(iv) To ascertain teachers competency to prepare Instructional tools influence on
pupils academic performance in public primary schools in Chepkorio Ward
1.5 Research Questions
To address the above objectives, the study will utilize the following research
questions:
7
(i) What is the influence of teachers’ competency to use various teaching
methods on academic performance of pupils in public primary schools in
Chepkorio Ward?(ii) To what extent does use of instructional media by teachers influence pupils’
academic performance in public primary schools in Chepkorio Ward? (iii) How does teacher competency in evaluation influence pupils’ academic
performance in public primary schools in Chepkorio Ward? (iv) What is the influence of teachers’ competency on preparing Instructional tools
on pupils’ academic performance in public primary schools in Chepkorio
Ward?
1.6 Significance of the Study
The study findings would be of great significance to the teachers, schools, Ministry of
Education (Quality Assurance and Standards Officers), education stakeholders
(teacher training colleges) and future researchers. This study would be particularly
useful to the Ministry of Education in policy formulation. Findings from this study
can influence the design of interventions that can enhance the quality of the teaching
learning process therefore influencing pupils’ academic performance. This study
would be crucial in the accountability process that is critical to the stakeholders
(government, parents and pupils) in improving pupils learning. The significant
investments in the education sector by the government require to be accounted for,
therefore findings from this study will offer insights into the of government
expenditure on learner academic performance.
Because the study investigates pupils’ academic performance in primary education, it
may contribute to policy and practical implementation of this programme in public
primary schools around the country. The focus on teaching methods, instructional
media, evaluation techniques and Instructional tools may provide insights into the
8
many factors that influence pupils’ academic performance and provide suggestions on
empirical results to improve teacher-training programmes in colleges and universities.
Findings of this study may provide vital resources to teachers’ policy makers and
even future scholars. Finally, this study may provide a timely contribution to the body
of knowledge on future researchers studying pedagogical competencies influencing
pupils’ academic performance.
1.7 Scope of the Study
The study was confined to public primary school teachers and headteachers in
Chepkorio Ward, Elgeyo-Marakwet County. Within this geographical scope, the
researcher worked with a sample of 42 primary schools, 42headteachers and 226
teachers. The study was narrowed down to looking at the influence of teachers’
pedagogical competencies on pupils’ academic performance: specifically looking at
the teaching methods, instructional media, evaluation techniques and Instructional
tools. The independent variable of the study was teachers’ pedagogical competencies
while the dependent variable was academic performance by examining at KCPE
examinations and Continuous Assessment Tests results.
1.8 Limitations of the Study
The first challenge was uncooperative respondents: the researcher countered this by
informing them in detail that the information sought was only for academic purposes
and therefore there was no need to worry and ensured them of the credibility of the
researcher. Another challenge that the researcher experienced was data collection
process took longer than expected. This was not countered since the longer period
allowed administration of instruments to all respondents and conduction of interviews
with the school heads.
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1.9 Assumptions of the Study
The assumptions of the study were as follows:
1. That the respondents were to give the required information that showed a true
reflection on the influence of their competencies as far as pupils’ academic
performance is concerned.2. The instruments were to give a true measure of teachers’ pedagogical
competencies because they were validated. 3. The research findings would reflect influence of teacher pedagogical
competencies in public primary schools in Chepkorio Ward
1.10 Theoretical Framework
The theoretical framework for this study was adapted from the works of Vygotsky
(1978) social constructivism theory as cited by Eggan and Kauchak (2008). The
psychological roots of constructivism began with the development work of Jean
Piaget. Vygotsky developed a theory (the theory of genetic epistemology) that
analogised the development of the mind to evolutionary biological development and
highlighted the adaptive function of cognition. The main constructs of this theory is
on observation and scientific study of about how people learn. This theory belongs to
constructivism category of learning theories (Watson, 2003). These categories consist
of; social development theory, case-based learning, cognitive apprenticeship, situated
learning, activity theory and actor-network theories (Atkinson, 2000).
The theory indicates that people construct their own understanding and knowledge of
the world, through experiencing things and reflecting on those experiences (Mayer,
2004). In other words, learners are active creators of their own knowledge. To do this,
one must ask questions and evaluate what one knows. Vygotskyalso highlighted the
convergence of social and practical elements in learning by saying that the most
significant moment in the course of pupils (person) intellectual development occurs
10
when speech and practical activity (two previously completely independent line of
development) converge. Through practical activity, a pupil constructs meaning on an
interpersonal level, while speech connects this meaning with interpersonal world
shared by the pupil and their culture. The theory, emphasize on the use of
instructional medias which enhance pupils’ involvement in learning hence improved
academic performance.
According to social constructivism, assessment and academic performance are seen as
inextricably linked and not separate processes. The teachers should see assessment
and academic performance as a continuous and interactive process that measures the
performance of the pupil, the quality of the learning experience and courseware. The
feedback created by the assessment process serves as a direct foundation for further
pupil development. It is therefore important that teachers constantly assess the
knowledge their learners have gained to make sure that pupils’ perception of the new
knowledge are what the teacher had intended. It is through evaluation that teachers are
able to determine the extent to which the education objectives are actually being
realised. Constructivist teachers encourage learners to constantly evaluate how the
activity is helping them gain understanding (Bain, 2004).
Social constructivism stresses the importance of the nature of the pupils’ interaction
with knowledgeable people (teachers who prepare and utilise Instructional tools) thus
it is impossible to acquire social meaning of important symbol systems and learn how
to utilize them. Pupils develop their thinking abilities by interacting with other pupils,
adults and the physical world according to Vygotsky who further claimed that
instruction is good when it proceeds ahead of development.
In scholarly work, various scholars in the field of curriculum, instruction and
educational media have used it. For instance, Chenge (2015) used this research to
11
study how life skills’ teaching was promoted in schools. Krahenbuhl (2016) used this
theory to study on how it promoted learner centred education in the United States
among teachers. Baylor and Ritchie (2002) also used the theory to study factors that
facilitated teacher morale, skill in teaching using technology in classrooms.
Despite its advantages, social constructivism theory has its share of criticism. Because
of the schema are formed by building knowledge on prior knowledge, if researchers
seek to promote a social constructivist learning environment, they need to abandon
the idea that actual truth exists (Dufresne, Gerace, Leonard, Mestre&Wengk, 2010).
This is a major problem because to endorse pure relativism is utterly in vain, hard
relativism is internally contradictory and thus, necessarily false. However, if social
constructivism is endorsed in classroom where the group determines what is true,
therefore adherence to fallacious view is encouraged (Krahenbuhl, 2016).
This study decided to use constructivism because it is often associated with
pedagogical approaches that promote active learning or learning by doing which later
translates to their academic performance in schools. Various approaches in teaching
and learning process in classrooms derived from constructivist theory suggest that
teaching and learning process is accomplished based on teacher pedagogical
competencies. Pupils learn by using experimentation, and not by being told what will
happen and are left to make their own inferences, discoveries and conclusions.
Teaching methods consistent with social constructivist approaches prioritise pupil-
teacher centred in classroom. Small group: pair and whole-class interactive work,
extended dialogue with individuals: higher order questioning, teacher-modelling
showing reciprocal teaching and cooperative learning can all be seen as justified by
social constructivism.
12
The implication of Vygotsky’s social constructivist theory to this study is that pupils’
assistance and guidance come from more skilled persons who in this study are the
teachers pedagogical competencies. In this study teachers are deemed the skilled
persons who should be competent and make use of instructional tools such as schemes
of work, lesson plans, progress records and records of work to enhance pupils’
academic performance in schools. The social constructivism theory suggests that for
learners to improve their academic performance, interactions has to be there between
teachers and learners.
1.11 Conceptual Framework
The study was based on the conceptual relationship between the independent variable
and the dependent variable. In this conceptual framework, it is conceptualized that
academic performance is influenced by pedagogical competencies such as: method of
teaching used by teachers in classroom, use of instructional media, evaluation
techniques used by teachers and teachers’ preparation and use of Instructional tools in
classrooms. The independent variable is teachers’ pedagogical competencies whereas
the dependent variable is pupils’ academic performance in schools. There are also
intervening variables caused by pupil, home and school related factors that affect the
relationship between independent and dependent variables in the study. The
relationship between the independent and dependent variable is summarized in Figure
1.1.Independent variable Dependent variable
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Teaching methods - Group work - Discussion Use of instructional media- Textbooks - Reference books Evaluation techniques - Exams- CATs- Homework Instructional tools - Lesson plans - teaching notes - Schemes of work - Records of work covered
Pupils Academic Performance - KCPE results - CATs/Exams results - Completion of assignments
Intervening variables
- School type - Pupils factors - Home factors
Figure 1.1: Conceptual framework showing the influence of teachers’
pedagogical competencies on pupils academic performance in primary schools
Teachers’ instructional methods are used to determine the teaching and learning
process of a pupil: for instance, the approach in which the teachers use in teaching
will determine whether the pupil will be in a position to understand what he or she is
taught. This is because an instructional method is a regular and systematic way of
facilitating learning. The availability of instructional media also plays a role in a
pupil’s learning process. Instructional media like books, writing materials among
others are part of the school-required resources that determines the teaching and
learning process of pupils.
Evaluation enables the teacher to know the performance of a student after a period of
instruction in order to decide whether he has attained the desired behavioural change
and label his position vis-à-vis his colleagues. Evaluation is a vital activity of
instruction because it is a way of observing, collecting of information and making
decisions based on that information. Teachers’ use of instructional tools is important
because a teacher’s preparation and readiness to attend to a pupil also plays a role in
the performance of a pupil. The willingness of a teacher to teach quality work gives
the pupil the morale to learn faster thus improves the learning process. the intervening
variables were controlled by not involving pupils as respondents in this research.
14
1.12Operational Definition of Terms
The following concepts are defined to convey the sense in which they will be used in
this study:Academic performance: it refers to the learning outcomes of pupils in primary
schools based on their result on continuous assessment tests, examinations and
KCPE. Pedagogical Competency: In this study, pedagogical competency is based on teacher
utilisation of various teaching methods, utilisation of instructional media, and
use of evaluation methods and preparation of professional records. Evaluation Techniques: shows the correspondence between the required educational
demands of the syllabus and the actual learning results using resources such as
tests, exercises, assignments, or exams expressed in different forms. They are
mostly categorised as; formative or summative. Instructional media: In this study, instructional media are the textual (print) and non-
textual (non-print) materials such as textbooks, wall charts, radio, maps,
among others used to enhance the teaching and learning process.Instructional tools: In this study, professional document refers to the lesson plan,
schemes of work, progress records, and records of work covered as required
by the syllabus. Teaching method: In this study, teaching method refers to ranges of methods that can
be employed in the process of classroom instruction such as demonstration,
problem solving role-play, discussion, question and answer among others.
15
CHAPTER TWOLITERATURE REVIEW
2.1 Introduction
This chapter covers the review of literature related to the study and it is guided by the
objectives of the study. The reviewed literature was obtained from books, newspapers,
periodicals, research reports and encyclopaedias, seminar papers and from the
internet.
2.2 Teacher Competencies
For teaching and learning process to take place in school, teachers are the most
significant persons (Stavreva, 2013). The success of any curriculum to be
implemented needs teachers who are competent (Wamala, & Seruwagi, 2013). Same
has been echoed by Ilanlou and Zand (2011) who argues that educational plans are
likely to be successful if teacher are well trained with the requisite competencies for
delivery and execution of the plans. Akiri (2013) noted that the performance of
learners and subsequent quality of education is dependent on service delivery by
teachers.
Sultan and Shafi (2014) define competencies as particular and self-evident qualities
that teachers should have. Whereas Bloom divided teachers’ competencies to
emotional, cognitive and practical with the most competencies that a teacher should
have being familiar with various thinking skills and applying them and also being
familiar with new learning and teaching methods and applying them in class.
