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首页> 外文期刊>Journal of Education and Practice >Effect of Learners’ Level of Utilization of Conventional Resources on Classroom Performance in Secondary Schools in Bungoma County, Kenya
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Effect of Learners’ Level of Utilization of Conventional Resources on Classroom Performance in Secondary Schools in Bungoma County, Kenya

机译：肯尼亚南瘤县中学课堂课程课堂绩效常规资源水平的影响

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Provision of quality education is a key concern for any nation. In Kenya, with the advent of Free Primary Education and Subsidized Secondary Education, schools are experiencing an upsurge in enrolment of students’ in both primary and secondary schools. This has put a strain on the existing facilities in the schools leading to the need to properly equip the schools to ensure provision of quality education. However with delayed capitation resulting from economic challenges schools face challenges concerning acquisition of instruction resources and this has consequences on students’ performance. There has been need to increase resources to match the rising students’ numbers but due to economic challenges, parity is missing effect of this is being seen in poor performance in examinations. There is need to establish how the utilization of the little available resources facilitate instructions and identification of strategies to enhance this process. The paper therefore sought to determine the effect of learners’ level of utilization of conventional resources on classroom performance in secondary schools in Bungoma County The study was guided by the Cognitive Theory of Instructions as propounded by Jean Piaget that emphasizes the significance of instruction resources in the teaching and learning process. Descriptive survey design was employed. The target population consisted of teachers and students from public secondary schools in Bungoma County. In order to have a representative sample, this study employed stratified random sampling to select schools. Questionnaires, interview and observation schedules and document analysis were used as data collection instruments.Descriptive and inferential data was analyzed using SPSS. The findings of the study showed that majority of the students asserted that their teachers had frequently assigned them with both class and take away assignments which enhanced their utilization of the available conventional resources. The paper concluded that the level of students’ utilization of conventional instruction resources was below the average mean, therefore a unit increase in the utilization of resource persons could improve students’ classroom performance. There was a significant relationship between teacher training and students’ classroom performance which directly influence students’ class performance. It was therefore recommended that principals and officials of the Ministry of Education should ensure regular supervision to enhance effective use of conventional instruction materials and resources in enhancement of classroom performance in public secondary schools in Bungoma County.
机译：提供优质教育是任何国家的关键问题。在肯尼亚，随着自由初等教育和补贴中等教育的出现，学校正在在中小学的学生入学时经历了高兴。这对学校的现有设施进行了一种压力，这导致需要正确装备学校以确保提供素质教育。然而，由于经济挑战所产生的延迟引起，学校面临关于收购教学资源的挑战，这对学生的表现产生了影响。有必要增加资源来匹配上升的学生的数量，但由于经济挑战，逐渐缺失这效果在考试中表现不佳。有必要建立利用少量可用资源的利用方便指示和识别来增强这一过程。因此，本文试图确定学习者利用常规资源利用水平对Bungoma县中学课堂绩效的影响，研究了Jean Piage所取代的指示的认知理论，强调了指导资源的意义教学和学习过程。使用描述性调查设计。目标人口包括来自Bungoma县公共中学的教师和学生。为了有代表性的样本，本研究采用分层随机抽样来选择学校。调查问卷，访谈和观察时间表和文件分析用作数据收集仪器。使用SPSS分析了探析性和推理数据。该研究的调查结果表明，大多数学生声称他们的老师经常与课堂分配给他们，并带走分配，从而提高他们利用可用的传统资源。本文得出结论，学生使用常规指导资源的利用水平低于平均值，因此资源人员利用的单位增加可以改善学生的课堂表现。教师培训与学生课堂业绩之间存在重大关系，直接影响学生的课堂表现。因此，建议教育部的校长和官员应确保定期监督，以加强常规指导材料和资源加强Bungoma县公共中学课堂绩效。

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