CHAPTER ONE

INTRODUCTION

            Background to the Study

Instructional resources are the different kinds of materials or resources that teachers and classes use in the teaching-learning processes in order to make it more effective and productive (Onuoha 2011). Sometimes the term instructional resource is used interchangeably with other terms like teaching-learning materials, instructional materials, instructional aides, teaching resources, audio-visual aids, curriculum materials, and educational materials and so on although slight differences may exist among these terms. Ofoegbu (2009) defines teaching resources as those resources that facilitate the achievement of goals of education.

It is important to study geography because it impacts the development of cultures and civilization and helps put current events in context. Geography not only puts current events in perspective, it helps us understand history (Lambert, 2011). For instance, a person can‘t understand World War II without understanding the roles of the continental Russian Winter or the English Channel. Geography allows you to understand the place where you live. People settle in specific places because of the landscape. For example, cities are almost always built on a river or other reliable water supply (Butt, 2011). According to Standish (2009), Geography helps you understand and appreciate the incredible diversity of cultures around the world. Geography has a fundamental relevance to young people because it relates to many aspects of their lives and the environment in which they are growing up … study at regional, national, international and global level is

required as … all are vital for pupils‘ understanding of the increasingly complex interdependent global village in which we live‖( Rigg, 2007 p. 89).

According to Nazli (2009) there are problems and difficulties faced in learning Geography. His study established that the main problems are that instructors are not sufficient in geography education; that the removal of some geography courses in the syllabus negatively affects geography education; and that teacher trainees in the field have low motivation. When planning for teaching and learning in the area of geography a variety of teaching strategies need to be considered (Standish, 2009). When the teacher is designing, planning, and structuring geography lesson, potential areas of difficulty may emerge for these students as they engage with classroom experiences and methodologies while learning Geography. Therefore is a need to use some resources to facilitate the teaching and learning of Geography.

There are many problems to effective management and use of instructional materials. The first problem is the kind of resources teachers in public schools in use to teach Geography (Rutoh & Ndolah, 2013). Kinds of instructional materials to be used in the geography teaching include World Globe which is essential instructional media that a geography teacher should always make reference during his/her teaching. It can be used to teach topics such as the earth‘s spherical shape, latitude, and longitude, global land and water distribution, world continents, locations of places on the globe, rotation and revolution of the earth among others (K.I.E, 2002). Maps are the important tools while teaching geography by the teacher for locations of places on the maps; atlas can be conveniently used (Rutoh & Ndolah, 2013). However, all these depend on the

availability of these various types of maps in the school, models, charts, diagrams and pictures, real objects, meteorological instruments and Chalkboards just to mention a few.

The study was informed by the fact that Geography teachers in secondary schools face challenges in the use of instructional media in the teaching of Geography. These challenges range from the teaching methods, the teaching resources, their availability and the managerial support (Tonne et al., 1998; Eshiwani, 1992). Students regard the subject as a subsidiary compared with other subjects like Mathematics, English, Kiswahili and the sciences. This creates a situation in which the Geography lessons are never taken seriously by students  who believe that the subject is not essential to the current job market. The Geography teachers therefore face a difficult task in convincing the students that the subject is essential to their future professional development (Komen, 1991). Lack of direct relevance to the job market is compounded by the fact that the Geography teachers rarely impart practical skills to the learner. This makes the teacher to rely on theoretical skills. The greatest challenge in this case lies in how practical skills can be incorporated in the teaching of the subject and their unwillingness to invest in the instructional materials. Practical skill is important as it helps the student relate to many aspects of their lives and the environment in which they are growing up.

The magnitude of the problem is great and serious as funds from the government are allocated more to technical and science subjects compared to humanities on the pretext that humanities are subsidiary. Since Geography is a bridging subject (KIE, 2006) that equips the learner with knowledge and skills that are of great educational value even for other subjects, it requires instructional material use to strengthen it. There has been a shortage of text books and other instructional materials in most of the schools where studies have been done. Management