Furthermore, Ilanlou and Zand (2011) said that teachers need to be good class
managers by having specific skills of communicating with pupils in their classes, have
skills and evaluate the academic achievement in class. On his part, Prasertcharoensuk,
Somprach and Keow (2015) saw that teachers need to have the following
16
competencies: curriculum content mastery, providing curriculum content to pupils in
a proper order, organizing the content, mastery in employing training tools in practice,
keeping accurate records and giving feedback to the learners. The study focused on
competencies skills of teachers based on: teaching methods, utilisation of instructional
media, evaluation techniques and preparation of instructional tools.
Moreover, Prasertcharoensuk, et al. (2015) reported that task and work behaviour can
determine or imply teacher competency, this will further predict institutional success.
In United States, McRae (2012) examined the relationship between learner
perceptions of teacher competence support, self-efficacy for reading, and reading
achievement for African American and European American learners. African-
American learners perceived significantly higher levels of teacher competence
support for reading compared to their European-American peers. Teacher competence
support was significantly associated with self-efficacy. This present study differed
from the study by Prasertcharoensuk, et al. (2015) because it examined the influence
of teacher pedagogical competencies influenced the academic performance of pupils
in primary schools in Chepkorio.
2.3 Influence of Teaching Methods on Pupils Academic Performance
McRae (2012) posits that teaching is a participatory process that allows the exchange
and acquisition of knowledge, skills and competencies with the sole aim of
transforming life. Teaching purposes to promote acquisition of desirable knowledge
and skills within the school environment that can support the learners to succeed in
the society (Okunbanjo, 2013). The teacher is bestowed with the responsibility of
influencing mindsets as enshrined in the syllabus. However, it is upon the teacher to
decide to be a facilitator or not (Dufresne, et al., 2010). Despite training
17
recommending the selection of participatory teaching approaches, a teachers’
cognitive orientation dictates the choice of teaching approaches (Tella, et al., 2010).
Teaching methods in classroom can be teacher-centred, learner-centred or mixed
approach. It has been widely reported that teachers select easy to adopt teaching
approaches based on their preferences (Watson, 2003). Some teachers believe
learning should be learner centred whereas others belief it should be teacher centred
where the teacher is a master of everything (Ahmad & Aziz, 2009). Nevertheless,
teacher centric approaches have serious limitations in terms of stimulating students’
abilities thus generating highly ineffective graduates (Adeyemi, 2008: Tanner, 2009).
The review of the following studies however, concentrates on teacher-centred
methods without explaining various approaches that are associated with it. It was the
interest of this study to examine which teaching methods teachers were using in
Chepkorio Ward and determine their influence on pupils’ academic performance.
Other studies show that teachers adopt pupil-centred approaches, in which their role is
restricted to facilitation of the teaching process (Ahmad & Aziz, 2009). Learner-
centred methods offer learners opportunities to explore, be creative, innovative and
develop critical thinking and problem solving abilities because learners learn through
participatory and hands on approaches that stimulates their thinking towards solving
life problems (Curtin, 2005:Ahmad & Aziz, 2009). Although teachers have the
discretion to choose methods for delivering lessons to their pupils, Chika (2012)
observed that learner-centred teaching method is a powerful strategy for improving
pupils’ academic achievement in examinations and application of knowledge,
attitudes and skills acquired.
The method used by teachers in sharing knowledge with pupils in classroom is a
factor influencing learning performance of learners at all tiers of the education
18
system. Chang (2010) pointed out that while appropriate instructional methods are
likely to enhance learning performance: inappropriate teaching methods are known to
stifle knowledge retention and realization of learning objectives. Consequently, to
enhance the performance of learners, there is need to match pupils learning styles and
teaching approaches (Zeeb, 2004). Zeeb further reported that in unmatched
environments, there is low pupil interest to the learning process therefore resulting to
poor academic performance.
In Macedonia, Stavreva (2013) conducted a study that revealed that the use of
laboratory work and slide presentation in biology lessons led to higher academic
performance unlike the use of lecture method. In the event that a Biology lesson is
started with an experiment or a slide presentation, the level of knowledge acquisition
and in extension performance is enhanced. This is because these activities stimulate
students’ interest in the learning process. The research by Stavreva was conducted in
Universities in Macedonia while this research was done in Kenya primary schools and
therefore results may not be factored in this setting.
Chang (2010) sought to determine the efficacy teacher centric teaching approaches in
the performance of pupils. It was revealed the pupil-centred teaching approaches led
to increased student engagement to science subjects. There was higher learner
preference to participation in classroom discussions compared to lecture method. It
was further reported that pupil-centred approaches promote pupil engagement with
subject content (Chang, 2010). This study determined how teachers are using the
above mentioned methods and their influence on pupils’ academic achievement.In Nigeria, Aina and Olanipekun (2015) reviewed literature on the role of the
influence of teacher qualification and its subsequent influence on pupil performance.
Teacher qualification was determine using seven indicators that are: formal education,
experience, subject matter knowledge, pedagogical studies, duration of training,
19
certificate/licensing and professional development. Results revealed that generally,
there was common consensus that subject matter knowledge, pedagogy studies,
professional development and years of experience were significant in the
determination of pupils’ academic success.
Moreover, Okunbanjo (2013) examined perceived competence and teacher autonomy
support as predictors of learners’ academic achievement. The sample consisted of two
hundred and fifty learners randomly selected in senior secondary schools. Result
showed that perceived competence and teachers’ autonomy support significant
influenced learners’ academic achievement. Aina and Olanipekun (2015)found that
pupils’ academicperformance was significantly related to the instructional methods
used by teachers in classroom. In this regard, the methods used to deliver lessons were
found to have greater impact than the content covered in a course of study.
Sessional Paper No. 1 of 2005 exemplifies the governments’ commitment to promote
quality education at all levels with the aim of producing graduates with skills and
competencies to support the country to meet the demands of the 21st century and
vision 2030 blue print (RoK, 2005). Hence, teaching approaches adopted remain
significant in meeting sectoral policy guidelines pertaining to the promotion of quality
education (Odundo&Gunga, 2013). It was further revealed that the government of
Kenya has continued to offer adequate support in terms of capacity and resources to
improve the quality of learning thus enhanced academic performance in national
examinations (Muraya&Kimano, 2011:Kang’ahi, et al., 2012).
Odundo and Gunga (2013) revealed that the application of unfamiliar or mismatching
teaching approaches led to feelings of inadequacy among learners. This further
contributed to poor engagement resulting in poor academic performance. Studies have
been conducted to determine the association between teaching approaches and success
20
of students in various subjects (Muraya&Kimano, 2011:Kang’ahi et al, 2012). This
study was however conducted in primary schools considering inadequate research has
been done in this setting. Kang’ahi, Indoshi, Okwach and Osodo (2012) delved into
the impact of teaching approaches on pupils’ academic performance in Kiswahili
language in secondary schools. It was revealed that teaching approaches positively
influenced learners’ academic performance. It was further revealed that as teachers
adopted learner centred approaches, academic performance also increased.
Furthermore, Muraya and Kimano (2011) it was reported that cooperative learning
which is a form of learner centred approaches led to increased student performance
when compared with teacher centred approaches. Different from this study, the focus
was on primary schools by evaluating competency teachers had towards the use of
this method in enhancing pupils’ academic performance in primary schools.
When it comes to primary schools, the linkage between teaching methods and
academic achievement at primary tier remains inadequate in terms of academic
literature, especially in Kenya. Similarly, there is little or no effort to support teachers
already in service to improve their teaching methods. These issues influenced the
researcher to conduct this study to enrich literature in the local scene and solve the
problem. This study will investigate teachers’ competency on the use of teaching
methods and how it influences pupils academic performance in public primary
schools in Chepkorio Ward.
2.4 Influence of Instructional Media Use by Teachers on Pupils Academic
Performance
Likoko, Mutsotso & Nasongo (2013) indicated that instructional media resources can
include resources such as textbooks, charts, maps, audiovisual and electronic
instructional media. Paper supplies, exercise books, pencils, rulers and other
21
stationery consists of other requisite resources required in the teaching and learning
process (Atkinson, 2000). Chenge and Syomwene (2016) assert that instructional
leadership may entail behaviours that can directly or indirectly influence the teaching
process by either influencing the provision of resources or influencing the choice of
teaching approaches. Hopkins (2001) revealed that the ultimate aim of school
leadership is the promotion of quality teaching and learning which will result in
enhanced learner knowledge acquisition and performance.
Shiundu and Omulando (1992) contend that for curriculum implementation to be
effective, it requires continuous support that maybe realised through various support
services, some of which may include: providing staff with materials whose utilization
can be discussed in relation to the implementation process. Bishop (1985) considered
the importance ofinstructional media in the implementation curriculum. Bishop holds
that the teacher’s ability to implement curriculum change is a function of the
availability of the tools for the job. Wamala and Seruwagi (2013) observed that it is
the kind ofinstructional mediaavailable that had great implication on what goes on in
schools today.
Olemboet al. (1992) cited by Chenge and Syomwene (2016) argued that the school
administration should take responsibility for selection and procurement of
instructional medias which brings about effective teaching and learning process in
school.Instructional media are necessary for any implementation of an innovation lack
of educational media and facilities frustrate teachers’ and diminish their motivation
(Girvin, 2005). Adequate educational media would boost teacher confidence thus
effective and productive teaching sessions. The instructional media are crucial
ingredients in learning and the intended curriculum cannot be really implemented
without them. Instructional media provide information or organize the scope and
22
sequence of information and presents opportunity for students to use what they may
have learned.
Barasa (2005) opines that the use of instructional media can be made more effective if
the teacher has knowledge, skills and attitudes on how to effectively utilise them in
the teaching-learning process. Barasa highlights the fact that availability of teaching
resources and the teachers’ awareness of their utility enhance learner performance. It
is the responsibility of the headteachers to assist the teachers in identifying
instructional media for use in teaching. Eshiwani (1993) observed that the expenditure
on instructional media, per pupil and the management efficiency of material per pupil
might boost school performance. Instructional media materials are necessary for the
implementation of an innovation.
Gross et al. (1971) reported that curriculum implementation in schools was hindered
by the lack of adequate instructional media. This is because instructional media
provides the link between the world of obstruction and real life situation and used in
curriculum implementation need not only be available but also be in the right
quantities. The use of instructional media in school has the potential to help the
teacher explain new concepts clearly, resulting in better pupils understanding of the
concepts being taught (Kadzera, 2006). Baylor and Ritchie (2002) conducted a study
to determine factors that influence teacher knowledge, skills and competencies in
technology lessons. It was revealed significant value was placed on the utilization of
education media and technologies to enhance knowledge acquisition which
subsequently contributed to improved academic performance. Nabwire (2008) carried
out a study in Kenya on the use of visual aids and suggested that visual media
introduce variety in the lesson and thus stimulate learning hence academic
achievement.
23
The process of learning involves the activities in which pupils engage in order to
make sense of or internalise the content they are learning. In addition, they offer
manipulative or other hands-on activities for pupils who need them to facilitate
learning (Rotumoi& Too, 2012). This study investigated whether teachers in
Chepkorio Ward improvised visual aids in teaching for improving academic
performance of pupils in schools. Mutai (2006) cited by Likoko et al. (2013)
postulated the pre-school pupils academic performance is strengthened when there are
enough reference materials such as textbooks and stationeries. From the reviewed
studies, it is evident that inadequate research has been conducted to determine the
influence of instructional media on academic performance of pupils in primary
schools. This study sought to find out whether the teachers utilise instructional media
and how it influenced pupils’ academic performance in public primary schools in
Chepkorio Ward.
