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A Chiza

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BM Ngussa
A Chiza

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.4 (6), pp. 151-157 June, 2017
Available online at https://www.journalissues.org/IJEPRR/
DOI:https://doi.org/10.15739/IJEPRR.17.016
Article ID:/17/EPRR/031/07 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

Significance and adequacy of instructional media as perceived by primary school pupils and teachers in Kinondoni District, Tanzania

*1Ngussa  Baraka Manjale and 2Chiza Abel

1Department of Curriculum and Teaching, University of Arusha, Tanzania
2MA in Curriculum and Instruction Candidate, University of Arusha, Tanzania

*Corresponding Author Email: ngussathe5th(at)gmail.com



date Received: May 3, 2017     date Accepted: May 29, 2017     date Published: June 7, 2017


 Abstract

This study investigated on significance and adequacy of instructional media as perceived by primary school pupils and teachers in Kinondoni District, using survey approach. A random sample of 292 pupils and 34 teachers from 15 schools participated by filling the questionnaire. Validity of the questionnaire was ensured through expert judgment from a group of experienced researchers. Cronbach’s Alpha ranged between .618 and .652 meaning questionnaire items were reliable. The Primary School pupils and teachers perceived that instructional media are vital in the teaching-learning process, enhancing ability to read and write correctly, influencing active participation and ability to remember vocabularies. Availability of chalkboards, text books and supplementary books is adequate. However, pieces of woods (slates), learning corners, reading cards, bulletin boards, video clips, voice recorders, and Braille machines are inadequate. It is therefore recommended that since both pupils and teachers perceived instructional media to be vital in the teaching-learning process, school administration should ensure good supply of various media resources and teachers’ training on how to use the media resources effectively. Finally, school administration should increase those media resources perceived inadequate.


Key words: Instructional media, media resources, adequacy, Kinondoni, Tanzania


Ngussa and Chiza