support to the teaching and learning of Geography has been found to be lackluster. Instructional materials are essential in the teaching of Geography since they are designed to help the teachers to understand and to implement the ideas contained in the curriculum. They can also help students to achieve the learning objectives intended to be achieved (Ayot et al., 1992). In addition, Nabwire (1998) states, the availability and quality of instructional materials are important for the implementation process to take place. Besides, curriculum implementation requires change in the provision of relevant and adequate text books, facilities and other required teaching and learning aids. Although the resources are available in schools, lack of time is an impediment and does not allow teachers to access these resources. There may be technical equipment available but there is no time for the teacher to operate efficiently in the teaching. However, access to instructional resources can help teachers increase their competence with experts. The opportunities for development of teachers‘ skills and their access to instructional resources can be increased by providing them with technical support and sufficient time. The ability of existing educational approaches to impart knowledge, skills and values appropriate to a rapidly changing world has been questioned by educationists, researchers as well as employers (Ruto & Ndalo, 2013). Such concerns are stimulating a growth in the application of instructional resources. It provides new opportunities for more student centered teaching, opportunity to reach more learners, greater opportunity for teacher-to-teacher and student-to-student communication and collaboration, greater opportunities for multiple technologies delivered by teachers, creating motivation in learning amongst students and offering access to a wider range of courses, (MOEST, 2005).

Many schools face escalating demands on access to instructional resources and lack of access at required  times  often  discourage  Geography departments  from  using them.  In  many  schools,

weaknesses in Geography education are associated with limited use of instructional media. Good

teaching ought to be based on clear expectation of geographical outcomes with good preparation and planning which provide a number of linked activities to maintain pace and people‘s interest. (United Kingdom, 2004).

In Kenya and other developing countries, there is currently limited inclusion of real-world learning experiences in the traditional classroom setting (Kinuthia, 2009). Mostly the content presented in the classroom is disconnected from its real world context. This contextual dichotomy tends to have a negative impact on the learning process, adversely affecting learner motivation in particular. At the same time real world learning situated in real world context has been shown to have positive impact on learning and learner motivation. Educational simulations have been found to provide a solution to these by providing some aspects of real world learning in the traditional classroom (Henning, 1998).

The British Educational communication and Technology Agency, Becta (2004) asserts that, confidence in using instructional resources help a teacher to teach effectively. Lack of confidence is a problem linked to the previous two issues: lack of access to resources and lack of teachers‘ competence. Understanding the level in this study at which these barriers prevent teachers from using instructional media may help educators to decide how the barriers can be tackled. Teachers should be convinced of the importance of using instructional media in the classroom. Then they should be provided with access to resources successfully. Access to instructional media and the ability to use it cannot be possible without sufficient time, effective training and technical support.

Integrating the new technologies into educational settings require change and different teachers will handle this change differently. Different teachers‘ attitudes to change are important because teachers‘ beliefs influence what they do in classrooms. Becta (2004) claims that one key area of

teachers‘ attitudes towards the use of instructional media, is their understanding of how it will benefit their teaching and their students‘ learning. Earle (2002) asserts that the change from present level to a desired level of performance is facilitated by driving (encouraging) forces such as the power of new developments, rapid availability, creativity, accessibility or ease of communication. However it can be delayed by resisting (discouraging) forces such as lack of technical support teacher expertise or time for planning. Playa (1985), has advocated for revitalization policies intended to provide learning resources so as to safeguard and improve education quality in Africa. It states that education quality in Africa is rapidly falling mainly due to the inadequate supply of key instructional materials and the decline in their utilization.

In Kenya effective use of teaching and learning resources in schools has been of utmost concern to the government. The need for all schools to acquire and utilized learning resources have been documented on educational reports such as the Kenya National Committee on Education Objectives and Policy Report (1976). It emphasized the need for all schools to acquire adequate teaching and learning resources. It also stresses the need for all schools to plan and make available learning resources, to enhance teaching and learning.

In addition, this report stressed that teaching and learning materials should be planned and utilized in the most cost effective manner so as to bring out effective provision of quality and relevance in education. Similarly, the Kenya Education Commission Report (1964) called for more adequate supply of simple learning resources in the teaching and learning process to achieve the intended goals. Kimui (1988) asserts that resources cannot be used in any manner simply because they are supposed to be used. They have to be the most ideal, depending on the prevailing factors. Teachers with little awareness on the availability, importance and potentialities of the existing resources cannot select and use them expertly and effectively.