2.5 Influence of Evaluation Techniques Used by Teachers on Pupils academic
Performance
Evaluation is one of the processes and activities that characterize the school system:
and many things/components and persons in the system can be, and have actually
been, assessed (Joshua et al., 2006). The evaluation in schools can be formative or
summative. Pupils in the school are the principal focus in evaluation: and various
tools have been utilised for this purpose. One major tool for learner summative
evaluation has been the examinations tests. Testing or examination of learners has is
the process of determining how much the students currently know (Akiri, 2013). Tests
and examinations are administered on pupils at various stages of their learning
experience. The scores produced support effective decision making therefore
influencing future choice of teaching approaches and provision of resources.
24
Another evaluation method is Continuous Assessment Tests (C.A.Ts). C.A.Ts enable
students to derive data on their general understanding of content areas thereby
informing them of challenging areas which need to be focused for improvement
(Susuwele-Banda, 2005). There are opportunities for teachers to monitor their success
in the teaching and learning process. Further, results from the C.A.Ts can inform
decision making such teaching approaches to be adopted, modified or enhanced, use
of teaching aids, organization of remedial lessons, and enhancement of classroom
tasks for high perfuming students. It was further revealed that completion of form four
syllabus well ahead of time contributed to enhanced student performance (Wamala &
Seruwagi, 2013).
During the process of human development, assessment information/data are generated
and used in a variety of ways to improve administration, teaching and learning: and
therefore, to enhance the likelihood of academic achievement by both the learner and
the teacher (Okunbanjo, 2013). Thus, assessment (i) provides useful information, as
well as formative or regenerative feedback to the learner to ensure his/her progress
towards success: (ii) provides feedback to the teacher with which to effect
improvement in instruction, set realistic objectives, evaluate the degree to which
course objectives have been met, provide opportunity to improve his/her professional
skills, and provide counselling and guidance to the learner: and (iii) enables constant
monitoring of the instructional and academic performance processes, through which
the administrator keeps the quality of human development process on tract (Joshua et
al., 2006). Thus, the results of school evaluation techniques are relevant not only to
the learners, but also to the teachers.
Studies have been conducted to ascertain the impact of evaluation of pupils on
teaching and learning in schools. Ilanlou and Zand (2011) studied the relationship
25
between professional competencies of Iranian teachers and their perspectives about
evaluation of learners in schools. Research type was pragmatic, with methodology
being descriptive and questionnaires were used as instruments of data collection. 191
teachers participated in the study that sought to evaluate through questionnaires
learners and teachers professional competencies. Results revealed that there was a
positive relationship between teachers’ professional competencies and evaluation of
learners in schools. However, no relationship was established between how evaluation
techniques influenced academic performance of learners.
In Thailand, Prasertcharoensuk, Somprach and Keow (2015) investigated the
influence of teacher competency in evaluation and learners’ life skills on learner
learning achievement. Findings reported that there was a high teacher competency
level on learners life skills. In Indonesia, Eka (2018) determined the relationship between teachers’ pedagogical
competencies on pupils’ performance in national science exam results at Gerokgak
district elementary schools. The target population consist of 6th grade teachers
totalling to 29. Questionnaire was used to collect data in the academic year 2016 /
2017. The study found out that there existed a moderate level of relationship between
teacher pedagogic competence and national science test results of learners at if
predicted 22.09%. The pedagogical competencies explaining these variations were;
evaluation of learners learning and implementation of learning diagnosis. The study
by Eka (2018) was in Indonesia while this study was conducted in Kenyan setting.
Hamilton-Ekeke (2013) conducted a study that revealed that teachers utilized
published or external assessment tools. Further, he revealed that decisions are based
on tools that teachers create and utilise because the assessment demands go beyond
easily available tools because learners possess different characteristics that require
different assessment approaches. There is need for utilization of items that
26
demonstrate the intent of the assessment process and the teaching approaches that
were adopted. Hence, they had ability to apply standardized performance tests,
interpret and apply the findings for decision making. They also need to understand the
following as pertains to standardized tests: percentiles, measures of central tendency,
dispersion, relationships, reliability, and errors of measurement. Therefore, there is
general consensus that teachers must demonstrate ability to utilise standardized tests
with associated terms to enhance the teaching and learning process. Thus, it is
expected that experience is needed in the application of the standard that should lead
to their improvement and further development.
Joshua et al. (2006) in his study in Nigeria revealed that secondary school teachers are
not too different from their counterparts abroad in rejecting the use of examinations as
basis for assessing teachers’ instructional effectiveness and performance, especially
when the results of such assessment are to be used for personnel decisions affecting
the teachers directly. In Nyandarua County, Kimaniet al., (2013) revealed that there
was a strong association between the number of assignment, regular marking and
grading of the assignment and pupils academic performance. In another research on
teacher evaluation of C.A.Ts for students, it was revealed that there was a strong
relationship between frequent use of C.A.Ts and students academic performance.
These findings concur with findings by Kapambwe (2010) that revealed the utilization
of formative assessment led to enhanced academic performance. The present study
was conducted in secondary schools in Zambia while this study was conducted in
public primary schools in Chepkorio Ward. The research therefore sought to
determine teachers ‘evaluation techniques on pupils’ academic performance in
primary schools in Chepkorio Ward.
27
2.6Influence of Teacher Preparation of Instructional Tools on Pupils Academic
Performance
Headteachers are responsible for the quality of teaching in school. Consequently, it is
their duty as internal curriculum supervisor interest to see that records are kept which
help the staff to do the job well (Sultan&Shafi, 2014). Otunga, Odeo and Barasa
(2011) contend that instructional tools are charged important tools of instruction
because they help the teacher to effectively and appropriately plan for and carry out
instruction. Instructional tools include the syllabus, scheme of work, lesson plan,
record of work covered and student progress records.
Lesson planning by teachers is vital process in implementation of teaching. Planning
enables the teacher to subdivide the content into manageable units that is normally
guided by the years work considered per term, month, week and lesson level (Otunga,
Odeo & Barasa, 2011). The headteachers are charged with the responsibility of
availing the syllabus to the respective teacher and should ensure that they are in use.
The syllabus is a document that gives the objectives for teaching and learning, an
outline of the content, the sequence to be followed in a given knowledge area, it
provides information on the preferred teaching material, methodology, evaluation or
assessment procedure (Otunga et al., 2011).
Schemes of work are also very important for any subject teacher. Since it is a
teacher’s plan of work from the syllabus, it shows what is to be covered within a
specific period of time (MOE, 2008). It must give a suggested allocation of time for
the teaching of each section of the syllabus and perhaps give recommended textbooks.
Schemes of work make teaching both systematic and orderly since it ensures that
topics in the syllabus are taught in an orderly manner (Nasibi, 2003). Headteachersas
28
internal curriculum supervisors should check the teachers’ schemes of work to
facilitate effective teaching and learning in primary schools (Chenge, 2015).
Lesson plan on the other hand is prepared by the teacher before instruction and used
during the actual instructional process in order to have an efficient and effective
teaching and learning (Otungaet al., 2011:Nasibi, 2003) for academic performance
improvement. Teachers are required to prepare lesson plans for effective teaching and
learning and the lesson plan should be certified by the headteacher since it enables the
teacher to be familiar with the teaching content and to visualize the best way of
covering it (the content). Lesson plan give the teacher security and confidence from
having a well-developed and organized framework for the day’s instructions.
Record of work covered is another document that needs to be kept by the subject
teachers. Otungaet al., (2011) asserts that the record of work covered is a document
that helps the teacher to keep a clear account of the areas of the syllabus that are
covered. The headteacher should check to ensure that teachers keep the record of
work covered book in order for them to record what they have taught. To summarize,
instructional tools are very important for effective and efficient teaching and
evaluation of the teaching process
Various empirical studies have been done to establish how teacher preparation of
instructional tools influences academic performance of pupils. In Pakistan, Sultan and
Shafi (2014) explored the impact of perceived teachers’ competencies on learners’
performance moderated by perceived class environment. The sample consisted of 500
learners (250 male & 250 female) taken from public and private schools from the
rural areas. Results showed that perceived teachers’ competence related with the
preparation of lesson plans and notes predicted the learners’ academic performance.
29
In Nigeria, Akiri (2013) determined the effects of teachers’ classroom effectiveness
on learner’s academic performance in public secondary schools in Delta State,
Nigeria. The design was descriptive in nature and it involved 300 teachers. Results
showed that effective teachers produced better performing learners. However, the
observed differences in learners’ performance were statistically not significant. This
could be due to the influence of learner and school environment related factors that
were not included in this study.
Barineka (2012) focused on teachers competencies on learners’ academic
performance in school. The researchers used random sampling method to select six
out of 10 schools. A survey research design was used which facilitates uses of
questionnaire and learners Chemistry achievement tests. Findings showed that there
existed significant relationship between teachers’ competence and pupils performance
in chemistry. Chemistry learners who were taught by qualified teachers did perform
significantly well than those who were instructed by teachers who were unqualified.
Further, learners taught by more experienced teachers performed significantly better
than those whose teachers had few years of teaching experience. The research by
Barineka involved a small sample while this study covered a large sample.
Wamala and Seruwagi (2013) investigated the influence of teacher competence in
preparing lessons plans on the academic achievement of sixth grade learners in
Uganda. The investigation was based on data sourced from the Southern African
Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148
records of sixth grade learners enrolled in primary schools in Uganda. Results showed
learners’ high academic achievement in reading and numeracy was significantly
associated with high teacher preparation of lesson plans in their disciplines. The study
30
by Wamala and Seruwagi was in Uganda while this research was conducted in Kenya
primary schools.
Chenge (2015) investigated the preparation of instructional tools by teachers when
teaching life skills in Lugari Sub County. The research found out that majority of
teachers in secondary schools in the area did not prepare instructional tools.
Furthermore, the internal curriculum supervisors did not supervise and approve the
preparation and use of Instructional tools. These documents are prepared by the
teacher teaching a particular subject or course under the supervision of the internal
curriculum supervisors for effective implementation of the curriculum. The review of
literature shows that inadequate research has been conducted on instructional tools
preparation by teachers and academic performance in primary schools context. This
study sought to find out whether teachers prepare and utilise instructional tools when
teaching and their influence on pupils’ academic performance in public primary
schools in Chepkorio Ward.
2.7 Critical Review of Literature and Chapter Summary
The chapter has reviewed empirical and theoretical literature relating to influence of
teacher pedagogical competencies and learners academic performance in schools.
Various methodological, contextual and conceptual gaps have been noted. A research
by Sultan and Shafi (2014) in Pakistan included rural areas in their study only and
therefore, the results could not be generalised to the population of urban areas. This
research captured both urban and rural public primary schools in Kenya. The data
obtained was only quantitative paradigm:therefore, it was another limitation of the
study that qualitative tools have not been used for data collection. This study
combined both qualitative and quantitative data sources. Akiri (2013) research was
conducted in Nigeria on the influence of teacher competencies on school effectiveness
31
while this research focused on the influence of teacher competencies on academic
performance of pupils in primary schools in Kenya.
In Kenya, Chenge (2015) study was on the influence of instructional supervisor’s role
on approving and supervising preparation of Instructional tools the implementation of
life skills curriculum. This study was somewhat different as it looked at the
competencies of teachers in primary schools relating to their ability to prepare
instructional tools like schemes of work and lesson plans. Based on the above
observation, a research gap existed on the influence of teachers’ competencies and
academic performance of public primary school pupils in Chepkorio Ward.
32
CHAPTER THREERESEARCH METHODOLOGY
3.1 Introduction
This chapter describes the methodology of the study. The section provides a
description of the research design, location of the study, target population, sampling
procedure and sample size, instrumentation, piloting, data collection procedures and
data analysis. The chapter also presents the ethical procedures. Each of the sub-
headings mentioned above is discussed below.
