An evaluation of the implementation of primary schools social studies radio programme in Mathira Central zone, Central Province, Kenya

Abstract

In spite of all the efforts by the Kenya government and the good intentions of radio programme, there have been general concerns that there is poor implementation of primary school social studies radio broadcast. There are indications that Social Studies teachers face problems and challenges including inadequate and dilapidated resources when using the radio programme for teaching. The main purpose of the study was to evaluate the implementation of Social Studies by radio broadcast lessons in primary schools in Mathira Central Zone, Central Province, Kenya. The study used descriptive survey design; utilizing both qualitative and quantitative approaches based on the Context, Input, Process and Product (CIPP) evaluation model proposed by Stufflebeam. Using questionnaires and observation schedule data were collected from 18 primary school headteachers, 34 social studies teachers and 335 pupils from class seven and eight. Data were analysed by use of SPSS computer programme with both qualitative and quantitative data. The analyzed data is presented in tables, frequency distributions, percentages, bar graphs and pie charts.

The study findings revealed that most primary school head teachers and teachers of Social Studies in Mathira Central Zone were qualified and experienced in teaching the subject. Findings also revealed that most 255 (76%) learners never attended radio broadcast lessons, with 237 (70.7%) of the pupils reporting that the radios were not very clear. Majority 301(89.9%) of the pupils further reported that the radio were inaudible. Teachers reported that they do not receive the broadcast materials and copies of the timetable on time. In addition, most schools do not have a radio set. The radio broadcast was seen to have very little influence on the Kenya Certificate of Primary Education (KCPE) performance. The study further established that teachers and headteachers were rarely in-serviced. Most schools did not have radio broadcast programme due to lack of radio sets, power, poor signal reception and poor maintenance.

Based on the findings, the study recommended that the Kenya Education Staff Institute (KESI) should institute mandatory training in educational management for those aspiring to the position of primary school headteachers. The Kenya Institute of Education should ensure that the radio broadcasts synchronize with the school timetable and that broadcast materials are disbursed to schools in time. The Ministry of Education through its Directorate of Quality Assurance and Standards in conjunction with KIE should ensure that teachers and headteachers are adequately in-serviced and trained to handle the radio broadcast lessons.

Based on the findings it was suggested that since the study covered one administrative division, there should be a similar nationwide study to determine the effectiveness of the implementation process for radio broadcast lessons in schools.