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NS Lyimo
JK Too
KJ Kipng’etich

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NS Lyimo
JK Too
KJ Kipng’etich

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.4 (5), pp. 103-112 May, 2017
Available online at https://www.journalissues.org/IJEPRR/
DOI:https://doi.org/10.15739/IJEPRR.17.012
Article ID:/17/EPRR/022/010 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.



Original Research Article

Perception of teachers on availability of instructional materials and physical facilities in secondary schools of Arusha District, Tanzania

Naisujaki Sephania Lyimo*1,Jackson K. Too2  and  Kirui Joseph Kipng’etich2

1Department of General Studies Arusha Technical College, Tanzania.
2Department of Curriculum Instruction and Educational Media, Moi University, Kenya.

*Corresponding Author  Email: naiviebe@yahoo.com



date Received: April 12, 2017     date Accepted: May 3, 2017     date Published: May 11, 2017


 Abstract

This study investigated on teachers’ perception on availability of instructional materials and physical facilities in secondary schools of Arusha district, Tanzania. It utilized descriptive case study design and data was collected through questionnaire, interview schedules and documents. Simple random and purposive samplings were used to select a sample of 318 out of about 1049 selected school stakeholder in Arusha District. To establish validity, the instruments were given to experts for scrutiny who went through them against research questions and gave necessary recommendations for improvement before data was collected. A pilot study was conducted to schools which are not part of the sample and calculated using the SPSS. Reliability test yielded 0.727 Cronbach’s Alpha for instructional materials and 0.778 for physical facilities which means the questionnaire was highly reliable. The study concludes that there is inadequate number of textbooks, reference books, maps and globes in schools under investigation due to increase of students in Community Schools. Further, schools have inadequate physical facilities such as classrooms, desks, chairs and the available classrooms are poorly constructed with inadequate spacing. Researchers recommend that Curriculum developers at Tanzania Institute of Education together with policy makers should come up with a policy guideline that will enhance provision of instructional materials and physical facilities.


Key words: Availability, adequacy, instructional materials, physical facilities, Arusha District


Lyimo et al