3.2 Research Paradigm
This study on teacher competencies and its influence on pupils’ academic
performance followed a mixed method paradigm. This approaches combines use of
quantitative and qualitative research methods.
3.3 Research Design
Considering this study was a mixed method one, descriptive survey design was
chosen. A survey is a design used to assess thoughts, opinions, and feelings (Ogula,
2009). Survey research can be specific and limited, or it can have more global,
widespread goals. It describes or defines, often by creating a profile of a group of
problems, people or events, through the collection of data and tabulation of the
frequencies on research variables or their interaction (Kumar, 2014). This design was
considered appropriate for the study because it enabled the researcher to collect a
wide range of information from a large population with different characteristics and
from different geographical backgrounds(Mugenda,2009). Therefore, this research
design was used to determine the influence of teachers’ pedagogical competencies on
academic performance of pupils.
33
3.3 Location of the Study
This study was carried out in public primary schools in Chepkorio Ward, which is one
of the wards in Keiyo Sub-County, in ElgeyoMarakwet County. Chepkorio Ward
comprises foureducational zones, namely Mosop, Kitany, Chepkorio and Kapyemit.
The researcher chose the area because KCPE mean scores have been consistently poor
for the last five years and this prompted the researcher to undertake this research
(Table 1.1).
3.4 Target Population
The study population were all primary schools in Chepkorio Ward. The target
population for this research was drawn from public primary schools in Chepkorio
Ward. According to statistics from the Area Education Office, there are 47 public
primary schools in the area. Therefore, the study population comprised 47
headteachers and 521 teachers from 47 primary schools.
Table 3.1:Target population
Zones Teachers HeadteachersChepkorio 172 16Mosop 113 11Kitany 95 10Kabiemit 141 10Total 521 47Source:Chepkorio Education Office (2015)
3.5 Sampling and Sample Size
Sampling is the process of choosing a small group of people or things from the
population (Ogula, 2009). Considering the target population is large, the researcher
selected a sample size to be a representative of the whole population for teachers and
headteachers. Ogula cautions that the sample to be selected need to be representative
of the population. A sample was taken to act as a representative of the whole
population based on statistical formula provided by Role (2013):
34
Where n=sample size N=population size E=margin of error (e<0.05)The sample size for teachers was calculated as:
Therefore, the final sample size consisted of 42 (89.3%)headteachers and 226 (43.7%)
teachers totalling to 268 respondents. The Table 3.2 shows the sampling frame of the
study.
Table 3.2Sample size
Zones Teachers HeadteachersTarget Sample size Target Sample size
Chepkorio 172 75 16 14Mosop 113 49 11 10Kitany 95 41 10 9Kabiemit 141 61 10 9Total 521 226 47 42Source: AEO (2015)
Therefore, the final sample size for the study involved 42 headteachers and 226
teachers. The study utilised probability-sampling methods in selecting headteachers
and teachers. Headteachers and teachers were selected through stratified random
sampling. This is a method that combines stratified and simple random sampling
methods. Stratification was used because the respondents had been categorised into
educational zones. At first, the population of teachers was divided into zones to form
four strata that is Chepkorio,Mosop,Kitany and Kapyemit.A sample was then drawn
from each stratum at random based on their sample allocation. For instance, 75
teachers were selected from Chepkorio, 49 from Mosop, 41 from Kitany and 61 from
Kabiemit first. To conduct simple random sampling, lottery method was used. In
selecting 61 out of 141 teachers from Kabiemit zone, the researcher wrote the names
of the teachers in piece of paper, thereafter mixed them thoroughly in a trough, and
later picked randomly until the required sample size is achieved. This procedure was
35
repeated for teachers in Kitany, Mosop and Chepkorio zone. Utilising stratified
random sampling method ensures that each member of the population (with respect to
their zones) to had equal and independent chance of being selected as respondent
(Fraenkel&Wallen, 2006).The reason for choosing this method is that the sample of
teachers is proportionate to zonal population (Mugenda,2009).
3.6 Data Collection Instruments
The data collection instruments that were used to collect data from the selected
respondents were questionnaires, interview guide and document analysis. Selection of
these tools were guided by the nature of data to be collected, time available,
objectives of the study and the simplicity of the instruments.
3.6.1 Questionnaire
Structured questionnaires were used to collect the required information from teachers.
The questionnaires were prepared separately to match the study variables. According
to Kombo and Tromp (2006), questionnaires are widely used to obtain information
about current conditions and practices and to make inquiries concerning attitudes and
opinions quickly and in the precise form. Orodho (2012) noted that questionnaires
provide a cheap means of collecting data from large number of population. The
questionnaires contained both open and close ended questions. The questionnaires
were structured according to the objectives of the study. Section A involved questions
on demographic details of respondents, Section B, C, D and E contained questions as
per the objectives of the research. Moreover, some questions addressed in this study
had Likert scale questions to determine the extent to which teacher pedagogical
competencies influenced learning in schools in Chepkorio Ward.
36
3.6.2 Interview Guide
An interview guide was used for collecting primary datato obtain relevant information
on curriculum supervision in their schools. They were conducted to the headteachers
of the different schools that were sampled for the study. According to Creswell
(2013), the open-ended type of interview is the commonly used interview method as
the researcher asks the respondent unstructured questions, thus allowing the interview
to be more of a discussion. The approach created confidence on the part of the
respondents and as they gained interest on the subject, reliable, valid objective results
will be realized.
3.6.3 Document Analysis
The study also utilised document analysis tool to get information on the KCPE
performance of sampled primary schools over the period of five years. The tool also
checked the total number of teachers in a particular school.
3.7 Validity and Reliability of Research Instruments3.7.1 Validity
Validity refers to the degree to which results obtained from the analysis of data
actually represent the phenomena under study (Kumar, 2014). A valid instrument
should accurately measure what it is supposed to measure. Validity refers to the extent
to which an empirical measure adequately reflects the real meaning of the subject
under investigation (Creswell, 2013). To ensure the data acquired was valid in this
study, the following steps were taken: to enhance validity of instruments, pre-testing
was done to determine whether the questions were acceptable, answerable and well
understood. The feedback was used to validate the instruments in readiness for the
study. For validation purposes, the researcher formulated the questionnaire and
interview guide in person as per each research objective. In order to specify and
determine the content validity of the research instruments, the researcher consulted
37
the university thesis supervisors and experts whose input was used to improve the
questionnaire to ensure that the instruments were viable to collect data from the
intended area.
3.7.2 Reliability
Orodho (2012) define reliability as a measure of the degree to which a research
instrument yields consistent results or data after repeated trials. The reliability of the
research instrument was determined through test re-test technique. The test re-test
method of assessing reliability of data involves administering the same instrument
twice to the same group of subjects in an interval of two weeks and the results
compared. To determine the reliability of the research questionnaire, a Karl Person
correlation method was used to calculate the scores from both testing periods. If a
reliability index of above 0.7 is obtained, the instrumentis considered reliable
(Kothari, 2012).
The alpha statistics obtained for the four variables under study were: teaching
methods=0.765, teaching and instructional media=0.753, evaluation methods=0.751
and Instructional tools=0.723. The computed average alpha value was R=0.748 which
is above 0.7 as recommended by Kothari (2012). From the values, the instruments
were considered reliable and minor adjustments were made before administration to
the field.
3.7.3Piloting of Instruments
To test reliability of the questionnaires before the actual field research, the researcher
carried out a pilot study. The pilot study was carried out in one public primary schools
in Metkei Division that is one of the neighbouring divisions. Piloting was done to test
if the research instruments were capable of collecting the data required for the study.
Those involved in the pilot study did not constitute the final sample population.
38
According to Kumar (2014), piloting ensures that research instruments are stated
clearly and have the same meaning to all respondents. The piloting ensured the clarity
of the language that was used in the final instruments for the actual data collection.
After the questionnaires were found to be reliable the researcher then moved to the
next level of data collection that of issuing questionnaires to the respondents.
3.8 Data Collection Procedures
The study was conducted in 47 public primary schools in Chepkorio Ward. The
following instruments were utilised for data collection; questionnaire, document
analysis and interview guide. The researcher collected data by herself. The study
collected qualitative and quantitative data through various research instruments in the
study. After getting approval to conduct research, researcher then visited the
respective selected public primary schools to administer questionnaires to teachers.
The respondents were given instructions on how to fill the questionnaires by carefully
explaining to them. After responding to the questionnaires, the researcher then
collected them for data analysis. The researcher also visited local area education
offices to get data on KCPE performance for public primary schools in the area. The
researcher also conducted interviews with headteachers from sampled public primary
schools in the ward. The data was collected between May to October 2015.
3.9Data Analysis
Data analysis is the process of creating order, structure and meaning to the mass of
information collected (Kumar, 2014). The data collected was analysed using
quantitative and qualitative methods.Each data collected was checked for consistency
with data obtained from questionnaires inorder to eliminate misleading data that could
arise from misrepresentation of questions inthe questionnaires. Quantitative data were
coded, entered and analysed with the aid of the Statistical Package for Social Sciences
39
Version 20.0. Both descriptive and inferential statistics of data analysis were
employed.
In descriptive analysis, frequencies, percentages, mean and standard deviation were
used. While in inferential statistics, Pearson Product Moment Correlation was
employed. Quantitative data was presented in tables, pie charts and other graphical
illustrations. Qualitative data obtained from open-ended questions and interview
schedule were analysed using content analysis. According to Creswell (2013), content
analysis is comparing of the words used in the answers of the respondents. This was
done to look for themes and similar ideas or responses to the questions posed to the
respondents of which their information or feedback was translated into specific
categories for the purposes of analysis.
3.10 Ethical Considerations
Ethics has been defined as that branch of philosophy that deals with one’s conduct
and serves as a guide to one’s behaviour (Kumar, 2014). Moreover, these principles
are intended to protect research participants from harm (Fraenkel&Wallen, 2006). The
researcher sought permission from The National Commission for Science,
Technology and Innovation (NACOSTI). Permission was sought from the Assistant
County Commissioner, Area Education Office, headteachers and respondents who
participated in the study. In addition, the researcher sought appointment and consulted
with the schools headteachers to grant permission to administer questionnaires in their
schools.
The study ensured confidentiality and anonymity by allowing respondents to have
pre-eminence over time and extent to which they withhold or share information. All
the respondents were treated with respect and equality. Moreover, the principle of free
and informed consent was adhered to by emphasizing voluntarism, clear explanation
40
and sufficient detail of the nature of the research and procedures. The respondents had
the right not to answer questions or be interviewed, as it was voluntary. To confirm to
plagiarism guidelines, all sources were acknowledged in this thesis and included in
the reference section. Further, the plagiarism level was set below 20% as
recommended by Kisii University.
41
CHAPTER FOURRESULTS
4.1 Introduction
This chapter presents the findings of the study findings and discussions are presented
based on the objectives of the study. The data were collected from 184 teachers and
30headteachers who responded to research questionnaires and interviews. Data
collected was analysed using quantitative and qualitative methods and are presented
herein. The chapter also interprets the results of the study in relation to objectives.
Discussion is made in relation with past studies to confirm or disconfirm theories and
relevance of those studies. The presentation of the findings and discussions in this
chapter follows the research objectives that were:
1. To determine the influence of teaching methods on academic performance in
primary schools in Chepkorio Ward2. To establish the influence of utilisation of instructional media on academic
performance in primary schools in Chepkorio Ward3. To ascertain the influence of evaluation techniques on academic performance
in primary schools in Chepkorio Ward4. To find out the influence of preparation of Instructional tools on academic
performance in primary schools in Chepkorio Ward
However, at first background information of teachers who participated in the study
was ascertained and thereafter the presentation follows the key variables in the
research.
4.1.1 Demographic Data
The study sought to determine the demographic characteristics of respondents based
on their gender, level of education and work experience. The results on their gender
profiles are given in Table 4.1.
