Teachers’ attitudes towards the use of instructional resources in teaching of the novel

Abstract

This study set out to investigate the varieties of instructional materials that are available and used for teaching the novel in selected secondary schools in Baringo District. The research was guided by Piaget's Cognitive Theory which has laid a strong case for the use of instructional media in instruction as it facilitates understanding of literary concepts and ideas. The study is a descriptive survey which was concerned with making accurate assessment of incidence, distribution and relationship of phenomena. Stratified random sampling was used to select the 12 secondary schools from which two form 3 and 4 literature teachers were selected to participate in this research. Descriptive data was collected by administering questionnaires and observing teachers during literature lessons. Evidence and deduction from data analysis revealed that most of the schools had some of the recommended novels but very few of the non-book instructional materials for teaching the subject. In addition, financial and administrative support was not easily obtainable and the novel was taught through verbal presentation. Recommendations are made with respect availability and use of instructional resources relevant for teaching the novel and the establishment of National and District instructional media Resource Centres.