42
Table 4.1:Gender of Teachers
Category Frequency PercentMale 68 37.0Female 116 63.0Total 184 100.0
Table 4.1 shows that 116 (63.0%) of teachers were female and 68 (37.0%) were male.
this shows that the distribution of teachers in primary schools in Keiyo Sub County is
dominated by female teachers. The respondents were asked to give their highest level of education attained as
presented in Table 4.2.
Table 4.2: Teachers Highest Level of Education
Level Frequency PercentCertificate 46 25.0Diploma 88 47.8Degree 44 23.9Masters 6 3.3Total 184 100.0
Table 4.2 results shows that close to half 88 (47.8%) of teachers were diploma
holders, 46 (25.0%) were certificate holders, 44 (23.9%) had degree while 6 (3.3%)
had masters degree. The results show that teachers are advancing with their education
as only 25% were found to posses PI and PII level of qualifications. Most teachers
appear to have attained the minimum level of qualification to be primary school
teachers. Furthermore, the teachers were asked to indicate their age category. The results are
presented in Table 4.3.
Table 4.3: Age bracket
Category Frequency Percent20-30 years 36 19.631-40 years 60 32.641-50 years 66 35.951 years and above 22 12.0Total 184 100.0
43
Results from Table 4.3 show that 66 (35.9%) of teachers were aged 41-50 years, 60
(32.6%) were aged between 31-40 years, 36 (19.6%) were between 20-30 years and
only 22 (12.0%) were aged 51 years and above. The teachers were asked to indicate their teaching experience: the results are
presented in Table 4.4.
Table 4.4:Teaching experience
Span Frequency PercentLess than 2 years 4 2.22-5 years 28 15.26-10 years 40 21.711 years and above 112 60.9Total 184 100.0
Results from Table 7 show that majority 112 (60.9%) of teachers had taught for more
than 11 years, 40 (21.7%) was 6-10 years, 28 (15.2%) 2-5 years and only 4 (2.2%)
reported to have taught for less than 2 years. Teachers could have significant
understanding of the teacher pedagogical competencies influencing learning in
primary schools in Chepkorio Ward, Elgeyo-Marakwet County, Kenya.
4.1.2 Academic Performance of Primary Schools in Chepkorio Ward
The dependent variable for this study academic performance of pupils’ schools in
Chepkorio based on teachers’ responses regarding their pupils’ academic performance
in:C.A.Ts, homework and exercises, presentation of group reports and end term
examinations. KCPE mean scores were not used because some teachers failed to give
their school mean score and the researcher resorted to construct a Likert scale of five:
very high (5), high (4), average (3), below average (2) and poor (1) as a measurement
of academic performance. The results are given in Table 4.5.
Table 4.5:Academic Performance of Pupils in Primary Schools
Academic
performance
measurements
Poor Below
average
Average Above
average
Very high
F % f % f % f % f %
i. End term 0 0.0 4 2.2 80 43.5 56 30.4 44 23.9
44
examinationsii. Homework and
exercises
2 1.1 8 4.3 56 30.4 80 43.5 38 20.7
iii. C.A.Ts 0 0.0 6 3.3 88 47.8 64 34.8 26 14.1iv. Presentation of
group &
discussion reports
10 5.4 22 12.0 88 47.8 52 28.3 12 6.5
Mean
performance
3 1.6 10 5.5 78 42.4 63 34.3 30 16.3
The results of the study (Table 4.5) shows that 78 (42.4%) of teachers said that
performance of their schools is on average, 63 (34.3%) were found performance to be
above average, 30 (16.3%) recorded high performance, 10 (5.5%) had below average
performance while 3 (1.6%) had poor performance. this implied that moderate
performance in recorded in public primary schools. In constrast, Akiri (2013) found
out that there was declining performance in Nigerian schools. The results further
show that pupils tended to perform better in end-term examinations (23.9%) than
homework and exercises (20.7%), C.A.Ts (14.1%) and group reports (6.5%). This
information is corroborated with Aina and Olanipekun (2015) research that found out
that learners performance was average in Nigerian schools. This research thereafter
uses the Table 4.5 output to determine how they were influenced with various teacher
pedagogical competencies under this study.
4.2 Teaching Methods and Academic Performance in Primary Schools
The first objective of the study was to determine the influence of teaching methods
employed by teachers and academic performance in Chepkorio Ward primary
schools. Therefore, the teachers were asked to indicate the frequency to which they
applied the following methods: group discussions, problem solving, questions and
answers, brainstorming and demonstration in teaching using the following scale:
45
always (5), occasionally (4), sometimes (3), rarely (2) and never (1). The results are
presented in Table 4.6.
Table 4.6:Teaching Methods Used by Teachers in Schools (N=184)
Teaching
methods
Never Rarely Sometimes Occasionally AlwaysF % f % f % f % f %
i. Question and
answer
10 5.4 10 5.4 18 9.8 24 13.0 122 66.3
ii. Problem
solving
4 2.2 16 8.7 50 27.2 50 27.2 64 34.8
iii.
Demonstration /
modelling
8 4.3 14 7.6 42 22.8 68 37.0 52 28.3
iv. Group
discussions
8 4.3 14 7.6 44 23.9 80 43.5 38 20.7
v. Brainstorming
session
18 9.8 22 12.0 46 25.0 62 33.7 36 19.6
From the five teaching methods that teachers were requested to indicate the frequency
to which they used (Table 4.6), 122 (66.3%) of teachers acknowledged that they
regularly used question and answer method, 24 (13.0%) oftenapplied it, 18 (9.8%)
sometimes, 10 (5.45) rarely and only 10 (5.4%) did not utilise the method. On
problem solving method, 64 (34.8%) always used the method in their classrooms, 50
(27.2%) used occasionally, 50 (27.2%) sometimes, 16 (8.7%) rarely and 4 (2.2%) did
not use this method in their teaching. This agrees with Chenge (2015) observation that
teachers rarely used problem solving method in teaching and learning of life skills in
schools.
Results on the use of demonstration and modelling, 52 (28.3%) of teachers always
used, 68 (37.0%) occasionally applied, 42 (22.8%) applied the method sometimes, 14
(7.6%) used the method on rare times and 8 (4.3%) did not use this technique. In
agreement with the study results, Aina and Olanipekun (2015) research found out that
teachers in Nigerian schools occasionally used demonstration method in classroom
46
learning. Results further revealed that group discussion method was not regularly
preferred mode of teaching as 38 (20.7%) of teachers admitted that they always
utilised it, 80 (43.5%) utilised the method occasionally, 44 (23.9%) sometimes, 14
(7.6%) rarely and 8 (4.3%) did not use the method. In line with this study finding,
Chang (2010) research found out that group work was the preferred method of
teaching by teachers. Further, Odundo and Gunga (2013) found out that teachers
preferred to use group work as an approach to teaching in Kenyan schools.
On the fifth method, 36 (19.6%) reported that they used brainstorming and modelling
sessions regularly, 62 (33.7%) applied the method occasional times, 46 (25.0%)
sometimes, 22 (12.0%) rarely and 18 (19.85) did not used the method. Muraya and
Kimano (2011) support the view where they found out that modelling and
brainstorming sessions were not favoured by many teachers in schools. The average
computation of means and standard deviation for the results presented above show
that the mean average was 3.8 with a standard deviation of 1.11 that suggested that
teachers occasionally varied teaching methods in classrooms. Table 4.7 presents the
results on other methods of teaching used by teachers in classrooms.
Table 4.7:Other Teaching Methods that Teachers Use
Other teaching methods Frequency PercentageExperiments/practicals 20 10.9Debate 16 8.7Dramatisation 34 18.5Story telling 18 9.8Peer teaching 2 1.1Role play 14 7.6Project method 12 6.5
The mentioned teaching methods were not the only applied by teachers in primary
schools in Chepkorio Ward: through open-ended question, the teachers were asked to
indicate other methods that they used to teach their pupils in class. These methods
were: use of experiments (10.9%), debate (8.7%), dramatization, (18.5%), storytelling
47
(9.8%), peer teaching (1.1%), role play (7.6%) and project method (6.5%) as are
presented in Table 4.7.this finding is supported by Sultan and Shafi (2014) who found
out that improvement in learning environment through use of various pedagogical
competencies improved performance of learners in classroom.
The headteachers interviewed mentioned that question and answer method was used
in 5 (26.3%) schools, demonstration 4 (21.1%), discussion 4 (21.1%), child centred3
(15.8), experiment and practicals3(15.8). Project method, discovery learning,
storytelling, miming and role-play were used rarely in schools. This shows that
varieties of methods are used in schools where learner-centred methods feature
prominently as opposed to teacher-centred ones. The results are similar to Odundo
and Gunga (2013) whose findings confirmed that learner-centred instructional
methods accounted for a larger proportion of variance in the performance of students
in business studies. This is because learner-centred methods are more effective in
enhancing learning achievement in business studies than teacher-centred approaches.
To determine the relationship between teaching methods and academic performance,
a Karl Pearson correlation analysis was computed. This was arrived at after
computing the scores for teaching methods used by teachers against dependent
measures of academic performance that were on ordinal scale. The results are given in
Table 4.8.
Table 4.8:Teaching methods and performance of pupils in classroom
Teaching methods PerformanceTeaching
methods
Pearson Correlation 1 .229**
Sig. (2-tailed) .002N 184 184
Performance Pearson Correlation .229** 1Sig. (2-tailed) .002N 184 184
**. Correlation is significant at the 0.01 level (2-tailed).
48
The correlation results show that there exists positive relationship (r=0.229) between
teaching methods used by teachers and performance of primary schools in Chepkorio
Ward. The correlation also appears to be significant at 0.01 level which suggests that
continuous use of different approaches to teaching by teachers will raise the academic
performance of pupils in primary schools. In consistent with the study results,
Odundoand Gunga (2013) established that learning achievement was also associated
with teacher-centred instructional methods, including lecture, dictation and
chalkboard notes, as well as learner-centred approaches, including group discussions,
take-way assignments and brainstorming.
In addition, Kimaniet al. (2013) established that teachers’ provision of individualized
attention to weak students has a significant effect on academic achievement in
secondary schools in Nyandarua County. From the above studies, it is clear that
teacher usage of various instructional methods in classrooms will improve learning
which will later lead to better academic outcomes among pupils in schools. When
headteachers were asked to give their perception on how utilisation of various
teaching methods was done in their schools, one headteacher said that:They have made learning enjoyable, meaningful and real in daily life situation
and high level of knowledge is retention and is practical oriented.
Another headteacher indicated that: It promotes confidence among learners and creates room for competition.
The response made by headteachers underscores the importance of teachers utilising
various teaching methods as they increased learner understanding, learners gain
variety of skills and knowledge, performance is improved, learner centred methods of
teaching are fostered, increase competition in the classroom and encourages
teamwork. This calls for the teachers to take up the challenge of always shifting and
49
improving their teaching and learning approaches that are cooperative and child-
centred.
4.3 Utilisation of Instructional Media and Academic Performance of Pupils
The second objective of the study sought to determine the instructional media used by
teachers in learning in their classrooms and relationship to student academic
performance in primary schools in Chepkorio Ward. Therefore, the teachers were
given a list of seven instructional media to indicate the frequency of using them. They
were to use a scale of five: always, occasionally, sometimes, rarely and never. The
results of the analysis are presented in Table 4.9.
Table 4.9:Instructional Media Used in Learning N=158
Instructional
media
Never Rarely Sometimes Occasionally AlwaysF % f % f % f % f %
i. Textbooks 0 0.0 10 5.4 8 4.3 14 7.6 152 82.6ii. Reference
materials
2 1.1 16 8.7 34 18.5 42 22.8 90 48.9
iii. Charts and
maps
2 1.1 8 4.3 56 30.4 64 34.8 54 29.3
iv. Shapes and
geometry
6 3.3 16 8.7 56 30.4 68 37.0 38 20.7
v. Pictures 4 2.2 10 5.4 68 37.0 68 37.0 34 18.5vi. Models and
realia
4 2.2 18 9.8 56 30.4 84 45.7 22 12.0
vii. Radio 52 28.3 36 19.6 40 21.7 38 20.7 18 9.8
The results on Table 4.9 shows that the most commonly used instructional media by
teachers in Chepkorio Ward was textbooks 152 (82.6%) followed by reference
materials 90 (48.9%), charts and maps 54 (29.3%), shapes and geometry 38 (20.7%),
pictures 34 (18.5%), models and realia 22 (12.0%) and lastly radio 18 (9.8%). The
result confirms teachers’ utilisation of various forms of instructional media to
improve teaching and learning processes in classrooms. In making comparison, radio
was not used by 52 (28.3%) of teachers in primary schools in the division.
50
The non-use of radio by 28.3% of teachers could be due to lack of electricity and
radios in schools while some schools used to apply radio lessons for lower classes.
The results are different from Onsare (2014) findings whereby it was found out that
most of the audio and audio-visual cassettes available in schools were used to
supplement the teaching of literature in secondary schools. Secondary schools receive
bulk of allocation from the government making them to be in a position to purchase
audio-visual media unlike in primary schools. In United States, Darling-Hammond
(2006) advice that audio and audio-visual cassettes should be developed to serve dual
purposes for both literature and other skills like oral communication. This is likely to
help schools cut down on expenses used in acquiring instructional media.
The results further reveal that teachers relied on reference materials (48.9%) as the
second most important resource in improving teaching and learning process in
classrooms. The third most utilised resource material were charts and maps, pictures,
shapes and geometry, models and realia and lastly radio. On average, statistics shows
that the utilisation of instructional media was above average in majority of primary
schools in Chepkorio Ward. These findings are different from Onsare (2014) survey
of Kisii Sub County where results on lack of variety of instructional media are
appalling, in that, more than 80 percent of teachers of English reported absence of
these resources in schools. Copriady (2014) found out that lack of materials and
apparatus undermines the efforts to provide a good Chemistry practical or experiment.
To further assess the extent to which teachers improvised instructional media to boost
learning in classrooms. This was asked to answer the second research question.
Teachers’ responses are given in Table 4.10.
Table 4.10:Frequency of Instructional Media Improvisation
Rate of improvisation Frequency PercentNever 2 1.1
51
Rarely 14 7.6Sometimes 108 58.7Always 60 32.6Total 184 100.0
More than, half 108 (58.7%) of teachers indicated that they improvise instructional
media occasionally. Only, 60 (32.6%) of teachers admitted to be improvising
instructional media always. The result shows that teacher did not regularly improvise
resources for classroom teaching. The findings are supported by Chenge (2015) who
found out that teachers rarely improvised instructional media resources for teaching of
life skills in schools. This affected effective curriculum implementation.
The study further sought to find out the relationship between teacherinstructional
media use utilisation and academic performance of pupils in their classrooms. The
researcher computed average scores for teacher utilisation of instructional medias
against academic measurement data which were in ordinal scale. A Karl Pearson
correlation analysis was conducted to determine the direction and strength of the
relationship. The results are given in Table 4.11.
Table 4.11Instructional Media Use and Academic Performance
Instructional media Performance Instructional
media
Pearson Correlation 1 .144Sig. (2-tailed) .051N 184 184
Performance Pearson Correlation .144 1Sig. (2-tailed) .051N 184 184
Results from Table 4.11 shows that there exist positive relationship (r=0.144)
between instructional media use by teachers and performance of pupils in classrooms.
This implies that teacher continuous use of variety of instructional media rather than
textbooks and reference materials alone would improve learners’ academic attainment
in primary schools in Chepkorio Zone. This finding is supported by Bishop (1995)
who asserts that with a variety of resources, the schools can produce learners who are
52
intellectually alert, able to explore and benefit from what their education environment
offers them. In the study findings, the low correlation scores (r=0.144) is not related
to inadequacy of instructional media as revealed during headteachers interview.
It was established that 5 out of 9 headteachers acknowledged that they had adequate
instructional medias for teaching, 2 schools had instructional media but on an average
scale while 2 said that their instructional media were inadequate to be used by all
teachers to facilitate learning. The headteachers should supervise utilisation of
instructional media use by teachers in schools. This will aid in learners improving
their knowledge and competencies with what is required in their curriculum. In line
with the study findings, Barineka (2012) research in Nigeria found out that teachers
resourcefulness improved performance of learners in schools. This therefore means
that teacher competency in continuous utilisation of instructional media would
improve performance of learners in schools.
4.4 Evaluation Techniques and Academic Performance in Primary Schools
To ensure learners acquire knowledge, skills and attitude through learning, teachers
are supposed to regularly evaluate and assess the extent to which learners are
progressing with their studies. Therefore, the third objective of this study was to
investigate the extent to which teachers applied the following evaluation
techniques:C.A.Ts, exams, home work, group work, exercises, revision and quizzes in
their classroom through a scale of five: 1-Never, 2-Rarely, 3-Sometimes, 4-
Occasionally and 5-Always. The results are given in Table 4.12.
Table 4.12:Evaluation techniques used by teachers
Techniques N Mean Std. DeviationClass work exercises 184 4.5543 1.03875Revision 184 4.1304 1.05807Quizzes 184 4.0217 1.03468Homework 184 3.9783 1.01333Monthly exams 184 3.9783 1.11599
53
C.A.Ts 184 3.9565 1.00178Group work 184 3.3478 .98552Average scores for utilisation 184 3.9953 1.03545
The results shows that the utilisation of evaluation techniques by teachers in primary
schools in Chepkorio Ward was high (M=3.99 and SD=1.04). The teachers were
found to prefer evaluating learners through class work exercises more (M=4.5 and
SD=1.04) than other techniques. This coincides with Eka (2018) findings that showed
that teachers used class work exercises to evaluate learners in their classes in
Indonesia. The second utilised evaluation methods were revision questions (M=4.13
and SD=1.06). The fourth were quizzes (M=4.02 and SD=1.03). Looking at the
standard deviation scores for evaluation techniques, it is clear that they are high and
this could be because some teachers did not vary the frequency of use of various
evaluation methods.
The application of various evaluation techniques was not common across schools as
mean values suggests. This implied that every teacher had their own way(s) through
which they assessed learners’ academic progress. The findings are consistent with
Copriady (2014) who found out that teacher’ competencies in planning, designing,
implementing and evaluation are at the moderate level in most schools. The results
further showed that the least preferred technique of evaluation learners was through
group work (M=3.34 and SD=0.98). This was occasionally used in majority of
schools as confirmed by standard deviation scores. In addition, it was also found out
that teachers preferred other evaluation methods as opposed to continuous assessment
tests (M=3.95 and SD=1.00) and monthly exams (M=3.97 and SD=1.12). The result
is disconfirmed byOdundo and Gunga (2013) study that found out that teachers
initiative of giving out take-away assignments accounted for the largest proportion of
54
variance in student performance. This implied that subjecting learners to take-away
assignments improve performance of learners in examinations.
Moreover, Onsare (2013) found out that the absence of continuous assessment tests
affected both teaching and formative evaluation of oral skills. This is because teachers
develop the tendency of disregarding continuous evaluation of the curriculum
objectives and concentrate on terminal evaluation of oral skills. The rare usage of
C.A.Ts and monthly exams could be because majority of schools source their
examinations through their zonal offices and the exams usually capture the whole
syllabus. This affects learners’ academic development, as some teachers are usually
not in a position to complete syllabus in time due to various reasons brought by the
implementation of free primary education like: lack of enough instructional media,
inadequate teaching staff, high pupil population and poor infrastructure in primary
schools.
Furthermore, to get teachers opinion on other methods utilised in evaluating learners
in their schools, through open-ended question: the teachers were asked to give other
techniques they used to evaluate learners. The results are illustrated in Table 4.13.
Table 4.13:Other Evaluation Methods Preferred by Teachers in Schools
Evaluation methods Frequency PercentOral questions 54 29.3Written questions 32 17.4Comprehension 12 6.5Through listening and speaking 6 3.3Remedial learning 2 1.1
Results from Table 4.13 shows that other methods that teachers used were: use of oral
questions 54 (29.35), written questions 32 (17.4%), comprehensions 12 (6.5%),
listening and speaking 6 (3.3%) and remedial learning 2(1.1%). The application of the
evaluation techniques mentioned could have significant effect on the learning in
classroom and lastly on the academic outcomes. This is supported by Wamala and
55
Seruwagi (2013) research in Uganda that found out that teachers pedagogical
competency in using various summative and evaluation methods improved
performance of learners in classroom. .
To establish the relationship between teachers use of various evaluation methods, a
correlation analysis was computed. This was after computing average results for the
frequency of teachers’ evaluation against scores for academic performance that were
on ordinal scale of five. The results are given in Table 4.14.
56
Table 4.14:Relationship between Evaluation Methods and Academic
Performance
Evaluation methods PerformanceEvaluation
methods
Pearson Correlation 1 .111Sig. (2-tailed) .134N 184 184
Performance Pearson Correlation .111 1Sig. (2-tailed) .134N 184 184
Table 4.14 shows that there exists a positive relationship (r=0.111) between teacher
use of evaluation methods and academic performance in primary schools. The results
indicate that teachers utilisation of various techniques of evaluation could predict
positive academic outcomes while application of less evaluation methods could
hamper academic performance as a teacher will not be in a position to know areas
through which learners are strong and weak. The study findings confirms with
Kimaniet al. (2013) who concluded that there was a significant relationship between
teachers’ administration of students’ assignment and academic achievement in
secondary schools in Nyandarua County.
Frequency of teacher evaluation of students’ C.A.Ts results had a significant effect on
academic achievement in secondary schools in Nyandarua County. In addition,
Kapambwe (2010) conducted a study in Tanzania and established that teacher
evaluation of C.A.Ts for students was also statistically significant in academic
achievement. These results from Kimani and Kapambwe together with teachers’
responses underscores the importance of evaluation in improving pupils learning in
schools. The results are corroborated with headteachers’ responses where one
Headteacher remarked that:
57
“…this enhances easy curriculum implementation since teacher gets an
opportunity to identify areas well taught and covered and areas where still not
covered and need to be covered.”
Another headteacher also indicated that:“…it promotes teamwork among the teachers and sense of healthy completion
among learners is cultured. It also encourages sequential coverage, hence
quality teaching.”
The responses made by headteachers show the significance of evaluation of learners
regularly in schools as it has been found to helpful in assisting teachers to identify
areas of weaknesses among pupils and provide avenues for improvement.
Evaluation(formative and summative) brings in the culture of health competition in
classrooms, assist in talent discovery, monitor teacher performance, helps in
evaluating the effectiveness of teaching methods and helps in assessment of
curriculum implementation levels in schools. The findings therefore suggest on the
need for teachers to regularly give learners assignments and be firm on them to
complete the assignments (Kimaniet al.,2013). Moreover, school administrators must
regularly supervise teachers work and ensure that pupils’ assignments are marked.
When these evaluation practices are regularly done, performance of pupils in schools
increases significantly.
4.5Teachers’ Preparation of Instructional tools and Academic Performance
Instructional tools and resources are materials that teachers use during lesson
planning. They are important as they set out what to be taught at a particular time,
resource to be used and even the length of a particular topic in a syllabus. Through the
Ministry of Education, every teacher in school should be in a position to
prepare:schemes of work, lesson plan, lesson notes, records of work covered and
pupilsprogress records. They are required to be in possession of the syllabus, time
58
tables and pupils attendance registers when going for classroom session. The fourth
objective of the study was to determine the rate at which teachers prepared the above
mentioned Instructional tools in teaching and learning process. This was through
teachers giving their responses in a scale of five: never, rarely, sometimes,
occasionally and always. The results of the analysis are presented in Table 4.15.
Table 4.15:Frequency of teachers’ preparation of Instructional tools
Instructional
tools
Never Rarely Sometimes Occasionally Alwaysf % f % f % f % f %
i. Schemes of
work
8 4.3 4 2.2 14 7.6 34 18.5 124 67.4
ii. Lesson plan 6 3.3 4 2.2 30 16.3 48 26.1 96 52.2iii. Progress
records
4 2.2 6 3.3 24 13.0 54 29.3 96 52.2
iv. Lesson
notes
6 3.3 16 8.7 30 16.3 44 23.9 88 47.8
v. Records of
work covered
4 2.2 14 7.6 58 31.5 32 17.4 76 41.3
The results on Table 4.15 shows that teachers prepared schemes of work 124 (67.4%)
regularly compared to lesson plans 96 (52.2%), progress records 96 (52.2%), lesson
plans 88 (47.8%) and lastly records of work covered 76 (41.3%). The finding shows
that the commonly used professional document by teachers in Chepkorio Ward
primary schools was schemes of work. This is in agreement with Onsare (2013)
results from Kisii County where most teachers of English relied on the schemes of
work and the syllabus book but not lesson plans in teaching of oral communication
skills. Onsare blamed this situation among teachers in schools due to inadequate
planning by teachers. The same was observed in Malawi by Susuwele-Banda (2009)
who found out that inadequate teacher preparation influence learners performance in
mathematics.
59
The results further showed that teachers (less than 10) failed to prepare the
professional developments in their school. From the above findings, it is evident that
majority of teachers occasionally preparedinstructional tools in their schools and this
could affect curriculum delivery and completion of syllabus. This is confirmed
byKapambwe (2010) who found out that timely completion of syllabus significantly
influenced academic achievement. Schools where teachers completed the syllabus
three months before the examinations had higher grades compared to schools where
teachers completed the syllabus in time for or a month to national examinations.
Moreover, to ensure that teachers regularly prepare and update their instructional
tools, internal supervisors: herein referred to as headteachers are supposed to oversee
their preparation in schools. Therefore, the teachers were asked to state the frequency
to which headteachers and their deputies approved the preparation of Instructional
tools in schools and the extent to which teachers utilised the approved documents in
classroom teaching. The results are illustrated in Table 4.16.
60
Table 4.16:Extent of supervision and utilisation of Instructional tools
Instructional tools supervision,
approval & utilisation
Never Rarely Sometimes Alwaysf % f % f % f %
i. Extent to which internal
curriculum supervisors (ICSs)
oversee preparation of
Instructional tools
4 2.2 10 5.4 96 52.2 74 40.2
ii. Extent to which ICS approve
use of Instructional tools
0 0.0 10 5.4 62 33.7 112 60.9
iii. Frequency to which teachers
utilise Instructional tools
4 2.2 20 10.9 48 26.1 112 60.9
The results reveal that 74 (40.2%) of headteachers in primary schools regularly check
the teachers preparation of Instructional tools in public primary schools, 96 (52.2%)
said that they sometimes oversaw while 4 (2.2%) of teachers said that headteachers
(internal curriculum supervisors) do not oversee the preparation of these documents.
The results concur with the previous findings (Anselmus, 2011; Chika, 2012) that
showed that not all teachers prepare instructional tools.There is inadequate
supervision and guidance from the headteachers and their deputies in ensuring
instructional tools were prepared by teachers. After preparation of instructional tools,
they have to be approved by ICS, and results shows that most 112 (60.9%) of
headteachers approved them always, 62 (33.7%) approved them sometimes and only
10 (5.4%) approved them on rare occasions.
An observation is made on the above results where 38 (20.7%) of teachers in primary
schools in Chepkorio Ward were not supervised during preparation of schemes of
work and other documents by their Internal Curriculum Supervisors (ICSs). This
shows weak supervision by headteachers in overseeing the preparation of these
documents in schools as it contravenes Education Act (2013) provisions. The findings
further revealed that a significant portion 112 (60.9%) of teachers always used the
61
Instructional tools in their day-to-day teaching, 48 (26.1%) used them sometimes, 20
(10.9%) rarely used them while 4 (2.2%) did not use Instructional tools as they had
not prepared.
This information was supported by most 5 (26.3%) of the headteachers interviewed
who indicated that they were satisfied with the utilisation of Instructional tools by
teachers in classrooms while 4 (21.1%) headteachers said that it was fairly utilised.
Similar to study findings, Onsare (2013) found out that teachers of English do not rely
on planning for the oral skills that they teach in Kisii County. McRae (2012) noted
that planning (especially lesson plans) was not critical in the teaching of oral
communication because teachers felt that other skills could be taught effectively
where lesson plans are not used. This shows that inadequate supervision is common
across primary schools hence poor academic performance in final examinations. None
of the headteachers mentioned that the level of utilisation of Instructional tools by
teachers in their schools as low. The result implies that for teachers to effectively
delivery curriculum objectives and syllabus expectations, preparation of the
professional document is critical: however, some teachers do not prepare them
regularly while others do not use and this greatly affect classroom learning.
To check on the relationship between teachers’ preparation of Instructional tools and
academic performance, a correlation analysis was computed. This was facilitated by
taking average results for frequency of teachers’ preparation of Instructional tools
against academic performance. The results are given in Table 4.17.
62
Table 4.17Preparation of Instructional tools and academic performance
Professionals documents PerformanceInstructional
tools
Pearson Correlation 1 .136Sig. (2-tailed) .065N 184 184
Performance Pearson Correlation .136 1Sig. (2-tailed) .065N 184 184
The results in Table 4.17 show that there exist a positive relationship (r=0.135)
between teachers’ preparation of Instructional tools and academic performance. The
result therefore implies that continuous preparation, supervision and usage of
Instructional tools will lead to improved academic outcomes in primary schools. The
findings are in agreement with Kimaniet al. (2013) who found out teachers who
prepared instructional tools early had a significant effect on academic achievement in
secondary schools in NyandaruaCounty. The r-values appear to be low and this is
because there was inconsistency in preparation of these documents and performance
of majority of schools was on average.
4.6 Challenges Teachers Encounter during Teaching and Learning Process
The study further wanted to establish the hindrances to effective teaching and learning
in schools. Therefore, teachers were asked (through open-ended question) to list
challenges that they encountered in teaching and learning process in their schools.
The results of the analysis are presented in Table 4.18.
63
Table 4.18: Challenges teachers encounter during teaching and learning process
Challenges Frequency PercentLimited instructional media and facilities 70 38.0Weak pupils 40 21.7Language barrier 24 13.0Absenteeism 22 12.0Cheating 12 6.5High pupil: teacher ratio 10 5.4Fatigue 6 3.3
The responses from teachers shows that limited instructional and education resources
in schools as the major impediment to effective teaching in classrooms. Other
challenges are: weak pupils, language barrier, absenteeism, cheating, high pupil:
teacher ratio and fatigue among teachers. Similarly, the challenges are not prevalent in
Chepkorio but also in other areas of the country. For instance, Onsare (2013)
established that lack of motivation was hindering the development of oral skills.
Teachers did not enjoy any external motivation, so that classroom work ended up
simply being a routine.
The Examination Council that did not examine oral skills itself was a factor that de-
motivated teachers especially in the teaching of speaking as a skill. Yet, some
teachers complained that the lack of oral exercises in the textbooks currently used to
teach English was a setback. To address the challenges they faced, they suggested the
following measures to be addressed by those responsible (Table 4.19).
64
Table 4.19:Solutions to teacher pedagogical challenges in teaching and learning
Solutions Frequency PercentAvail enough teaching/instructional media 64 34.8Motivational talks 32 17.4Increase of motivational allowances 18 9.8Encouraging the pupils to speak English language
which will enable them to perform well
18 9.8
Improvise teaching and instructional media 14 7.6Extra tuition 8 4.3Employ more teachers 6 3.3Strict supervision 6 3.3Providing feeding programme 4 2.2Starting of boarding facility 2 1.1
The suggestions provided by teachers is that teaching and instructional media should
be availed in schools, introduce motivational talks to pupils, increase motivational
allowances to teachers and encouraging pupils to speak English language which will
enable them to perform well.
4.7 Chapter Summary
The following chapter has tackled the research findings and discussions made with
reference to previous literature. It has been found out that the performance of pupils in
schools is dependent on the four teacher pedagogic competencies studies. The next
chapter presents the summary of the study findings, conclusions and
recommendations.
65
CHAPTER FIVEDISCUSSION
5.1 Introduction
This chapter presents the summary of the main findings, conclusions and
recommendations. Suggestions of areas for further research are indentified on the
influence of teacher pedagogical competencies on academic performance in primary
schools in Chepkorio Ward, Elgeyo-Marakwet County, Kenya.
5.2 Summary of Findings
The study was conducted in light of the fact that quality of education being delivered
in public primary schools in Chepkorio Ward have been on the declining trend in the
past five years (2012-2016). Therefore, the study sought the perception of teachers
and headteachers on the relationship between teacher pedagogical competencies used
in classrooms and academic performance in primary schools in the area. The study
utilised questionnaires and interviews as main instruments for data collection. The
following sub-sections present the summary of study findings based on objectives of
the study:
5.2.1 Teaching Methods and Academic Performance in Primary Schools
The first objective examined the influence of teaching methods used by teachers on
academic performance of pupils. It was found out majority (66.3%) teachers favoured
the use of question and answer method as a main teaching method. Problem solving
and demonstration methods were also found to be prevalent methods favoured by
teachers in primary schools in Chepkorio Ward. The study found out there has been a
significant shift from teacher-centred method of teaching to more learnerscentred
approach. Headteachers interviewed also supported this. From their responses, it was
66
established that application of various teaching methods raised pupils’ performance in
schools. It was also evident that teachers’ application of various teaching methods
encouraged learners mastery and understanding of the content taught. The relationship
between teaching methods and academic performance was positive. The hope is that
teachers continuous utilisation of various teaching methods could influence learning
in classroom hence better performance in examinations.
5.2.2 Utilisation of Instructional media by Teachers and Academic Performance
in Primary Schools
The study results revealed that majority (82.6%) of teachers still relied on textbooks
and other reference materials as main instructional media in teaching and learning
process in Chepkorio Ward schools. The headteachers reported that these resources
were most adequate as the government had increased their provision to schools.
However, the study found out that radio lessons and use of models and realia in
schools was low. Information from headteachers suggested that some teachers were
not comfortable while others were not in a position to utilise or improvise
instructional media in teaching. Computed correlation results revealed that there exist
a positive relationship between teachers frequent utilisation of various instructional
media on academic performance that ultimately raised pupils’ academic performance.
This implied that increase in teachers mixing: variation and improvisation of
educational media resources could improve performance of schools significantly.
5.2.3 Teacher Application of Evaluation Techniques and Academic Performance
in Primary Schools
As the third objective of the study, various evaluation methods (formative and
summative) used by teachers in classrooms were analysed. It was established that
teachers relied on questions and class work exercises mostly as evaluation tools. Due
67
to the high number of pupils enrolled in primary schools, schools were not in a
comfortable position to administer and evaluate learners’ education progress on
regular basis as happens in private primary schools. Standard deviation scores
computed showed that teachers in primary schools across the division utilised various
evaluation techniques in checking their learners’ progress. From their responses, all
headteachers accepted that constant evaluation was significant in that it resulted to
health competition among learners, assisted schools to determine the syllabus
coverage, helped teachers in identifying areas to improve on and improved quality of
learning in schools.
Correlation results showed a positive degree of association between evaluation
techniques and academic performance which was measured through academic
performance in schools. This meant that teachers continuous use of evaluation
methods like:C.A.Ts, revision exercises and monthly exams could raise learners
understanding and mastering of subject content hence improved academic
performance.
5.2.4 Teacher Preparation of Instructional tools and Academic Performance in
Primary Schools
Instructional tools that the study found to be commonly used by teachers in primary
schools in Chepkorio Ward were: schemes of work, records of work covered, lesson
notes and progress records. Majority 67.4% of teachers were found to be always
preparing schemes of work. However, despite teachers preparing Instructional tools,
only 60.9% of them acknowledged that ICSs approved them and the same proportion
(60.9%) said that they always utilised the Instructional tools in their teaching.
Nevertheless, almost all of the headteachers agreed that they were satisfied with the
preparation and utilisation of Instructional tools by teachers in primary schools in
68
Chepkorio Ward. To check on the association between preparation of Instructional
tools and academic performance in primary schools, Karl Pearson results showed a
positive degree (r=0.136) between teachers preparation of Instructional tools and
academic performance in primary schools in the area. This implied that teachers
continuous preparation, supervision, approval and utilisation of the documents
resulted to improved academic performance by pupils in primary schools in
Chepkorio Ward.
69
CHAPTER SIXCONCLUSIONS AND RECOMMENDATIONS
6.1 Conclusions
The study established that teachers’ pedagogical competencies are critical in
improving learning which later results to improved academic performance of primary
schools in Chepkorio Ward. The combined statistics of performance in KCPE
examinations showed that the division has recorded average performance in the last
five years: 2012, 2013, 2014, 2015 and 2016. The study found out that teachers
utilised question and answer method, problem solving and demonstration as main
method of teaching. Correlation results showed that there is a significant positive
degree of association (r=0.229) between teaching methods and academic performance
in primary schools in Chepkorio Ward. The findings meant that teachers who used
various teaching methods were able to post positive results in their classes than those
who relied on one method of teaching. On looking at the influence of teaching instructional media on academic performance
in primary schools, responses from headteachers showed that basic instructional
media (textbooks and reference books) were available and adequate in majority of
primary schools in Chepkorio Ward. Correlation results showed that there existed a
positive relationship (r=0.144) between utilisation of various instructional medias and
academic performance of primary schools. This implied that teachers who regularly
alternated and improvised teaching aids while teaching were able to post positive
good academic outcomes unlike those who relied on other conventional teaching aids.
The study also found out that due to high pupil: teacher ratio, majority of schools
were not in a position to conduct monthly examinations and continuous assessment
tests regularly. Nevertheless, the study found out that teachers relied on class work
exercises, revision questions and quizzes to regularly evaluate learners in their
70
schools. Computed Pearson statistics showed that there exist positive relationship
(r=0.111) between teachers utilisation of various evaluation techniques and improved
academic performance in schools. Schools that tested and conducted evaluation of
their pupils more often posted positive results unlike those that irregularly or rarely
tested their pupils.
The study also found out that teacher pedagogical competency in preparing
Instructional tools was critical. Various Instructional tools like schemes of work,
lesson plan, lesson notes, progress records and syllabus books were occasionally
available in schools. However, the study found out that only 60.9% of teachers
regularly prepared and utilised Instructional tools in classroom learning. Correlation
results showed that a positive increase in teachers’ regular utilisation of Instructional
tools raised academic performance in primary schools in Chepkorio Ward.
71
6.2 Recommendations
The study makes the following recommendations based on the results of the study:
(i) To improve teachers’ pedagogical approaches in teaching methods, in-service
training is required. This will be facilitated through the ministry of education,
schools and teachers themselves. In addition, the study suggests that there is
need for constant supervision of teaching by quality assurance and standards
officers (QASOs) to ensure effective teaching in classrooms. (ii) To improve teachers’ utilisation and improvisation of instructional media, the
study recommends that headteachers should monitor and ensure teachers use
variety of teaching aids in teaching since most schools were found to have the
resources. Schools also need to invest in new educational media resources to
match with other schools that use technology in classrooms in other areas of
the county. (iii) To address evaluation problems, teachers should regularly provide continuous
assessment tests and monthly examinations to monitor pupils’ academic
progress and check on the syllabus coverage. (iv) There is need for headteachers to regularly advice, monitor, approve and
oversee the utilisation of Instructional tools by teachers to improve classroom
learning.
6.3Suggestions for Further Research
The study recommends further research to be done on:
(i) Effectiveness of internal curriculum supervision in improving learning in
classrooms in primary schools (ii) Impact of formative evaluation on academic performance of pupils.(iii) Influence of pupils characteristics on academic performance of pupils.
72
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APPENDICESAPPENDIX I: INTRODUCTORY LETTER
Dear participant,
I am a Master of Education student (M.ED) in the Department of Curriculum,
Instruction and Educational Management at Kisii University, carrying out a research
study on: “Influence of Teachers Pedagogical Competencies on Pupils Academic
Performance in Public Primary Schools in Chepkorio Ward, ElgeyoMarakwet
County, Kenya.”The information collected will be used to make recommendations for
improvement of the teaching and learning process of primary school pupils.
You are therefore kindly requested to participate as best as you can to items in the
questionnaire/interview guide. The information provided will be treated with utmost
confidentiality and will be used only for the purpose of this study.
Let me take this opportunity to thank you in advance for taking part in this study.
Yours sincerely,
TEYGONG LOICE JEBIWOTStudent Kisii University
APPENDIX II: QUESTIONNAIRE FOR TEACHERS
Instructions: Please do not write your name or that of your school anywhere on this questionnaire.
Tick [√] where appropriate or fill in the required information on the spaces provided.
Section A: Demographic Data1. Gender
Male [ ] Female [ ] 2. What is your highest level of education?
Certificate [ ] Diploma [ ] Degree [ ] Masters [ ]3. What is your age bracket?
20- 30 years [ ] 31 - 40 years [ ] 41 -50 years [ ] 51 – Above [ ]
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4. How long have you been in teaching profession?0-1 years [ ]2- 5 years [ ] 6-10 years [ ] 11 and above [ ]
Section B: Teaching Methods 5. Indicate how you frequently apply the following methods while teaching. Use the
following scale: always (5), occasionally (4), sometimes (3), rarely (2) and never (1).
Teaching methods 1 2 3 4 5
(i) Group discussions
(ii) Problem solving
(iii) Question and answer
(iv) Brainstorming session
(v) Demonstration / modelling
Apart from the teaching methods identified above, what other methods do you use in
teaching pupils in your class? __________________________________________________________________________________________________________________
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Section C: Instructional media Use 5. As a teacher, how frequent do you utilise the following instructional media in
teaching and learning process in classroom? Use the following scale: always (5),
occasionally (4), sometimes (3), rarely (2) and never (1).
Extent of instructional media use 1 2 3 4 5(i) Textbooks (ii) Models and realia(iii) Pictures (iv) Radio (v) Reference materials (vi) Charts and maps(vii) Shapes and geometry
6. To what extent do you improvise instructional media to boost learning in
classrooms? Always [ ] Sometimes [ ] Rarely [ ] Never [ ]
Section D: Evaluation Techniques 7. The following section seeks your opinion on how frequent you conduct evaluation
of your pupils’ academic progress in your class. The following table shows the list of
various evaluation techniques applied in schools and you are requested to indicate the
frequency of use on the following scale: always (5), occasionally (4), sometimes (3),
rarely (2) and never (1).
Frequency of evaluation techniques 1 2 3 4 5(i) Continuous assessment tests (ii) Monthly exams (iii) Homework (iv) Group work (v) Class work exercises (vi) Revision (vii) Quizzes
8. Which other techniques do you use to evaluate your learners understanding of the
subject and concepts being taught in class? _______________________________________________________________________________________________________
Section E: Preparation and Utilisation of Instructional tools9. As a teacher, it is a requirement that you prepare Instructional tools and deliver
them for approval to your internal curriculum supervisor in school. The following
table seeks your opinion on the extent to which you prepare Instructional tools in your
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school. Use the following scale: always (5), occasionally (4), sometimes (3), rarely (2)
and never (1).
Professional document preparation 1 2 3 4 5(i) Schemes of work (ii) Lesson plan (iii) Records of work covered (iv) Lesson notes (v) Progress records
10. How frequent do your internal curriculum supervisor (e.g. headteacher/deputy)
oversee the preparation of Instructional tools in your school? Always [ ] Sometimes [ ] Rarely [ ] Never [ ]
11. How frequent do your internal curriculum supervisor (e.g. headteacher/deputy)
approve Instructional tools in your school? Always [ ] Sometimes [ ] Rarely [ ] Never [ ]
12. How frequent do you utilise Instructional tools in teaching and learning process in
classroom?Always [ ] Sometimes [ ] Rarely [ ] Never [ ]
Section F: Academic Performance in Schools 13. Rate the performance of pupils in your class (where you are a class teacher?)
Very high [ ] High [ ] Average [ ] Below average [ ] Poor [ ] 14. What has been the performance of your learners in KCPE examinations (school
mean score) for the past three years?2014 ____________ 2015 ____________________ 2016 __________
15. The following statement seeks your response, on the performance of pupils in
your class on the following learning activities. Use the following scale: Very high (5),
High (4), Average (3), Below average (2) and poor (1)
Examinations 1 2 3 4 5(i) Continuous assessment tests (ii) Homework and exercises (iii) Presentation of group reports (iv) End term examinations
16. What challenges do you encounter during teaching and learning process in your
school? (Mention them) ______________________________________________________________________________________________________________________17. How can the above mentioned challenges be addressed? _________________________________________________________________________________________
_____________________________________________________________________
The endThank you
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APPENDIX III: INTERVIEW GUIDE FOR HEADTEACHERS
The following interview seeks your opinion as a headteacher in relation to how
teacher pedagogical competencies influence learning in your school. 1. (a) How long have you worked as a headteacher? ___________________________ (b) What is your opinion on the performance of learners in your school for the past
four years? ________________________________________________________________________________________________________________________________2. How many teachers do you have currently in your school? (From TSC) ________3. (a) What are the teaching methods employed by majority of teachers in your
school? _____________________________________________________________________________________________________________________________(b) As a headteacher, how does the utilisation of various teaching methods influence
academic performance in your school? __________________________________________________________________________________________________________
_____________________________________________________________________4. Do you have adequate instructional media in your school? ______________________________________________________________________________________(b) If yes, could you please give examples of instructional media available ___________________________________________________________________________
_____________________________________________________________________5. (a) How frequent is evaluation conducted in your school? Specify the technique (s)
of evaluation and frequency to which the technique(s) of evaluation is applied ___________________________________________________________________________
_____________________________________________________________________
__________________________________________________________________________________________________________________________________________(b) As a headteacher, what is your opinion on the influence of evaluation techniques
in your school? _____________________________________________________________________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________6. (a) What are the most common Instructional tools utilised by teachers in your
school? (Name them) ___________________________________________________
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_____________________________________________________________________
_____________________________________________________________________(b) Are the Instructional tools fully utilised by teachers in classrooms? ___________________________________________________________________________7. What is your view regarding the influence of teacher pedagogical competencies on
academic performance in school? ______________________________________________________________________________________________________________
_____________________________________________________________________The end
Thank you
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APPENDIX IV: DOCUMENTATION ANALYSIS
The researcher analysed the following documents:
1. KCPE Performance Reports (2012-2016)
2. Number of teachers in Chepkorio Ward
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APPENDIX V: NACOSTI AUTHORITY LETTER
88
APPENDIX VI: RESEARCH PERMIT
89
APPENDIX VII: PUBLICATION
.
90
APPENDIX VIII: CHEPKORIO WARD MAP
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